Push In Impact Checklist
Special Education Walkthrough Tool
Push-In Impact Checklist
Walkthrough Protocol
Push-In SPED Teacher
General Education Partner
Date & Time
Observer / Lead
Subject & Grade Level
Target IEP Student(s)
Scoring Rubric:
1.0 Proficient (80-100%)
0.5 Developing (50-79%)
0.0 Needs Focus (<50%)
Section 1: Push-In Instruction & Accommodations
Max Score: 6.0
1A. Exemplar & Prompt Preparedness
Teacher is actively prepared with a marked-up lesson exemplar in hand, outlining pre-planned scaffolding prompts, strategic areas of focus, and alignment to previous day's data.
1.0 0.5 0.0
1B. Active Circulation & Academic Monitoring
Teacher consistently circulates throughout the lesson, monitoring the targeted IEP students academically and leaving immediate written feedback, margin notes, or cues on student work.
1.0 0.5 0.0
1C. Target Scaffolding & Tiered Prompting
Teacher utilizes a scaffolded sequence of cues (e.g., gestural -> verbal -> visual) to guide students toward the answer without reducing cognitive lift or giving answers away.
1.0 0.5 0.0
1D. Strategic Back-Table Support
Teacher pulls students to the back table dynamically based on live check-for-understanding data, maintaining flexibility instead of isolating students at the back table permanently.
1.0 0.5 0.0
1E. Co-Teaching Delivery & Voice Balance
The teacher's voice aligns with the Gen Ed partner during instructions. Uses a collaborative, non-disruptive voice during support periods, working in harmony without overstepping.
1.0 0.5 0.0
1F. Accessibility Aids, Visuals & Manipulatives
Teacher is prepared with a diverse array of scaffolds (graphic organizers, visual charts, or math manipulatives) and delivers them fluidly to targeted students when needed.
1.0 0.5 0.0
Section 1: Notes & Observation Evidence
Push-In Impact Checklist — Page 2 Walkthrough Rubric
Section 2: Behavior Intervention Plan (BIP) Implementation
Max Score: 4.0
2A. BIP Tracker & Point System Compliance
Behavior Intervention Plan tracking charts or point sheets are physically visible, proactively implemented, and correctly updated in real time throughout the push-in session.
1.0 0.5 0.0
2B. High-Fidelity BIP Language Usage
Teacher consistently uses the specific, scripted language, replacement behavior phrasing, and precise reinforcers/consequences outlined in the student's approved BIP.
1.0 0.5 0.0
2C. Execution of Scheduled Breaks & De-escalation
Teacher delivers proactive sensory, movement, or academic breaks as outlined in the BIP, managing transitions cleanly without causing unnecessary disruption to the rest of the class.
1.0 0.5 0.0
2D. Clear Behavior-IEP Goal Alignment
When interviewed, teacher exhibits deep knowledge of current behavior goals and reviews ongoing tracking data/progress monitoring protocols with regional coordinators or site leadership.
1.0 0.5 0.0
Section 3: Co-Teaching Collaboration & Para Management
Max Score: 3.0
3A. Pre-Planned Collaboration & Touchpoints
SPED and Gen Ed teachers show evidence of regular scheduled planning sessions, utilizing quick non-verbal or verbal touchpoints during class to seamlessly shift roles.
1.0 0.5 0.0
3B. Team-Level Contributions & IEP Updates
Teacher is an active contributor to the grade-level instructional team, consistently supplying classroom observation data to the IEP writing process and co-teacher planning logs.
1.0 0.5 0.0
3C. Paraprofessional Engagement & Guidance (If Applicable)
Paraprofessionals are actively directed by the SPED teacher to stay physically near students, use quiet instructional prompts, model expectations, and adhere strictly to student BIPs.
1.0 0.5 0.0
Total Evaluation Score
________ / 13.0 Points
Proficiency: ________ %
Core Focus Priority Area Check:
Instruction & Accoms BIP Implementation Collaboration & Paras
Coaching Feedback, Glows & Grows Action Planning
Glows (Bright Spots Observed)
Grows & Priority Action Steps
Follow-up Coaching Session:
Teacher: _________________ Obs: _________________