Colorado Department of Education
AUTISM SPECTRUM DISORDERS QUALITY PROGRAM
INDICATORS
Evaluation Cycle:
_____________________________
ADMINISTRATIVE UNIT
______________________
SCHOOL YEAR
_________________________________
EVALUATION SITE/STUDENT
Colorado Autism Task Force
2010
Revised 04/07/10
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Scoring the ASD PQI
For the 8 domains, program indicators are listed within each. Apply scores to each indicator within a program domain using the rubric defined
below. The state of implementation for each indicator will be scored using FI (Fully Implemented), PI (Partially Implemented), EI (Exploring
Implementation) and NI (Not Implemented).
Record whether the indicator was OBSERVED (O) during the time of the assessment period or whether the team REPORTED (R) the indicator
occurs.
AUTISM SPECTRUM DISORDERS PROGRAM QUALITY INDICATORS
Rubric for Evaluation
Score
Rubric
FI
Fully Implemented - there is evidence this indicator is being actively
implemented and with fidelity.
PI
Partially Implemented - there is evidence this indicator has parts of its
components implemented, but there is still other parts not evident or parts
not being utilized.
EI
Exploring Implementation – team is actively considering a change or
addition of an indicator.
NI
Not Implemented – there is no evidence this indicator is being
implemented.
O
Observed – this indicator was observed during assessment
R
Reported – this indicator was reported by team members
Colorado Department of Education
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INDIVIDUAL EVALUATION and INDIVIDUALIZED EDUCATION PROGRAM: Thorough diagnostic,
developmental, and educational assessments using a comprehensive, multidisciplinary approach are used to identify
students’ strengths and needs.
FI
PI
EI
NI
O
R
1) Evaluations are conducted by a multidisciplinary team comprised of qualified personnel who are familiar with the
characteristics and response patterns of students with autism spectrum disorders.
Evaluations use a variety of measures and sources of information including:
a) appropriate standardized, developmental, and observational methods,
b) autism-specific measures (when needed),
c) parent and family input,
d) review of data on recent progress and present levels of performance.
2) For both verbal and nonverbal students, speech and language evaluations use standardized measures, parental
report, observation, and spontaneous language samples to assess:
a) receptive language,
b) expressive language,
c) speech production,
d) communicative intent,
e) pragmatics and
f) semantics
3) Evaluation reports:
a) integrate results from six required areas of assessment (physical/motor and physical health, communicative,
social/emotional/adaptive behavior, cognitive, educational and transition/life skills) in ways that lead directly
to programmatic recommendations for instruction.
b) are written in a clear, concise manner.
c) are shared with the student (if appropriate), parents/guardians, educators, related service providers and other
professionals who work collaboratively with the family.
4) While the IEP addresses a broad range of developmental and educational needs, it specifically includes the areas
of:
a) academic
b) communication,
c) social interaction,
d) behavior and emotional development,
e) play and/or use of leisure time.
f) sensory
5) Communication systems, including augmentative and alternative systems are evaluated.
6) Assistive technology needs are evaluated.
Colorado Department of Education
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COMMENTS:
Colorado Department of Education
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CURRICULUM and METHODOLOGY: The programming is based on evidence or research-based curriculum that
addresses the significant skill deficits of students with autism spectrum disorders. Additionally, the programming is
linked to state standards and access skills. Decisions regarding curriculum changes/modifications are based on
reliable/consistent data-collection methods.
FI
PI
EI
NI
O
R
1) Curriculum focuses on maximizing appropriate independent functioning in home, school, vocational, and
community settings.
2) Curriculum emphasizes (when applicable for pre-k-21) the development of:
a) communication and language (i.e. functional communication, pragmatics, conversation, perspective
taking)
b) social relationships,
c) symbolic play, imagination and creativity,
d) self-regulation and self-monitoring,
e) academic skills to meet the content standards and address the expanded benchmarks,
f) vocational skills, and
g) self-determination skills.
3) With respect to communication, curriculum emphasizes the development of a functional communication
system (expressive and receptive) for students who are nonverbal or have emerging verbal skills.
4) With respect to social relationships, curriculum emphasizes the development of social interaction skills with
adults and peers for a range of occasions and environments.
5) Curriculum focuses on the maintenance and generalization of learned skills within ongoing and natural
routines in natural environments (e.g., home, school, vocational and community settings).
6) Progress monitoring is used to drive instruction and is based on reliable and consistent data-collection.
7) Executive function programming (i.e. planning long term project, finishing tasks, switching between tasks,
managing materials) is in place for students needing those supports in place within their curriculum.
COMMENTS:
Colorado Department of Education
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INSTRUCTIONAL ACTIVITIES: The programming provides a variety of developmental, functional and age
appropriate activities, experiences, and materials that engage students with autism spectrum disorders in meaningful
learning.
FI
PI
EI
NI
O
R
1) Instruction includes:
a) create response opportunities throughout the day;
b) activities that are appealing by incorporating student’s area of interest;
c) meaningful, active engagement of the student;
d) focus on foundational skills before more complex skills;
e) activities embedded within ongoing and natural routines of home, school, vocational and community
settings for generalization
f) education in the general education environment with typical peers whenever possible
2) A variety of instructional formats such as direct instruction, small group instruction, student-initiated interactions,
teacher-directed interactions, play, and, peer-mediated instruction.
3) Instruction takes place in the general education environment to the time appropriate with typical peers.
4) As instruction proceeds, an effort is made to teach students to cope with the distractions, disruptions and changes in
routine that are an inevitable part of daily living.
5) Instructional activities are appropriately paced to eliminate unnecessary “break-time, free-time”, by keeping
students actively engaged.
COMMENTS:
Colorado Department of Education
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INSTRUCTIONAL ENVIRONMENTS and INCLUSION: The educational environments provide a structure that
builds on students’ strengths while minimizing those factors that most interfere with learning. Opportunities for
interactions with typical peers are incorporated into the program. Students with autism spectrum disorders are
educated with their typical peers to the maximum extent possible as determined by the IEP team.
FI
PI
EI
NI
O
R
1) Environments are initially simplified, as needed, to help students recognize relevant information (area is free of
distractions –visual and auditory, and activity areas are clearly labeled and identifiable, etc.)
2) Classrooms have defined areas that provide clear visual boundaries for specific activities.
3) Environmental supports (e.g., the use of visual schedules) are provided that facilitate the student’s ability to:
a) predict events and activities;
b) anticipate change;
c) understand expectations;
d) conceptualize the beginning and end to an activity, class, school day, etc; and
e) transition to new events, activities, environments in a calm and safe manner.
COMMENTS:
Colorado Department of Education
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REVIEW AND MONITORING OF PROGRESS AND OUTCOMES: The programming uses a collaborative,
ongoing, systematic process for assessing student progress. Data collection is integral to the monitoring and progress of
outcomes.
FI
PI
EI
NI
O
R
1) The programming provides regular and ongoing developmental and academic assessment of each student’s
progress on his/her specific IEP goals and objectives. Written data are gathered reliably and consistently on a
frequent (daily or weekly) and consistent basis and utilized as a means to inform and guide instruction.
2) Progress monitoring is used to:
a) target objectives that have not been achieved;
b) document when progress is not observed after an appropriate trial period;
c) target objectives have not been achieved after an appropriate trial period;
d) note if there is an unexpected change in a student's behavior or health status;
e) document significant changes that occur in the home, school, vocational, or
community setting; and/or
f) record when progress is not being maintained/generalized.
COMMENTS:
Colorado Department of Education
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FAMILY INVOLVEMENT AND SUPPORT: Parents/guardians are recognized and valued as full partners in the
development and implementation of their children's IEPs.
FI
PI
EI
NI
O
R
1) Parents/guardians and family members are supported as active participants in all aspects of their child’s ongoing
evaluation and education. The special education teams explains the entire process (e.g. types of meetings,
progress monitoring/data collection, draft IEPs, etc.)
2) The program makes available services, which:
a) provide parents/guardians with information about child development, and/or
specific instructional strategies being utilized in the classroom;
b) assist parents/guardians to understand the needs of their child;
c) foster coordination of efforts between school and home (daily
communication system;
d) provide parent opportunity for training to support the family with behavior
management strategies, use of visual structures, identifying professional
resources, etc.
3) Parents/guardians are provided with information about educational conferences, workshops, support groups, etc.
4) Parents receive regular (daily or at minimum, weekly) communication from the service providers regarding their
child’s progress (data showing updated progress/regression on goals/objectives is consistently shared throughout
the year).
5) Parents are assisted in accessing services from other agencies (when available and as appropriate) such as respite,
in-home behavior support, home health care, transportation, CCBs,etc.
6) The program develops links with different community agencies that provide the comprehensive services often
needed by students with autism spectrum disorders. Collaboration and communication with outside service
providers is evident.
7) The program assists parents in defining their child’s outside-of-school needs, such as respite, in-home behavior
support, home health care, transportation, etc. Assistance is provided to parents in determining and ranking
parent/home needs with academic needs. The multidisciplinary team (which includes parents) helps to determine
which IEP goals/objectives will be generalized to home. Likewise, a relevant timeline for implementation is
developed.
COMMENTS:
Colorado Department of Education
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TRANSITION PLANNING: Parents/guardians, professionals and students (when appropriate) work collaboratively
in planning transitions such as, from one classroom, program or service delivery system to another. Comprehensive
transition plans, including post-school outcomes and methods of achieving those outcomes, are developed and utilized
with all students (no later than) ages 16 and older.
FI
PI
EI
NI
O
R
1) Transition planning (from school setting to school setting):
a) begins while the student is in the current placement;
b) provides the student and family with the opportunity to visit the new setting
(i.e., meet teachers, view classrooms); and
c) is a collaborative effort between the two settings.
2) Planning integrates considerations of future environments (i.e. skills needed in the next classroom or school
setting) with the student’s current program.
3) Planning includes teacher preparation, ongoing professional development and other supports to ensure success of
the student in the new classroom, school, or work site so student’s programs moves from level to level.
4) Post school outcomes are identified by and/or for the student and a comprehensive plan is developed for progress
toward those outcomes as early as possible but no later than age 15.
5) Self-determination skills are taught to student so that they self-advocate for themselves in new and continuing
environments. Students are taught self-advocacy skills in order to lead their own IEP meeting (when appropriate)
or participate to the greatest extent possible (i.e. presenting their own strengths and interests) and/or summary of
goals from previous years.
6) Students transitioning to adulthood are connected with post-school agencies at least one year prior to completing
school.
COMMENTS:
Colorado Department of Education
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BEHAVIOR: Positive behavior supports are used to address challenging behavior.
FI
PI
EI
NI
O
R
1) The program has a school-wide positive behavior support system that:
a) defines expectations for appropriate behavior in all instructional settings;
b) uses proactive approaches to managing behavior;
c) has established strategies for crisis intervention; and
d) provides training for staff in recommended behavioral strategies.
2) A Functional Behavior Assessment (FBA) is used to direct intervention planning for persistent challenging
behaviors, from which a Behavior Support Plan (BSP) is developed.
3) Multiple methods (e.g., direct observations, functional assessment, rating scales – parent, teacher, student, and
interviews) are used in conducting the FBA.
4) The FBA identifies both immediate (e.g., request to perform a task) and more distant (e.g., poor sleeping habits)
factors that increase challenging behaviors.
5) The FBA identifies one or more functions for the challenging behaviors.
6) Behavioral goals focus on increasing positive behaviors/interactions instead of decreasing undesirable
behaviors.
7) Environmental accommodations and adaptations are used to prevent or minimize occurrences of the problem
behavior.
8) Instruction in replacement behaviors, i.e. alternative, appropriate skills (e.g., communication, social, or selfregulatory skills) is routinely incorporated into behavior support plans.
9) Reinforcement is based on positive supports and strategies, which are determined by the student.
10) A Reinforcement Inventory is conducted for the child to identify motivating items and activities (by both
parents and school) and is frequently evaluated.
11) A clear data collection system is established within the BSP to monitor progress toward increasing positive
behavior, as well as a timeframe for determining progress.
12) Behavior intervention plans focus on long-term outcomes (e.g., making new friends, participating in
extracurricular activities).
COMMENTS:
Colorado Department of Education
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