# data[].attributes.body
Families and students with disabilities provide ongoing input and participate in determining the students with disabilities' supports throughout the school year.

# data[].attributes.body
Students, families, educators, and community partners understand and validate all students can experience success at high levels by creating inclusive conditions and environments.

# data[].attributes.body
Families and school teams empower students with disabilities in using voice and choice to provide input on what services and supports are working well or need adjustment

# data[].attributes.body
Students with disabilities are given materials that are appropriately adapted to access grade-level standards.

# data[].attributes.body
School teams provide families with opportunities to plan and participate in school activities by offering supports (e.g., childcare, transportation, translators on site, in-person and virtual meetings, and accommodating meeting times) to allow for meaningful and engaging experiences.

# data[].attributes.body
Systems are implemented intentionally to meet the needs of students in an inclusive environment.

# data[].attributes.body
Educators provide necessary support for students with disabilities to participate in clubs, field days, dances, and other out of school events and extracurricular activities.

# data[].attributes.body
Systematic expectations are prioritized and clearly defined and implemented to ensure access to academic standards and peer interactions across a variety of educational environments.

# data[].attributes.body
Students with disabilities voice and choice are considered when selecting schedules, classes, and extracurricular activities.

# data[].attributes.body
Educators set high learning expectations and use rigorous, asset-based, and evidence-based instructional practices to meet all students' needs.

# data[].attributes.body
General Educators are aware of and appropriately trained to implement specially designed instruction (SDI), related services, supports, and accommodations for students with disabilities in collaboration with the special education service provider(s).

# data[].attributes.body
School teams have a process that identifies and implements pathways toward inclusion.

# data[].attributes.body
Students with disabilities receive the specially designed instruction (SDI), related services, and supports determined in the individualized education program (IEP) or 504 Plan.

# data[].attributes.body
Administrators provide professional learning to educators responsible for the implementation of the "Access" and "Supports and Services" conditions outlined in this Guide.

# data[].attributes.body
Educators make decisions based on data when evaluating the impact of inclusion implementation efforts.

# data[].attributes.body
Educators consistently use data to determine the specially designed instruction (SDI) and address the time, intensity, and explicitness of instruction, and increase response opportunities to ensure progress in grade-level content is made in the least restrictive environment (LRE).

# data[].attributes.body
School teams have established a regular feedback process for all stakeholders to address and improve inclusion implementation efforts.

# data[].attributes.body
Students, educators, and families identify, discuss, and use student strengths and interests to support peer engagement.

# data[].attributes.body
Students with disabilities are in general education classrooms to the maximum extent appropriate and engage in grade-level discussions and activities alongside their non-disabled peers.

# data[].attributes.body
Students with disabilities are transitioning from classes, recess, lunch, etc., with their non-disabled peers.

# data[].attributes.body
Students with disabilities, educators, and families identify, discuss and use student strengths and interests to ensure students with disabilities access grade-level content.

# data[].attributes.body
Students with disabilities receive high-quality, grade-level instruction in the least restrictive environment (LRE) with required supports.

# data[].attributes.body
Students with disabilities access and receive content, materials, instruction, assessments, and resources aligned to grade-level standards with required supports.

# data[].attributes.body
Students with disabilities participate and engage with peers in free, unstructured time (e.g., recess, passing time, transition, and lunch).

# data[].attributes.body
Students with disabilities participate in all field trips along with their non-disabled peers.

# data[].attributes.body
Students with disabilities are provided with needed supports to actively participate in extracurricular activities (e.g., clubs, sporting events, dances, and elective class events).

# data[].attributes.body
School-wide culture of inclusion is evident in the school vision and mission statements, is shared with students, and is observed in student interactions.

# data[].attributes.body
Educators and non-disabled peers promote traits, characteristics, acceptance, and inclusivity of students with disabilties through social skills and structured activities across settings.

# data[].attributes.body
Educators encourage and help facilitate student interactions among peers to meet the needs of students with disabilities.

# data[].attributes.body
Students with disabilities are taught by appropriately credentialed educators, who hold the required license area of concentration and appropriate content endorsements, for the content they are assigned to teach.

# data[].attributes.body
Non-disabled peers interact and advocate for students with disabilities.

# data[].attributes.body
Educators communicate learning intentions and success criteria in student friendly language.

# data[].attributes.body
Educators intentionally utilize multiple evidence-based teaching strategies and practices to support the learning of students with disabilities.

# data[].attributes.body
Students with disabilities are provided with tools and multiple opportunities over time to reflect and demonstrate proficiency aligned to content standards.

# data[].attributes.body
Students with disabilities are provided with voice and choice throughout their educational experience.

# data[].attributes.body
Educators use evidence-based practices and data to identify student strengths, needs, and levels of engagement to inform instruction and progress toward mastery.

# data[].attributes.body
Educators use a variety of student data when collaborating with families and students regarding progress and when determining next steps.