GHES BPIE Stakeholder Input Form

The purpose of the SBPIE assessment is to facilitate the analysis, implementation, and improvement of inclusive best practices for students with disabilities on our campus. The SBPIE assessment process is designed to evaluate the current status of inclusive practices through the perspectives of educators and other stakeholders who represent varying areas of content knowledge and expertise and develop measurable goals and action steps to increase or improve inclusive practices across our school. You are invited to participate in the SBPIE assessment process by individually reviewing and rating a number of indicators related to inclusive best practices occurring in our school. Later, these will be used by our school BPIE Team to determine one rating which will then be used for short-term and long-term planning. Submitting your input on this form will allow us to use your input in the event you cannot attend our in-person meeting.

Your Role

Your Role General Education Teacher ESE Teacher Student Services Teachers of ELL or support personnel Specials area Teacher Instructional Coaches Family member of student with disability Family member of student without disability Community member or outside school agency support

Please select all that apply.
Directions

Determine if you have evidence or data source(s) at your school to support a rating of
Not Yet, Partially/Beginning, Partially/Almost or Fully Implementing for the indicator.

Depending on your role, experience and background knowledge, you may or may not
have evidence or data to support an indicator rating for all 34 indicators. Please rate
only those indicators that you have data or evidence to support.

SWD = abbreviation used for students with disability

IEP = individualized education plan
Domain 1: Leadership and Decision-Making
1. The school leadership team analyzes data to identify barriers and initiate improvement steps that increase the number of students with low and high
incidence disabilities, across all grades, in general education and natural contexts.

1. The school leadership team analyzes data to identify barriers and initiate improvement steps that increase the number of students with low and high
incidence disabilities, across all grades, in general education and natural contexts. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
2. The school has developed, and regularly monitors progress for goals related to short- and long-term improvement efforts to implement and improve inclusive educational practices, as measured by the BPIE.

2. The school has developed, and regularly monitors progress for goals related to short- and long-term improvement efforts to implement and improve inclusive educational practices, as measured by the BPIE. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
3. The school has a key person who oversees, coordinates, and monitors the implementation of best practices for inclusive education for all SWDs.

3. The school has a key person who oversees, coordinates, and monitors the implementation of best practices for inclusive education for all SWDs. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
4. School administrators advocate for all SWDs to have the same school choice options as students without disabilities to ensure all SWDs receive
educational services in their neighborhood school or school of choice.

4. School administrators advocate for all SWDs to have the same school choice options as students without disabilities to ensure all SWDs receive
educational services in their neighborhood school or school of choice. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
5. School data reflect that all SWDs, regardless of the type orseverity of disability, receive their education and related services in age and grade
appropriate, heterogeneous, general education contexts 80% or more of the day.

5. School data reflect that all SWDs, regardless of the type orseverity of disability, receive their education and related services in age and grade
appropriate, heterogeneous, general education contexts 80% or more of the day. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
6. School data reflect that all SWDs, ages 3–5, receive special education and related services in the regular early childhood (Pre- K) classes with peers without disabilities. *schools with Pre-K programs only.

6. School data reflect that all SWDs, ages 3–5, receive special education and related services in the regular early childhood (Pre- K) classes with peers without disabilities. *schools with Pre-K programs only. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
7. School administrators communicate expectations for all school personnel to share responsibility for all of the students in their building and consider all SWDs as general education students first.

7. School administrators communicate expectations for all school personnel to share responsibility for all of the students in their building and consider all SWDs as general education students first. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
8. School administrators facilitate the use of resources, by school personnel, to implement best practices for inclusive education for all SWDs.

8. School administrators facilitate the use of resources, by school personnel, to implement best practices for inclusive education for all SWDs. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
9. School administrators communicate expectations for all school personnel to use person first language in all written and verbal communications.

9. School administrators communicate expectations for all school personnel to use person first language in all written and verbal communications. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
10. School administrators use job interview questions to appraise an applicant’s knowledge of respect for and appreciation of differences in student learners and best practices for inclusive education, as applicable to the position.

10. School administrators use job interview questions to appraise an applicant’s knowledge of respect for and appreciation of differences in student learners and best practices for inclusive education, as applicable to the position. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
11. School administrators advocate for all SWDs to be transported to and from school and community-based activities with students without disabilities attending the same school, except for those who have an IEP indicating a shortened school day.

11. School administrators advocate for all SWDs to be transported to and from school and community-based activities with students without disabilities attending the same school, except for those who have an IEP indicating a shortened school day. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
12. All SWDs have the same opportunities as students without disabilities to participate in all school sponsored, non- academic, age-appropriate
activities including electives, sports, dances, clubs, field trip, school plays, community service activities, and graduation activities.

12. All SWDs have the same opportunities as students without disabilities to participate in all school sponsored, non- academic, age-appropriate
activities including electives, sports, dances, clubs, field trip, school plays, community service activities, and graduation activities. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
13. All students, including SWDs, are given equal consideration for recognition through honors, awards and other designations offered by the school.

13. All students, including SWDs, are given equal consideration for recognition through honors, awards and other designations offered by the school. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
14. School administrators analyze data to identify professional Learning (PL) and technical assistance (TA) needed for school personnel to implement effective inclusive practices.

14. School administrators analyze data to identify professional Learning (PL) and technical assistance (TA) needed for school personnel to implement effective inclusive practices. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
15. School leaders provide job-embedded professional learning for all school-based personnel, as appropriate for their job role, on best practices for inclusive education for all SWDs.

15. School leaders provide job-embedded professional learning for all school-based personnel, as appropriate for their job role, on best practices for inclusive education for all SWDs. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
16. School leaders facilitate job-embedded, technical assistance for all school-based personnel, as appropriate for their job role, on best practices for inclusive education for all SWDs.

16. School leaders facilitate job-embedded, technical assistance for all school-based personnel, as appropriate for their job role, on best practices for inclusive education for all SWDs. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
17. School administrators ensure that collaborative planning time is used productively and reflected in general and special education staff schedules and instructional plans.

17. School administrators ensure that collaborative planning time is used productively and reflected in general and special education staff schedules and instructional plans. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
DOMAIN II: Instruction and Student Achievement
18. Specials, electives, and career technical education (CTE) teachers have regularly scheduled opportunities to consult with special education teachers and related service providers to implement strategies that support the learning of all SWDs in their classes.

18. Specials, electives, and career technical education (CTE) teachers have regularly scheduled opportunities to consult with special education teachers and related service providers to implement strategies that support the learning of all SWDs in their classes. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
19. General and special education teachers use the academic achievement standards as the foundation for instruction of all SWDs, including those with the most significant cognitive disability.

19. General and special education teachers use the academic achievement standards as the foundation for instruction of all SWDs, including those with the most significant cognitive disability. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
20. A multi-tiered system of student supports (MTSS) and problem-solving process is consistently used by school personnel to ensure progress in the general education curriculum, across all grades and settings, for all students with and without disabilities.

20. A multi-tiered system of student supports (MTSS) and problem-solving process is consistently used by school personnel to ensure progress in the general education curriculum, across all grades and settings, for all students with and without disabilities. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
21. All instructional and related services personnel use formative assessment processes and tools to gather, analyze, and evaluate data about effective instruction and behavior interventions for all students with and without disabilities in general education and natural contexts.

21. All instructional and related services personnel use formative assessment processes and tools to gather, analyze, and evaluate data about effective instruction and behavior interventions for all students with and without disabilities in general education and natural contexts. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
22. Teachers of SWDs who spend less than 80% of their day in general education classes use formative assessment data to identify effective instructional and behavioral interventions that, when implemented in general education and natural contexts, allow SWDs to make progress toward meeting IEP and learning goals.

22. Teachers of SWDs who spend less than 80% of their day in general education classes use formative assessment data to identify effective instructional and behavioral interventions that, when implemented in general education and natural contexts, allow SWDs to make progress toward meeting IEP and learning goals. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
23. There is a school wide approach to facilitate positive, interdependent relationships and social responsibility among all students with and without
disabilities across all general education and natural contexts.

23. There is a school wide approach to facilitate positive, interdependent relationships and social responsibility among all students with and without
disabilities across all general education and natural contexts. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
24. There is a school wide approach for planning and implementing Universal Design for Learning across all instructional and non- instructional school contexts.

24. There is a school wide approach for planning and implementing Universal Design for Learning across all instructional and non- instructional school contexts. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
25. There are a variety of service delivery models in place, across all grade levels, to provide instruction and related services to SWDs in general education classes and natural contexts.

25. There are a variety of service delivery models in place, across all grade levels, to provide instruction and related services to SWDs in general education classes and natural contexts. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
26. All paraprofessionals have received PL that includes clear descriptions of their work responsibilities and strategies for providing support to SWDs in general education classrooms and natural contexts.

26. All paraprofessionals have received PL that includes clear descriptions of their work responsibilities and strategies for providing support to SWDs in general education classrooms and natural contexts. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
DOMAIN III: Communication and Collaboration

This is the description of your section break.
27. All special education teachers are full, collaborative members of a general education curriculum team.

27. All special education teachers are full, collaborative members of a general education curriculum team. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
28. General and special education teachers use regularly scheduled collaborative planning time to clarify their roles and responsibilities while planning effective instruction and assessment for all students.

28. General and special education teachers use regularly scheduled collaborative planning time to clarify their roles and responsibilities while planning effective instruction and assessment for all students. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
29. Family members of SWDs are contributing members of school decision-making groups.

29. Family members of SWDs are contributing members of school decision-making groups. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
30. Learning opportunities and resources are provided to families of SWDs as a result of needs assessments and student data.

30. Learning opportunities and resources are provided to families of SWDs as a result of needs assessments and student data. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
31. When communicating with families of SWDs, all personnel consider family members as a resource and obtain their input in planning and problem-solving.

31. When communicating with families of SWDs, all personnel consider family members as a resource and obtain their input in planning and problem-solving. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
32. Reports of progress toward implementing inclusive practices are disseminated to families, school district personnel, and community members annually.

32. Reports of progress toward implementing inclusive practices are disseminated to families, school district personnel, and community members annually. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
33. The school uses a person-centered planning process for SWD.

33. The school uses a person-centered planning process for SWD. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.
34. School uses a team decision-making process to ensure SWDs transition from grade to grade, school to school, and district to district to ensure placement in the least restrictive environment.

34. School uses a team decision-making process to ensure SWDs transition from grade to grade, school to school, and district to district to ensure placement in the least restrictive environment. Not yet (NY): There is no evidence that the school has put in place actions to address this indicator or implement the practice; considerable further action or improvement is needed. Partially/Beginning (PB): There is evidence that the practice is beginning to be implemented in some classrooms, with some teams, or for some students with disabilities (SWDs) in the school. The practice is not implemented consistently across the entire school or for all SWDs; further action or improvement is needed. Partially/Almost (PA): There is evidence that the practice is almost fully in place across all teams and classrooms, and for all SWDs; a minimal amount of further action or improvement is needed to reach full, schoolwide implementation. Fully (F): There is clear evidence that this indicator is consistently practiced and in place across the entire school and for all SWDs; further actions will be for the purpose of maintaining the practice schoolwide.

GHES BPIE Stakeholder Input Form

GHES BPIE Stakeholder Input Form

Directions

Domain 1: Leadership and Decision-Making

DOMAIN II: Instruction and Student Achievement

DOMAIN III: Communication and Collaboration