Strategies for Teaching Based on Autism Research
Denver Quality Indicator Alignment 2024-2025
The Quality Indicators (QI) offer guidance to educators and administrators when developing, implementing, and evaluating quality programming and services for students in center programming. The QIs cannot be interpreted as policy or regulation but as a tool designed to assist those who educate and provide services to students within center programs or those evaluating these programs. Use the contents of this page to support educators with tools available through STAR Autism Support.
Click on any title below to read its contents.
| Indicator | Evidence of Practice | Classroom Look fors | Tools Available |
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Curriculum and Instruction | Evidence of planning and preparation for daily lessons and activities. This evidence includes use of a research based curriculum (Ex. ULS, STAR/LINKS, TeachTown) P.2 |
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| Teacher consistently checks for understanding and uses that information to inform immediate and longer term decisions about instructional needs. I.2, P. 2 |
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| Instruction is age appropriate and integrated into daily lessons to meet a range of needs including, but not limited to, communication, social/emotional, executive functioning, and transitional skills. LE.1 |
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| Content is driven by state standards and/or IEP goals as appropriate for the student. I.2 |
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| Meaningful instruction takes place in the general education environment with typical peers to the extent appropriate. LE.4 |
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| 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.). L.E. 4 |
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| Environmental supports (e.g., the use of visual schedules) are provided that facilitate the students’ ability to anticipate change and predict events and activities.L.E. 3, 4 |
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| Indicator | Evidence of Practice | Classroom Look fors | Tools Available |
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Classroom Systems/Structures and Positive Behavior Supports | Students have visual schedules and first/then boards as a means to predict events and activities throughout their entire day. Timers for transitions to and from work are visible/accessible to students. LE.4 |
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| Expectations are specific to the students, activity, and/or location and clear and understood by students and staff members (i.e. reading group, math class, P.E. etc.). LE.3 |
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| Positive reinforcement in both behavioral and academic feedback is used consistently and with integrity and, when necessary, token economy systems are used based on needs of students LE.3 |
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| Students are given the opportunity to choose their rewards and include student's preferred items. LE.3 |
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| General behavior management strategies are present and are in place to predict, manage and prevent challenging behaviors. LE.3, 4 |
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| Clear and consistent feedback is provided to students to prompt behavior improvements. I.7 |
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| Instruction in replacement behaviors, self-monitoring and cognitive based methods (e.g., social narratives, cognitive behavior management, self-advocating) is routinely incorporated into behavior support plans and included in student's daily instruction. LE.3 |
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| Indicator | Evidence of Practice | Classroom Look fors | Tools Available |
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Communication | Each student has a meaningful communication system (i.e., verbal/AAAC/sign/pictures) that is efficient, effective, functional, and understandable across a variety of people, environments and content. L.E. 4 |
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| The communication system is student centered, chronological age appropriate and in a format that meets the sensory needs of the student (i.e., large print, picture symbols, real objects, sign language). L.E. 4 |
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| The communication system is systematically modeled, taught and practiced in all environments, across a variety of people, throughout each day to build students' skills (e.g., requesting, rejecting, commenting, greeting, directing and gaining attention) during a variety of opportunities (e.g., social interaction, academic content, conversations). I. 1, 2, 3, 4 |
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| The communication system is used by the student consistently throughout the day to participate and engage (i.e., initiate) in all environments. I. 1, 2, 3, 4 |
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| Indicator | Evidence of Practice | Classroom Look fors | Tools Available |
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Behavioral Health and Emotional Wellness | Adults respond to students with empathy, respect, consistency, and a goal to build rapport L.E. 2 | - All staff know the likes and dislikes of all students - Staff authentically greets and actively engages with students in the classroom - All staff uses tiered expectations with students (i.e. asking for a break versus asking for a break appropriately) - All staff consider individual student setting events - Students are given a fresh start/ clean slate, and not held to their previous behaviors (on a daily, hourly, task basis) | STAR Media Center: Routine Essentials > Behavior |
| Staff and peers respond appropriately to students who demonstrate mental health needs and staff provides students with coping skills and environment adjustments needed to recover when upset (i.e., the system adjusts to those needs, staff uses student-first language) L.E. 2 | - All staff are empathetic to student needs both verbally communicated and through body language - There is access to calming strategies and tools such as a calm down space, fidgets, accommodations to regulate emotions - Students are given a fresh start/ clean slate, and not held to their previous behaviors (on a daily, hourly, task basis) - evidence of trauma-informed de-escalation practices are present, including but not limited to matching staff attitudes and behaviors to student levels of behavior, approaching students with firm but kind boundaries, and being mindful of physical proximity, touch and tone and volume of voice. | STAR Media Center: Routine Essentials > Behavior | |
| Adults model, teach, and assist students in appropriately expressing feelings I.2, I. 4 | - Classroom utilizes district provided SEL curriculum, visual evidence of anchor charts, posters, and resources are used throughout the day and across many settings - Adults in and out of the center program demonstrate knowledge and application of taught strategies throughout the day and school setting | The STAR Program: PRT Lessons STAR Media Center: Routine Essentials > Behavior | |
| Predictable classroom routines are developed and taught. Students have access to individual schedules. Schedules are adjusted in response to student needs, interests, and attention levels L.E. 2, L.E. 4 | - A classroom schedule is displayed in the classroom, if necessary students have individual schedules - The classroom schedule is consistent and predictable, and if changes are made to the schedule students are primed with the changes in advance - Differentiation of coping strategies is provided (i.e. break cards on schedule, visual for available coping tools,) | The STAR Program: Routine Lessons STAR Media Center: Routine Essentials | |
| Classroom rules are clearly posted, defined, and explicitly taught and aligned to school rules (i.e. PBIS Matrix) L.E. 4 | - Visuals in the classroom share the classroom rules and expectations and are referenced and modeled by adults routinely - Classroom rules are created collaboratively with students - Evidence that the student have been explicitly taught and understand classroom expectations - Classroom expectations are positively phrased - Classroom rules are universal to the school; but, are appropriately adapted to ensure success of students and do not unfairly deny access to IEP accommodations, behavior intervention supports, or other services outlined in a student's IEP. | STAR Media Center: Routine Essentials > Behavior | |
| The physical space is designed to be effective and the classroom space is an academic environment, but the setting provides space for students to respectfully de-escalate and problem solve effectively L.E. 4 | - There are defined academic areas as well as areas to ""calm down"" within the classroom and, if appropriate, outside of the classroom - Environment is welcoming. If the classroom gets ""ruined,"" the classroom is returned to its initial welcoming environment - School and classroom refrains from labeling themselves as an ""AN"" room to ensure inclusive environment and decrease stigma associated with programming | STAR Media Center > Setting Up Your Classroom > Info and Planning > Set-up Checklist | |
| Indicator | Evidence of Practice | Classroom Look fors | Tools Available |
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Behavior Systems | Students in every classroom receive a greater number of positive than negative acknowledgments (5:1 minimum - ratio increases as level of restriction increases) L.E. 2 | - Students are continuously and frequently positively praised for both expected behaviors and appropriate engagement with academics - Adults use specific positive feedback of positive replacement behaviors | STAR Media Center: Routine Essentials > Behavior |
| Appropriate behaviors are explicitly taught and reinforced throughout the day I.4 | - Staff understand student precursors that might cause an escalation and proactively intervene through use of supplementary aids, accommodations, visuals, token systems, etc. - All staff are trained and implement student behavior plans to fidelity - All teachers and staff should be able to explain, in clear terms, the systems and structures naturally embedded in the classroom to support students understanding of a predictable environment"" - Expected behaviors are explicitly taught using positive behavior framing (explaining to students what to do, rather than what not to do) | The STAR Program: DT Lessons STAR Media Center: Routine Essentials > Behavior | |
| A system is in place that provides a framework and allows for flexibility in reinforcing behaviors for individual students L.E. 3 | - Use of behavior systems or charts are used ( this looks like check-in sheet, level systems, etc.) - Behavior system is individualized to the students accessibility/ buy-in level - When utilized, point and level systems are developed to support positive behavior supports and interventions, not to promote the idea that students need to 'earn their way' into general education classes | The STAR Program: DT and Routine Lessons STAR Media Center: Routine Essentials > Behavior | |
| Implementation of the BIP is evaluated with the use of fidelity measures I. 6 | - Evidence that staff have knowledge of students BIP - Evidence that staff are trained in interventions and fidelity checks are completed to ensure effective implementation - Staff have access to BIP's when necessary for refreshers - BIP is updated on an annual basis at a minimum | STAR Media Center: Routine Essentials > Behavior | |
| Staff utilize a process for responding to behavior problems quickly and redirect the student prior to escalating behavior (i.e. pre-correction) L.E. 2, L.E. 3 | - Staff utilize proactive behavior supports including staff knowing pre cursors and triggers for each student - Proactive strategies are evident in each student's behavior intervention plan and there is evidence that the strategies and utilized in all settings throughout the school day - Staff team has a system in place for supporting students return to learning after a larger behavior incident or escalation that includes reflection on their behavior and restoration | STAR Media Center: Routine Essentials > Behavior | |
| Responding to negative behaviors includes teaching problem-solving skills and identifying alternative behavior choices L.E. 3 | - Daily explicit instruction of replacement behaviors are connected to each students' function of behavior (i.e., how to escape a task appropitaley, etc.) - Staff are all aware and can speak to the replacement behaviors for each student - FBAs are accessible for each student and clearly define the function of student behavior to guide replacement behaviors - Alternative behaviors are included in students' behavior intervention plans and are explicit, understood, and implemented by all staff members including general education teachers, administration, etc. | STAR Media Center: Routine Essentials > Behavior | |
| School contains predictable and safe environments (including instructional and non-instructional settings) that are attentive to transitions and sensory needs L.E. 3 | - Environmental factors are considered in the classroom such as: furniture being used, materials are out of the way when not in use, classroom utilized cabinets with doors and locks to make materials less accessible by students when not necessary, industrial velcro for laptops, etc. - Setting event strategies are utilized to fidelity to increase a predictable and safe environment for students' - in collaboration with students, staff teams regularly maintain an orderly and cleanly environment that resembles a traditional classroom | STAR Media Center: Routine Essentials | |
| Indicator | Evidence of Practice | Classroom Look fors | Tools Available |
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Instruction | Social- emotional instruction is direct and explicit and addresses the skills deficit and strengths of the students. Instruction is supported through the implementation of district provided and vetted curricular resources. L.E. 1, I. 6 | - There is a SEL time for explicit instruction in the daily schedule - Strengths of the students' are at the forefront of students' SEL needs | STAR Media Center: Themes First! |
| SEL instruction includes systematic teaching and generalization of skills across people and settings to include, when appropriate, home and community I.2, I. 3 | - SEL skills are modeled throughout the school day and across environments such as in electives, general education, lunch, recess. This can look like teachers and paras modeling classroom expectations, showing visuals of expectations, giving verbal reminders, etc. - SEL skills are modeled and understood by all staff within the school | STAR Media Center: Routine Essential | |
| Access to the Core Curriculum instruction is not treated as a privilege P.1, P. 4 | - Students' are included in their general education classrooms and environments as outline within their IEPs - Students' are not denied access to their general education classroom for needs that are outlined in their IEPs, BIPs, etc. - Students' are able to access extra curricular activities, field trips, school events as outlined in their IEPs | The STAR Program: Routine Lessons STAR Media Center: Routine Essentials | |
| Research-based academic interventions for individual and/or small group are assessed for implementation fidelity L.E. 4, I.3, I. 5, P. 2 | - Students' and staff have access to general education curriculum and special education curricular resources as appropriate for instruction based on each students' IEP - Case managers and specialized providers are regularly progress monitoring student IEPs goals | The STAR Program: DT and Routine Lessons STAR Media Center: Themes First! | |
| Academic instruction/activities delivered outside the general education classroom are aligned with what is happening in the general education setting to greatest extent possible L.E. 4, P. 3, P. 7 | - Classroom staff has access to general education curriculum within the school. If a student is not able to access the general education class for instruction, as appropriate, lessons in the special education environment are tied to the general education curriculum and state standards | The STAR Program: DT and Routine Lessons STAR Media Center: Themes First! | |
| Indicator | Evidence of Practice | Classroom Look fors | Tools Available |
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Instruction | Instructional supports are in place to assist the student in learning to effectively adapt to changes in schedule and routine, i.e., visual schedules, first/then boards and other visual supports L.E. 3 | - Clear and defined boundaries for work areas (i.e., center rotation tables, independent work stations, choice space, etc.) - Staff items are not easily accessible and are placed in secure locations - Everything in the classroom has a space and is meaningful to support the students within the center program | STAR Media Center: Setting Up Your Classroom > Info and Planning > Set-up Checklist, Classroom Maps, Schedule Examples STAR Media Center: E-scheduler |
| The principles of Universal Design for Learning are implemented with fidelity. L.E. 4, I. 3, I. 6 | - Classrooms are designed to meet the needs of various learners | STAR Media Center: Setting Up Your Classroom > Info and Planning > Set-up Checklist, Classroom Maps, Schedule Examples STAR Media Center: E-scheduler | |
| The staff is trained and can implement a variety of research/evidence based methodologies. P. 5, 6 | - Staff have access to continuous training opportunities - Staff utilize researched based curriculums | STAR Media Center: STAR Training Videos | |
| Strategies match learner needs for prompting, scaffolding and reinforcement including the fading of support to assure independence. I. 2 | - Staff are aware of and engage in prompt hierarchy with a focus of building independence for students - Proactive behavior strategies are utilized to increase student independence | STAR Media Center: Routine Essentials | |
| Needed adaptations (includes accommodations and modifications) are in place and implemented by all staff. L.E. 4, I. 3 | - All students have a form of an individualized schedules that is differentiated based on their need (i.e., visual, written, tech based, planner, etc.) - Use of visuals to label items, spaces, and actions in the classroom - Use of visuals to indicate what choices are available to students - Use of visuals to indicate expectations (i.e., work activities, recess, transition, snack, choice time, etc.) - Use of visuals to indicate feelings or self expression - For students using AAC to communicate, print out icons or the home screen from their device so adults can model throughout the day *Consult your SLP for additional whole group and individual communication supports - All accommodations and modifications listed within a student's' IEP are utilized when appropriate across all settings and adults | STAR Media Center: Routine Essentials | |
| Students use technology with scaffolded supports building toward independence. L.E. 4 | - When appropriate, students' assistive technology supports listed in their IEP are utilized and implemented to fidelity across all settings and adults | The STAR Program: Routine Lessons STAR Media Center: Routine Essentials | |
| Necessary equipment is available and utilized for students with physical needs. L.E. 4 | - When appropriate, students' have access to any equipment for physical need as outlined in their IEP across all settings and adults - Staff appropriately consult with related service providers as additional needs arise | The STAR Program: Routine Lessons STAR Media Center: Routine Essentials | |
| Indicator | Evidence of Practice | Classroom Look fors | Tools Available |
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PBIS | Instruction and support for replacement behaviors is observed, when needed. L.E. 3 | - Evidence of positive reinforcement/praise of expected behaviors - Positive praise and reinforcement of realistic expectations for student behavior and academic work (i..e identifying what a student is able to engage in and do and not an unrealistic expectation students are learning to work towards) - Reward systems are initially simplified and accessible to students (i.e, when a system is first introduced the student should earn a positive reward 100% of the time and then fade appropriately) - Students should be able to access reinforcement rewards at intervals that support a decrease in student behavior and increase in expected behavior. Student should see the success of the behavior system or they will not buy into it. This may mean rewards are earned multiple times throughout the day and faded - If students have a BIP, the BIP is implemented to fidelity across all adults and settings | The STAR Program: Routine Lessons STAR Media Center: Routine Essentials > Behavior |
| Environmental adaptations exist to prevent the occurrence of problem behaviors, visual schedules, token systems, first/then boards, etc. L.E. 3 | - All students have a form of an individualized schedules that is differentiated based on their need (i.e., visual, written, tech based, planner, etc.) - Timers are utilized throughout the entirety of the school day to support building of independence away from adult prompting to natural transition indicators - Timers can look like slide decks, visual countdown timer, kitchen timers, kagan timer, timers that count up, sand timers, high tech such as a student phone or classroom ipad - Timers should to be visible to all students, especially in elementary, but may fade depending on student ability at the secondary level - Proactive behavior supports are utilized to prevent unexpected or undesirable behaviors including token systems, first/then boards, etc | The STAR Program: Routine Lessons STAR Media Center: Routine Essentials > Behavior and Transition | |
| Students have access to appropriate reinforcers to support positive behaviors. L.E. 3 | - Staff promotes students to choose their reward at the beginning of every activity - Do not offer/have rewards that students cannot access - Define breaks vs rewards and ensure all staff and students are aware of appropriate choices for each. Breaks should never be denied when requested - Evidence of preference assessments completed and utilized (at least at the beginning of every school year, but may be considered when students no longer engage in a preferred activity like they use to) - If students do not appear to have a preference, staff should to provide opportunities to teach the student to engage in leisure activities and additional activities (staff should be creative in thinking through what students enjoy doing throughout the day, such as movement, etc.) - Use of proactive behavior supports are paired with specific, positive verbal praise | The STAR Program: Routine Lessons STAR Media Center: Routine Essentials > Behavior and Transition | |
| Indicator | Evidence of Practice | Classroom Look fors | Tools Available |
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Communication | Each student has a meaningful communication system (i.e., verbal/AAAC/sign/pictures) that is efficient, effective, functional, and understandable across a variety of people, environments and content. L.E. 4 | - Each staff member can speak to each student's mode of communication and it is accessible and available to all students throughout the entirety of the day - Communication supports are seen throughout the student's day and are adapted based on students' skill level and needs - Communication practices are embedded throughout the entirety of a students' day including academics, recess/lunch, choice time, etc. - Students have backup modes of communication if a device or low tech board is lost, destroyed, etc. | The STAR Program: DT, PRT and Routine Lessons STAR Media Center: Routine Essentials |
| The communication system is student centered, chronological age appropriate and in a format that meets the sensory needs of the student (i.e., large print, picture symbols, real objects, sign language). L.E. 4 | - Each device has appropriate accessories or protective measures to ensure students maintain access to the device (i.e., lanyard, screen protector, case, etc.) | STAR Media Center: Routine Essentials | |
| The communication system is systematically modeled, taught and practiced in all environments, across a variety of people, throughout each day to build students' skills (e.g., requesting, rejecting, commenting, greeting, directing and gaining attention) during a variety of opportunities (e.g., social interaction, academic content, conversations). I. 1, 2, 3, 4 | - Evidence that the team has created a targeted plan to ensure that communication is embedded in each and every activity - Staff create and embed natural opportunities to utilize functional communication - All staff are utilizing and modeling communication systems with each and every student (i.e., every adult normed on the same expectation) - Staff should honor all reasonable communication requests made by a student (i.e., if a break is requested it is honored, if a student asks for mcdonalds - alternatives are provided) | The STAR Program: DT, PRT and Routine Lessons STAR Media Center: Routine Essentials | |
| The communication system is used by the student consistently throughout the day to participate and engage (i.e., initiate) in all environments. I. 1, 2, 3, 4 | - Communication systems (high or low tech) must be visible and within reach of the student at all times, communication systems CANNOT be hidden/taken away, in the back of the classroom, etc. - Ownership of the device should be encouraged by the student, but if the student is unable to take ownership at this time the adults should be modeling and engaging frequently with the device | The STAR Program: Routine Lessons STAR Media Center: Routine Essentials | |