Items and Criteria

• In Place: Areas are clearly defined, there are assigned seating/standing areas, students are within the direct line of sight of a teacher.

  • The classroom has clearly marked areas for different activities, such as a reading corner, group work tables, and a designated area for calming activities. All students, including those with low-incidence disabilities, have full access to the classroom, which is designed to be safe and accommodating, with staff and peers aware of the unique needs of these students. Additionally, all students are positioned in a way that allows the teacher to easily see them from their desk.

• Partial: Areas are somewhat clearly defined, some assigned seating/standing areas, students are mostly within direct line of sight of a teacher.

  • While some areas in the classroom are clearly defined, such as the reading corner and group work tables, the purpose of other areas are unclear. Some students have assigned seats, but others do not, leading to some students being more visible to the teacher than others. Most students are within the direct line of sight of the teacher, but there are a few blind spots or areas where students are less visible.

• Not Evident: Areas are not clearly defined, no assigned seating/standing areas, students are not within the direct line of sight of a teacher.

  • The classroom lacks clear definition of areas for different activities, and there are no assigned seating or standing areas for students, including those with low-incidence disabilities. As a result, students are free to sit or stand anywhere without specific assignments and the teacher may have low visibility of all students. 

• In Place: Students are provided with optimal spacing from other students, ensuring personal needs are met, and encouraging frequent and meaningful interaction between other students as prescribed by their behavior plan.

  • Optimal Spacing: Students are seated or positioned with ample space between them, ensuring personal needs are met and providing a comfortable environment. They can comfortably navigate their surroundings. 

  • Encouraged Interaction: Students are not only within close proximity but also actively encouraged to interact with each other. The environment is conducive to collaboration and socialization, promoting positive behavioral outcomes as per their behavior plan.

• Partial: Students are provided with adequate spacing from other students to allow for personal needs, and are within close proximity to permit for interaction between other students to the extent prescribed by their behavior plan.

  • Adequate Spacing: Students are seated or positioned with enough space between them to allow for personal needs such as movement and privacy. They have enough room to move around and access materials but the classroom could be adjusted to optimize spacing.

  • Permitted Interaction: Students are within close proximity to each other, allowing for interaction as prescribed by their behavior plan. They can communicate and collaborate effectively, but space is limited in instructional modality (e.g., only whole group instruction). 

• Not Evident: Students are not provided with adequate spacing from other students, hindering personal needs, and limiting interaction even below the levels prescribed by their behavior plan.

  • Inadequate Spacing: Students are seated or positioned in a way that they are very close to each other, making it difficult for them to have personal space or maintain an appropriate distance. This setup could lead to discomfort or conflict.

  • Limited Interaction: Due to the cramped space, students have little opportunity to interact with each other as prescribed by their behavior plan. They may feel crowded and may not be able to engage with their peers effectively.

• In Place: Materials are easily accessible and well-prepared prior to the activity, and supplies are well-organized and labeled for quick identification.

  • Materials are stored at student height, clearly labeled, and organized in designated places. All necessary materials for activities are set out on tables, ready for immediate use by students.

• Partial: Materials are somewhat easy to access, with some preparation done beforehand, and supplies are partially organized or labeled.

  • Materials are accessible, though some are difficult to access. Most activity materials are set out, but a few need gathering. Some supplies are not clearly labeled, causing minor confusion.

• Not Evident: Materials are difficult to locate, not prepared prior to the activity, and supplies are disorganized or unlabeled.

  • Materials are difficult to access. No materials are prepared, causing student delays. Supplies are stored without labels, making it hard to find specific items.

• In Place: Both expressive and receptive visual supports and cues are consistently present and utilized across various contexts in the classroom. Examples include timers, boundaries, choice boards, emotional regulation scales, lists/task cards, visual instructions (e.g., task analysis), and visual aids for concepts.

  • Expressive Examples: Choice boards are available for selecting tasks, and emotional regulation scales are used to help students identify and manage their emotions. 

  • Receptive Examples: Visual instructions are provided for routines and visual aids are used to reinforce concepts like math operations or vocabulary.

• Partial: Some expressive and receptive visual supports and cues are present and utilized, but not consistently or comprehensively. While there may be some visual supports in place, they may not cover all necessary areas or be used consistently throughout the day.

  • Expressive Examples: Choice boards are used, but only for certain activities or subjects. Emotional regulation scales are available but not consistently used. 

  • Receptive Examples: Visual instructions are provided for some assignments but not all. Some concepts are reinforced with visual aids, but not consistently.

• Not Evident: Few or no expressive and receptive visual supports or cues are present or utilized in the classroom. There is a lack of visual aids to support learning and communication for all students, particularly those who benefit from visual support.

  • Expressive Examples: There are no choice boards or emotional regulation scales present in the classroom. 

  • Receptive Examples: Visual instructions are not provided, and there are no visual aids for concepts. There is a lack of visual support for all students.

• In Place: All 3 to 5 classroom rules/expectations are clearly defined, positively stated, understandable (i.e., brief, easy to remember, age-appropriate), and comprehensive, reflecting broad constructs or classes of behavior.

  • Classroom rules such as "Be kind and respectful," "Raise your hand to speak," "Follow directions the first time they are given," "Keep your hands and feet to yourself," and "Listen when others are talking" are developed. 

• Partial: Some of the 3 to 5 classroom rules/expectations are defined, positively stated, understandable, and comprehensive, reflecting broad constructs or classes of behavior, but there may be inconsistencies or some rules are less clear or comprehensive.

  • While rules like "Be kind and respectful" and "Raise your hand to speak" are well-defined, other rules such as "Follow directions quickly" are not fully developed, or rules such as "Do not touch others or their belongings without permission" are not stated positively. 

• Not Evident: Not all 3 to 5 classroom rules/expectations are developed, defined, positively stated, understandable, and comprehensive, reflecting broad constructs or classes of behavior, and there is little to no clarity on existing rules.

  • Expected behaviors are not clearly defined or developed, leading to confusion among students.

• In Place: A formal system is consistently used to directly teach expected behaviors to students, and visual reminders of the rules/expectations are prominently posted throughout the learning environment. Examples and non-examples are taught to clarify expectations.

  • A formal behavior system, such as a behavior chart, was consistently used by the teacher to directly teach expected behaviors to students. Additionally, visual reminders of the rules/expectations were prominently posted throughout the classroom.

• Partial: A formal system is used to teach expected behaviors, but there are inconsistencies in its implementation or the visual reminders of the rules/expectations are not consistently posted or are not easily visible. Examples and non-examples are sometimes taught to clarify expectations.

  • A formal system was in place to teach expected behaviors, but there were inconsistencies in its implementation. Visual reminders of the rules/expectations were not consistently posted or were not easily visible in all areas of the classroom.

• Not Evident: A formal system is not used to teach expected behaviors directly to students, and visual reminders of the rules/expectations are not posted or are not present in the learning environment. Examples and non-examples are not taught to clarify expectations.

  • A formal system was not used to directly teach expected behaviors to students. Additionally, visual reminders of the rules/expectations were not posted or were not present in the learning environment.

• In Place: A formal system is consistently used to directly teach expected behaviors to students, and visual reminders of the rules/expectations are prominently posted throughout the learning environment. Examples and non-examples are taught to clarify expectations.

  • A formal behavior system, such as a behavior chart, was consistently used by the teacher to directly teach expected behaviors to students. Additionally, visual reminders of the rules/expectations were prominently posted throughout the classroom.

• Partial: A formal system is used to teach expected behaviors, but there are inconsistencies in its implementation or the visual reminders of the rules/expectations are not consistently posted or are not easily visible. Examples and non-examples are sometimes taught to clarify expectations.

  • A formal system was in place to teach expected behaviors, but there were inconsistencies in its implementation. Visual reminders of the rules/expectations were not consistently posted or were not easily visible in all areas of the classroom.

• Not Evident: A formal system is not used to teach expected behaviors directly to students, and visual reminders of the rules/expectations are not posted or are not present in the learning environment. Examples and non-examples are not taught to clarify expectations.

  • A formal system was not used to directly teach expected behaviors to students. Additionally, visual reminders of the rules/expectations were not posted or were not present in the learning environment.

• In Place: The classroom culture demonstrates appropriate physical and verbal contact, with sufficient acknowledgment of students. The culture is inclusive to all individuals in the classroom including staff. Students appear happy, relaxed, and engaged.

  • Students are greeted with a smile and a welcoming tone every morning. Throughout the day, staff use positive language to acknowledge students' and other staff’s efforts and achievements. Students actively participate in lessons and group activities, showing signs of happiness, relaxation, and engagement.

• Partial: The classroom culture shows some elements of positive culture, but there are inconsistencies. While there may be appropriate physical and verbal contact, acknowledgment of students and other staff may be lacking at times. The culture may not be consistently maintained among all staff members, leading to variations in student experience. Students may appear somewhat happy, relaxed, and engaged, but not consistently so.

  • There are moments of positive interaction, but it's not consistent. While some students receive verbal acknowledgment and praise, others may not. The classroom environment can vary depending on the teacher's mood, leading to inconsistencies in student engagement and relaxation. Overall, there is a positive atmosphere, but it could be improved with more consistent positive interactions.

• Not Evident: The classroom culture does not demonstrate positive elements. There is a lack of appropriate physical and verbal contact, and acknowledgment of students is insufficient. The culture is inconsistent among staff members, and students do not appear happy, relaxed, or engaged.

  • There is a lack of positive interaction and acknowledgment. Students rarely receive praise or encouragement, and the atmosphere is tense and uninviting. Students appear disengaged, unhappy and often exhibit behaviors indicating discomfort or stress.

• In Place: Immediate and specific praise is consistently used, with frequent and behavior-specific acknowledgments of positive behavior and adherence to classroom rules and routines. The ratio of praise to corrective feedback is high, with praise being given more frequently than corrective feedback.

  • After a student successfully completed a task independently, the teacher immediately praised them by saying, "Great job putting away your materials, James. You followed the classroom routine perfectly!"

• Partial: Immediate and specific praise is used, but there are inconsistencies in its application. Praise may not always be immediate or behavior-specific, and adherence to classroom rules and routines may not always be acknowledged. The ratio of praise to corrective feedback is moderate, with both being given but not always balanced.

  • The teacher occasionally provides general praise to the class, such as, "Good work, everyone!" without specifically acknowledging individual efforts or behaviors.

• Not Evident: Immediate and specific praise is rarely used or not used at all. Positive behavior and adherence to classroom rules and routines are not consistently acknowledged. The ratio of praise to corrective feedback is low, with corrective feedback being given more frequently than praise.

  • The teacher rarely acknowledges positive behaviors. Even when they demonstrate adherence to classroom rules and routines, their efforts go unnoticed, which may result in a lack of motivation.

• In Place: Reinforcement is delivered according to a plan that considers individual student preferences and is varied to maintain effectiveness. Different types of reinforcement are used based on student needs and responses.

  • A teacher has a reinforcement plan in place for a student who loves art. The student earns tokens for completing tasks and can exchange them for extra art time. Another student, who enjoys reading, earns tokens for reading and can exchange them for a new book.

• Partial: Reinforcement is delivered, but there may be some inconsistencies in the plan or variety of reinforcement used. Student preferences are sometimes considered, but not always, leading to less effective reinforcement.

  •  A teacher occasionally uses reinforcement for students but does not consistently vary the types of reinforcement or consider individual student preferences. For example, all students might earn extra computer time, regardless of their preferences.

• Not Evident: Reinforcement is not delivered according to a plan, and student preferences are not considered. There is little to no variety in the reinforcement used, which may lead to decreased effectiveness over time.

  • A teacher does not have a reinforcement plan in place and uses the same type of reinforcement for all students. There is no consideration for individual preferences, and the reinforcement is not varied.

• In Place: Tasks and activities are structured throughout the student's day, with a schedule designed to support positive behavior using principles like the Premack Principle. Students do not have extended periods without instruction or engagement, leading to a well-organized and behavior-supportive environment.

  • In the classroom, tasks and activities are carefully scheduled throughout the day to support positive behavior. For example, the teacher uses the Premack Principle to allow students to engage in preferred activities after completing less preferred tasks. This structured approach ensures that students are consistently engaged and behavior is well-managed.

• Partial: There is some structure to tasks and activities throughout the day, but it is not consistently applied. The schedule may support positive behavior to some extent but lacks consistency. Students may have occasional extended periods without instruction or engagement, leading to potential behavior challenges.

  • In the classroom, there is some attempt to structure tasks and activities, but it is not always consistent. While the schedule includes some positive behavior supports, such as breaks and transitions, there are occasional lapses in consistency. This inconsistency may lead to some students experiencing extended periods without engagement, which could result in behavior challenges.

• Not Evident: Tasks and activities are not structured throughout the day, and the schedule does not effectively support positive behavior. Students have extended periods without instruction or engagement, leading to potential behavior issues and a lack of routine.

  • In the classroom, tasks and activities are not structured, and the schedule does not effectively support positive behavior. For instance, there is no clear schedule for activities, leading to extended periods where students are not engaged. This lack of structure can result in behavior issues and a lack of routine for students.

• In Place: Procedures for activities such as arrival, asking questions, transitions, and bathroom use are clearly identified and communicated to students. These procedures are consistently followed, contributing to a smooth and organized learning environment.

  • There are clear procedures for arrival: students enter quietly, hang their backpacks, and begin their morning work. During transitions, students move quietly and orderly to their next assigned destination. These procedures are explicitly taught and consistently followed, contributing to a calm and organized classroom environment.

• Partial: Procedures for activities are somewhat identified, but there are inconsistencies in their implementation. While some procedures are followed, others may be unclear or not consistently enforced, leading to occasional disruptions or confusion.

  • There are some procedures in place, but they are not consistently followed. While there is a procedure for asking questions during lessons, some students respond without raising their hand and responses are accepted by staff, leading to disruptions. Transitions between activities are generally smooth, but occasionally students linger, causing delays.

• Not Evident: Procedures for activities are not clearly identified or communicated to students. There is confusion or inconsistency in how activities are conducted, resulting in disruptions and a lack of organization in the learning environment.

  • There are no clear procedures for arrival or transitions. Students enter the classroom loudly, and there is confusion about where to hang backpacks. During transitions, students move about the room chaotically, leading to disruptions and a lack of focus

• In Place: The schedule is prominently visibly present in the classroom, and both staff and students regularly refer to it. The teacher consistently directs attention to the schedule, using it as a reference point throughout the day to keep activities on track.

  • A visual schedule is prominently displayed at the front of the room. At the beginning of each day, the teacher reviews the schedule with her students, pointing to each activity and discussing what will happen. Throughout the day, both she and her students refer back to the schedule regularly to stay on track. Additionally, there is a routine in place for handling changes in the schedule, ensuring students are informed and prepared for any adjustments.

• Partial: The schedule is available but may not always be prominently displayed or consistently used by staff and students. While the teacher occasionally references the schedule, its use is not fully integrated into the daily routine.

  • There is a visual schedule on the wall, but it is not always used consistently. While the teacher refers to the schedule at the start of the day, they do not consistently direct students' attention to it throughout the day, leading to some confusion about the day's activities. While changes in the schedule are addressed, there is no established routine for handling them, leading to some confusion and lack of preparedness among students.

• Not Evident: The schedule is not visibly present or is not used effectively by staff and students. The teacher rarely references the schedule, and its presence has little impact on the organization and flow of daily activities.

  • There is no visible visual schedule, and the daily routine is not clearly communicated to students. The teacher does not reference a schedule, and students are unsure about what will happen next, leading to disorganization and uncertainty. There is no routine in place for handling changes in the schedule, leading to students being uninformed and unprepared for adjustments.

• In Place: The teacher consistently uses signals or cues to engage students' attention before delivering instruction. These signals effectively capture students' focus and prepare them for learning.

  • Before starting a lesson, the teacher rings a bell to signal the transition to learning time. The teacher then uses a call-and-response technique to gather students' attention, ensuring they are ready to listen and participate.

• Partial: The teacher uses signals or cues to engage students' attention, but it is not always consistent or effective. There may be instances where students are not fully engaged or prepared for instruction.

  • The teacher sometimes uses a chime to signal the start of a lesson, but it isn't consistently used every day. While this helps some students focus, others may still be distracted or off-task when instruction begins. Or a variety of signals is used to gain students' attention, causing confusion.

• Not Evident: The teacher does not use signals or cues to engage students' attention before delivering instruction. This may result in students being unprepared or distracted during lessons.

  • In the classroom, there are no signals or cues used to engage students' attention before instruction. As a result, students may be talking or engaged in other activities when the lesson starts, leading to disruptions and delays in learning.

• In Place: The teacher consistently provides warnings or reminders of upcoming activities, using tools such as timers, countdowns, or clocks. Expectations for the activity are reviewed beforehand, helping students prepare and transition smoothly.

  • Before transitioning to group work, the teacher sets a timer for five minutes and reminds students to finish their current tasks. Expectations for the activity are reviewed beforehand, leading to a smoother transition into the activity.

• Partial: The teacher sometimes provides warnings or reminders of upcoming activities, but it is not consistent. While timers, countdowns, or clocks may be used, expectations for the activity are not always reviewed beforehand, leading to some disruptions during transitions.

  • The teacher occasionally sets a timer for transitions but does not consistently review expectations beforehand. This leads to some students being unprepared for the upcoming activity and disruptions during the transition.

• Not Evident: The teacher does not provide warnings or reminders of upcoming activities, and there is no use of timers, countdowns, or clocks. Students are not prepared for transitions, leading to confusion and disorganization. 

  • The teacher does not use timers or reminders for transitions, and expectations for upcoming activities are not reviewed. As a result, students are often caught off guard by transitions, leading to confusion and delays in starting the next activity.

• In Place: The teacher clearly identifies skills and concepts to be learned, connects them to previous learning, breaks down complex skills into smaller, more manageable chunks, uses scaffolding and modeling to deepen understanding, and progressively increases the difficulty of skills to build upon student knowledge.

  • The teacher assesses a student's ability to request items or help appropriately and develops a structured teaching plan based on the assessment. The plan includes targeted instruction and practice in requesting skills.

• Partial: The teacher inconsistently identifies skills and concepts to be learned, occasionally connects them to previous learning, and inconsistently breaks down complex skills into smaller, more manageable chunks. While some scaffolding and modeling are used, it is not consistently applied, and the progression of skill difficulty varies.

  • The teacher provides some structured instruction for a student struggling with tolerating changes in routine. While the instruction is consistent, the skills targeted for acquisition are not always based on thorough assessments. The teacher uses general observations to guide instruction, but the plan may not fully address the student's specific behavioral needs.

• Not Evident: The teacher does not consistently identify skills and concepts to be learned, fails to connect them to previous learning, does not break down complex skills into smaller, more manageable chunks, and does not use scaffolding and modeling to deepen understanding. There is no evidence of a progression in the difficulty of skills to build upon student knowledge.

  • A student with difficulty tolerating changes in routine is expected to adapt without targeted instruction or support. The skills targeted for acquisition are not based on assessments, and there is a lack of structured teaching plans to address the student's behavioral needs.

• In Place: Instruction is consistently tailored to meet students' needs in terms of length, difficulty, and consistency. The length of lessons is appropriate for the students' attention spans, the difficulty level is challenging but manageable, and the instruction is delivered consistently. Additionally, instruction includes core content while also addressing individualized learning goals, ensuring that all students are appropriately challenged and supported.

  • The teacher adjusts the length and complexity of lessons to suit the topic and students' needs. For instance, during a science experiment, the teacher breaks down complex ideas into smaller parts, keeping students engaged. The difficulty level is also adjusted, with additional explanations for challenging topics and extra support for struggling students. This ensures that all students are appropriately challenged and supported.

• Partial: Instruction is somewhat tailored to meet students' needs in terms of length, difficulty, and consistency. While the length of lessons is generally appropriate for student attention spans, the difficulty level may not consistently challenge all students or provide enough support for those who need it. Additionally, while some instruction may include core content and address individualized learning goals, this is not consistently implemented across all lessons.

  • The teacher sometimes adjusts the length and complexity of lessons. For example, during a reading activity, the teacher might occasionally shorten the lesson for better student engagement. However, the difficulty level is not consistently adjusted, and some students may struggle with the material. Additionally, while the teacher tries to deliver instruction consistently, there are instances where this consistency falters, leading to some confusion among students.

• Not Evident: Instruction is not consistently tailored to meet students' needs in terms of length, difficulty, and consistency. The length of lessons may not align with students' attention spans, the difficulty level may not be appropriately challenging, and instruction may not be delivered consistently. Additionally, there is no evidence that instruction includes core content or addresses individualized learning goals for students.

  • In a classroom where instruction is not consistently tailored, lessons might be too long for students' attention spans, making it hard for them to stay focused. Assignments might be too difficult or too easy for some students, and instruction might be inconsistent. This could lead to students feeling bored or frustrated and not learning as effectively as they could.

• In Place: Students have access to a variety of accommodations and modifications for instruction and materials. They can demonstrate understanding in multiple ways, and task requirements are adjusted as needed.

  • In the classroom, the teacher provides a student with modified assignments that match their learning pace, ability level and communication style. The student also receives additional explanations and visual aids to support comprehension. The teacher regularly checks for understanding and adjusts instruction as needed.

• Partial: Some accommodations and modifications are provided, but not consistently. There are efforts to provide alternative ways to demonstrate understanding, but gaps exist.

  •  In the classroom, the teacher sometimes provides modified assignments for a student but does not consistently adjust instruction. The student receives occasional additional explanations and visual aids, but these supports are not always provided for every lesson or task.

• Not Evident: Students lack access to appropriate accommodations and modifications. Instruction is standard, materials are not adapted, and task requirements remain unchanged.

  • In the classroom, the teacher does not provide any instructional modifications or accommodations for a student. The student is expected to complete the same assignments and tasks as their peers without any additional support or adjustments to instruction.

Behavior Plan (i.e., Setting Events and Strategies, Preventative Strategies/Antecedent Interventions, Reactive Strategies/Consequent Interventions)

• In Place: The behavior plan is clearly defined, including setting events and strategies, preventative strategies/antecedent interventions, and reactive strategies/consequent interventions. Staff have been trained on the plan and consistently implement its strategies.

  • The behavior plan for a student includes clear setting events and strategies, preventative strategies/antecedent interventions, and reactive strategies/consequent interventions. Staff are trained and consistently implement the plan.

• Partial: The behavior plan is somewhat defined, with some elements such as setting events and strategies, and preventative strategies/antecedent interventions, or reactive strategies/consequent interventions lacking clarity. Staff training on the plan may be inconsistent.

  • The behavior plan for a student includes some setting events and strategies, but implementation is inconsistent. Staff training is irregular, leading to variability in applying the plan.

• Not Evident: The behavior plan is not clearly defined or implemented. Elements such as setting events and strategies, preventative strategies/antecedent interventions, and reactive strategies/consequent interventions are either missing or poorly defined. Staff training on the plan is lacking.

  • The behavior plan for a student lacks clear setting events and strategies, preventative strategies/antecedent interventions, and reactive strategies/consequent interventions. Staff are not trained on the plan, resulting in its absence from daily practice.

Clear definitions for behaviors of concern

• In Place: The behavior plan includes clear and specific definitions for behaviors of concern. These definitions are easily understood by both staff and students, ensuring consistency in identifying and addressing these behaviors.

  • The behavior plan defines hitting as any instance where a student makes intentional physical contact with another person's body in a way that causes pain or discomfort. This definition is observable and measurable, making it clear what constitutes hitting.

• Partial: The behavior plan includes definitions for behaviors of concern, but they may not be as clear or specific. Some behaviors may be vaguely defined, leading to inconsistencies in implementation and interpretation among staff and students.

  • The behavior plan defines disruptive behavior as any behavior that interferes with the learning environment. While this definition gives a general idea, it lacks specific examples or descriptions of what behaviors are considered disruptive, leading to potential inconsistencies in interpretation.

• Not Evident: The behavior plan does not include clear definitions for behaviors of concern. The plan may mention addressing behaviors but does not provide specific definitions or guidelines for identifying these behaviors.

  • The behavior plan mentions addressing disruptive behavior but does not provide a clear definition of what behaviors fall into this category. Without specific guidelines, staff and students may have different interpretations of what constitutes disruptive behavior.

Data Collection/Documentation

• In Place: Data collection and documentation are consistently implemented, with clear procedures for recording behavior under specified conditions. Data collection is recorded accurately and consistently according to the behavior plan.

  • The teacher uses a data sheet to record a student's off-task behavior during independent work. The sheet includes categories for different behaviors and is used consistently. The teacher reviews the data daily to adjust strategies.

• Partial: Data collection and documentation are somewhat implemented, but there may be inconsistencies in recording procedures or frequency. The documentation may lack detail or accuracy in recording behavior.

  • The teacher occasionally uses a data sheet to record disruptive behavior in class. The sheet has categories for behaviors but is not always used consistently. The teacher reviews the data sporadically.

• Not Evident: Data collection and documentation are not consistently implemented or are not in place. There is little to no documentation of behavior, or the documentation does not follow specified procedures for recording behavior and frequency.

  • The teacher does not use a formal system to document student behavior. There is no evidence of data collection or use for instructional decisions.

Replacement Behavior(s) targeted

• In Place: The replacement behaviors are clearly defined and directly address the problem behavior. They are linked to specific goals and are based on a thorough assessment of the individual's behavior skills.

  • A student who exhibits disruptive behavior in class has a behavior plan that includes a replacement behavior of raising their hand and waiting to be called on instead of calling out. This replacement behavior directly addresses the problem behavior, is linked to the goal of improving classroom participation, and is based on an assessment of the student's behavior skills.

• Partial: The replacement behaviors are somewhat defined and address the problem behavior to some extent. They may be loosely linked to goals and may not be fully based on a comprehensive behavior skill assessment.

  • A student who exhibits off-task behavior has a behavior plan that includes a replacement behavior of using a fidget toy to help maintain focus. While this replacement behavior addresses the problem behavior to some extent, it is not clearly linked to specific goals, and its effectiveness is not based on a comprehensive behavior skill assessment.

• Not Evident: The replacement behaviors are not clearly defined or do not effectively address the problem behavior. They are not linked to specific goals, and there is little evidence that they are based on a behavior skill assessment.

  • A student who exhibits aggressive behavior has a behavior plan that includes a replacement behavior of "calming down" without specifying how this should be done. The replacement behavior is not clearly defined, does not directly address the problem behavior, and is not based on a behavior skill assessment.

• In Place: Sensory interventions, such as sensory integration or a sensory diet, are clearly defined and implemented as part of the behavior plan. These interventions are based on a thorough assessment of the individual's sensory needs and are consistently applied by trained staff.

  • A student with sensory issues has a sensory diet that includes using a sensory cushion and noise-canceling headphones. These interventions are based on a sensory assessment and are consistently used by staff.

• Partial: Sensory interventions are somewhat defined and inconsistently implemented. While there is an attempt to incorporate sensory strategies, their application may not be systematic or based on a comprehensive assessment of sensory needs.

  • A student has some sensory interventions in place, such as using sensory tools, but their application is inconsistent. There is no clear link to a comprehensive sensory assessment, and staff training in these strategies is inconsistent.

• Not Evident: Sensory interventions are not clearly defined or implemented. There is little to no evidence of sensory strategies being used, or they are used inappropriately without consideration of individual sensory needs.

  • A student with sensory challenges does not have any specific sensory interventions clearly defined or implemented, and staff are not trained in this area.

• In Place: Communication interventions are clearly defined and implemented. There is a readily available communication system in place that meets the individual's needs. The system is functional and supports effective and efficient communication strategies. Staff are trained in its use and consistently apply it.

  • A nonverbal student has access to a communication system such as a speech-generating device or picture exchange system. The system is functional, meeting the student's communication needs, and staff are trained to support its use. The student is able to effectively and efficiently communicate using this system.

• Partial: Communication interventions are somewhat defined and inconsistently implemented. While there is an attempt to use a communication system, it may not fully meet the individual's needs, or its use may be inconsistent. Staff training and implementation of strategies may vary, affecting the effectiveness and efficiency of communication.

  • A student with limited verbal communication has access to a communication app on a tablet. While the app is available, its use is inconsistent, and staff training varies. As a result, the student's communication is sometimes effective but not always efficient or consistent.

• Not Evident: Communication interventions are not clearly defined or implemented. There is no evident communication system in place or its use is not appropriate for the individual's needs. Staff are not trained or do not consistently apply communication strategies, leading to ineffective or inefficient communication.

  • A student with complex communication needs does not have a dedicated communication system. Staff rely on guessing the student's needs or behaviors, leading to frustration and ineffective communication. There is no clear plan or training in place to support the student's communication needs.

• In Place: Clear and consistent implementation of social skill interventions, including structured programs like social stories or scripts. Staff are trained and provide ample opportunities for interaction with peers, promoting skill generalization.

  • The student participates in a structured social skills program where they regularly engage in activities like social stories, scripts, and role-playing. The staff provides consistent support, ensuring the student has ample opportunities to practice these skills in various social settings with their peers.

• Partial: Some social skill interventions are used, but inconsistently. Limited opportunities for peer interaction may hinder skill generalization.

  • While the student has access to social skill resources such as social stories and conversation starters, their use is not consistent. The student engages in social skill activities intermittently, which limits their ability to generalize these skills across different situations.

• Not Evident: Lack of clear or consistent social skill interventions. Limited opportunities for peer interaction and skill practice.

  • The student lacks structured social skill interventions, and there are few opportunities for them to practice socializing with their peers. As a result, the student's social skills are not being actively developed or reinforced.

• In Place: Instruction of adaptive skills is seamlessly integrated into daily activities, including functional life skills, vocational skills, leisure skills, etc. Instruction is individualized and occurs throughout the day as appropriate.

  • In the classroom, students regularly engage in activities that directly teach adaptive skills. For example, during morning routines, students practice organizing their materials and following a schedule. During group activities, they take turns and practice social skills.

• Partial: Adaptive skill instruction is somewhat integrated into daily activities. Some skills are targeted, but not consistently throughout the day. There is a limited variety of skills addressed.

  • While there are some efforts to integrate adaptive skills, they are not consistent throughout the day. For instance, students may practice money skills during math class but do not consistently apply these skills in real-life situations.

• Not Evident: There is no evidence of adaptive skill instruction embedded into daily activities. Skills are not targeted or taught throughout the day. There is no focus on functional life skills, vocational skills, or leisure skills.

  • There are no specific activities or lessons designed to teach adaptive skills in the classroom. Students do not participate in any daily tasks or activities that promote the development of these skills.

• In Place: A comprehensive, written classroom management plan is clearly defined, accessible, and consistently utilized across staff. The plan explicitly documents the classroom's statement of purpose, rules, procedures, consequences, an action/implementation plan, and individualized behavior plans (if applicable).

  • The teacher's comprehensive classroom management plan outlines the room's positive purpose, explicit rules, and all daily routines. This written plan details a progressive consequence system, schedules for teaching new behaviors, and includes individualized behavior plans for specific students. The plan is actively referenced by the teacher and support staff to maintain consistent behavioral expectations and responses throughout the day.

• Partial: A written classroom management plan is present, but it is incomplete or lacks clarity in key components (e.g., missing an action/implementation plan or individualized behavior plans, or having vague rules/procedures/consequences). The plan is not consistently accessible or fully utilized by all relevant staff.

  • A basic written outline of classroom rules and general consequences exists, but it lacks detailed procedures for routines and an explicit action/implementation plan for teaching behaviors. It is inconsistently referenced by support staff.

• Not Evident: A formal, written classroom management plan is absent or is not clearly defined or accessible. There are no documented guidelines for classroom behavior management.

  • There is no documented or readily accessible classroom management plan. Behavioral responses appear reactive and inconsistent among staff, with no clear, shared guidelines for rules, procedures, or consequences.