[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587208-105":59,"doc-detail-587208-en":130},{"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":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","lessons-learned-from-inclusive-schools-belonging-june-2025","Lessons Learned from Inclusive Schools: Belonging - June 2025","","June 2025 brief synthesizes lessons learned from inclusive charter schools that strengthen belonging for students needing intensive support within general education settings. The National Center on Inclusion Toward Rightful Presence used site visits, focus groups with educators, families, administrators, providers, and students, plus classroom and planning observations to analyze practices. Key findings emphasize shared equity commitments shaping policies, practices, and hiring; embracing intersecting student identities; and weaving families into school decision-making and advocacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lessons-learned-from-inclusive-schools-belonging-june-2025/587208/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lessons-learned-from-inclusive-schools-belonging-june-2025/587208.png","ImageObject",300,407,{"name":92,"@type":93},"วิน","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the National Center on Inclusion Toward Rightful Presence in this brief?","Question",{"text":112,"@type":113},"To identify schools providing effective support in general education settings and use the knowledge gained to develop a model for advancing rightful presence, including lessons about belonging.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers collect and analyze information for the study?",{"text":117,"@type":113},"They used a key informant strategy to select study sites, conducted recorded and transcribed focus groups with multiple stakeholder groups, coded by theme, and carried out observations in classroom and non-classroom settings.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the core lessons about belonging highlighted in the brief?",{"text":121,"@type":113},"A shared commitment to equity guiding all system parts, embracing students’ intersecting identities, and integrating families into the school’s culture and activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587208,1792166045,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","June 2025  \nLessons Learned from Inclusive Schools: Belonging  \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—belonging—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: Belonging  \nLesson 1: Start with a shared commitment to equity that informs every part of the system.  \nThese schools were each founded with a common mission to use best practices to support students in their community within an inclusive school. Their aim was for students who had been historically segregated in an inequitable system because of how they learn to experience true belonging and learn side by side with their sameage peers. This commitment to equity and inclusion was shared by administrators, educators, families, students, and others within these learning communities.  \nA common theme that emerged across interviews was that the shared commitment to create a culture of true belonging for marginalized students largely informed policies and practices atthe school. For example, hiring practices were designed to ensure  \nnew employees understood and shared the core values of the  \nschool community. The process for hiring new educators at WISH Elementary School included an interview with a panel of educators and paraprofessionals, as well as participation in a demonstration lesson in acollaboratively taught classroom. These practices helped clearly identify expectations for new hires.  \nA leader at CHIME reflected on how even daily practices were informed by the learning community’s shared commitments. For example, when presented with challenging student behaviors, responses from staff were reflective of the community’s agreed upon principles. The executive director at CHIME said that when  \nsomeone’s property is destroyed or someone elopes from the classroom,[you think] ‘what are you gonna do?’, and everyone from the front office clerk, to the plant manager, to the music teacher has bought into this idea that we can manage this here and that everyone belongs here, truly.  \nThe high value these sites placed on fostering communities of true belonging informed how the schools provided behavior support rather than relying on exclusionary discipline practices.  \nLeadership at WISH Middle School discussed the importance of consistently revisiting policies to ensure they remain aligned with the school’s shared commitments. They review and revise policies annually with their parent community associations, seeking input from parents about how school systems and policies were working.  \nLesson 2: Embrace students’ ","cbCaib0HUzyfNFcV","https://ap.wps.com/l/cbCaib0HUzyfNFcV","pdf",392729,"English","# Introduction\n# Methods\n# Lessons Learned: Belonging\n## Lesson 1: Start with a shared commitment to equity that informs every part of the system.\n## Lesson 2: Embrace students’ intersecting identities.\n## Lesson 3: Weave families into the fabric of the school.","[{\"question\":\"What was the purpose of the National Center on Inclusion Toward Rightful Presence in this brief?\",\"answer\":\"To identify schools providing effective support in general education settings and use the knowledge gained to develop a model for advancing rightful presence, including lessons about belonging.\"},{\"question\":\"How did the researchers collect and analyze information for the study?\",\"answer\":\"They used a key informant strategy to select study sites, conducted recorded and transcribed focus groups with multiple stakeholder groups, coded by theme, and carried out observations in classroom and non-classroom settings.\"},{\"question\":\"What are the core lessons about belonging highlighted in the brief?\",\"answer\":\"A shared commitment to equity guiding all system parts, embracing students’ intersecting identities, and integrating families into the school’s culture and activities.\"}]","Lessons Learned from Inclusive Schools: Belonging - June 2025 | PDF",1792061040,15]