Classroom Expectations: Non-Evaluative Tool ASD & Ind

Room arrangement, including furniture, has clearly defined visual boundaries for specific activities, allows for supervision of all students at all times and prevents or minimizes problem behaviors. 

• Yes

• No

• Unsure

Visual supports, including daily schedules, are used by students and staff to enhance predictability, facilitate transitions, and help convey expectations. 

• YES

• NO

• UNSURE

Classroom materials are well organized (i.e. labeled, in correct storage location, and put away when not in use). 

• YES

• NO

• UNSURE

Wall décor relates to monthly/weekly curriculum, reflects student work and is age-respectful. 

• YES

• NO

• UNSURE

Materials used in small group work (i.e. work systems and/or centers) are educational, functional, and age respectful. 

• YES

• NO

• UNSURE

The teacher is using supplemental curriculum that is aligned with core curriculum.  

• YES

• NO

• UNSURE

Instructional outcomes (objectives and essential questions) are posted and are aligned to the Access Points. 

• YES

• NO

• UNSURE

Activities are communication-based and staff encourages students to comment, ask and answer questions through a variety of modalities.   

• YES

• NO

• UNSURE

Students are actively engaged in using assistive technology (high and /or low tech) to enhance instructional outcomes. 

• YES

• NO

• UNSURE

Visual supports are at the students’ eye level, are visible, age respectful, are individualized for students’ level of symbolic functioning, and are used consistently throughout the day. 

• YES

• NO

• UNSURE