[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-587214-en":59,"doc-seo-587214-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":79,"preview_page_count":4},587214,2336475104736,"วิน","https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","June 2025 - Lessons Learned from Inclusive Schools: System","June 2025 brief summarizing lessons learned from inclusive schools on advancing students’ rightful presence through six key levers, focusing on the “system” lever. Using a key informant strategy, researchers recommended study sites and conducted focus group interviews, recordings, transcriptions, coding by theme, and classroom/non-classroom observations. Findings show strong integrated systems align supports for all students, reduce initiative overload, use data-informed resource distribution, and protect collaborative planning time, enabling co-teaching and inclusive classroom roster practices.","June 2025  \nLessons Learned from Inclusive Schools: System  \nIntroduction  \nThe National Center on Inclusion Toward Rightful Presence sought out schools that provide effective support in general education curriculum and settings for students who benefit from intensive instruction and support. The Center used knowledge learned from these sites to develop and inform its model for advancing rightful presence in schools, which includes six key levers. This brief provides a summary of lessons learned about one of these levers—system—from four of these “Knowledge Development Sites”: WISH Community Elementary School, WISH Community Middle School, WISH Academy High School, and CHIME Institute.  \nMethods  \nThe Center used a key informant strategy, asking individuals from organizations in the field to recommend study sites that exemplify key characteristics of rightful presence: true belonging, inherent value, and shared power. The charter schools included in this study were purposefully chosen for their prestigious reputation and commitment to providing top-notch, fully inclusive education. Researchers visited  \nthese sites and conducted focus group interviews with the following groups: educators, related service providers, administrators, family members, and students. The focus groups were recorded, transcribed, and coded by theme. Researchers also conducted a series of observations in classroom and non-classroom settings across grade levels and during collaborative instructional planning sessions. The lessons outlined in this brief are the results of data collected and analyzed from these site visits.  \nLessons Learned: System  \nLesson 1: Align initiatives to support all students within a single system.  \nThe sites had strong, integrated systems for organizing staff and resources, which reduced the feeling of initiative-overload among educators. An administrator at CHIME explained,  \nMost schools run up to five programs in one school. Programs are established for students who are on grade level, need some additional assistance/resource support, are multilingual, areplaced in a separate setting,[or] receive academically and gifted curriculum support. CHIME runs one program—this one school.  \nSimilar to other multi-tiered system of support (MTSS), the single, integrated systems in these schools included a commitment to using data to inform distribution of resources matched to student learning. Their integrated systems also incorporated commitments to behavior support and restorative practices, and prioritized collaborative planning and co-teaching to support the full spectrum of student learning in the general education setting.  \nAn example of how such a single system functioned at the classroom level was noted in the care and intentionality the school took when creating class rosters that ensured the full spectrum of learners were represented in each classroom. This practice spread the work of co-planning and co-teaching across the entire school faculty. One school leader stated,“Randomness doesn’t make sense to us. Why would we forfeit that opportunity to be really planful and intentional about creating a class?” This practice in creating classroom rosters eliminated segregation based on ability and aligned with the shared belief that each staff member supports all students (rather than a density approach in which certain adults and students are clustered into groups) . Diversity within the classroom allowed students to grow through social and dialogic learning with peers. The same school leader went on to say: “Our entire school is inclusive, instead of a few classrooms. Also, when you take that density approach, you’re really throwing off the natural distribution of students and strengths and challenges.”  \nLesson 2: Design the schedule to prioritize collaborative planning for instruction within or across tiers.  \nSchoolwide schedules are designed by first considering the students who need the most support, and ensuring staff are ","cbCaiu3jxJxlmAlg","https://ap.wps.com/l/cbCaiu3jxJxlmAlg","pdf",343864,"English","en",105,"# Introduction\n# Methods\n# Lessons Learned: System\n## Lesson 1: Align initiatives to support all students within a single system\n## Lesson 2: Design the schedule to prioritize collaborative planning for instruction within or across tiers","[{\"question\":\"What are the key takeaways from Lesson 1 and Lesson 2?\",\"answer\":\"Lesson 1 emphasizes aligning initiatives in one integrated system to support all students and enabling co-planning and co-teaching. Lesson 2 highlights designing schedules to prioritize collaborative planning time, including within or across tiers, and protecting professional learning opportunities for all staff.\"}]","June 2025 - Lessons Learned from Inclusive Schools: System | PDF",1792061052,18,{"code":4,"msg":81,"data":82},"ok",{"site_id":74,"language":73,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":131,"head_meta":133,"extra_data":135,"updated_unix":136},"june-2025-lessons-learned-from-inclusive-schools-system","",{"@graph":86,"@context":130},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/june-2025-lessons-learned-from-inclusive-schools-system/587214/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":73,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/june-2025-lessons-learned-from-inclusive-schools-system/587214.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":44},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124],{"name":125,"@type":126,"acceptedAnswer":127},"What are the key takeaways from Lesson 1 and Lesson 2?","Question",{"text":128,"@type":129},"Lesson 1 emphasizes aligning initiatives in one integrated system to support all students and enabling co-planning and co-teaching. Lesson 2 highlights designing schedules to prioritize collaborative planning time, including within or across tiers, and protecting professional learning opportunities for all staff.","Answer","https://schema.org",{"og:url":100,"og:type":132,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":134,"canonical":100},"index,follow",{"doc_id":61,"site_id":74},1792063309]