[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587210-105":59,"doc-detail-587210-en":134},{"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":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","lessons-learned-from-inclusive-schools-educators","Lessons Learned from Inclusive Schools - Educators","","A national inclusion-focused center documents lessons from four Knowledge Development Sites, examining how educators advance rightful presence for students who need intensive instruction and support within general education settings. Using key informant recommendations, focus groups, recorded and thematically coded transcripts, and classroom and non-classroom observations, the brief synthesizes educator and administrator practices. The report emphasizes collaborative co-planning and co-teaching, shared responsibility for all students, collective efficacy across specialized and general educators, and coordinated team actions to improve student outcomes.",{"@graph":69,"@context":126},[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-educators/587210/",{"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-educators/587210.png","ImageObject",300,407,{"name":92,"@type":93},"วิน","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the brief for educators?","Question",{"text":112,"@type":113},"The brief summarizes lessons learned about one key lever—educators—from four knowledge development sites that support rightful presence in inclusive schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the center study educator practices?",{"text":117,"@type":113},"It used a key informant strategy to select sites, then conducted focus group interviews with educators, related service providers, administrators, family members, and students, along with classroom and non-classroom observations. Focus group recordings were transcribed and coded by theme.",{"name":119,"@type":110,"acceptedAnswer":120},"What does Lesson 1 emphasize for educators?",{"text":121,"@type":113},"Lesson 1 highlights collaborative planning and collaborative teaching to support learner variability, including co-planning structures, shared responsibilities, and shifting from “what is wrong with the student” to “what do we need to do to better support the student.”",{"name":123,"@type":110,"acceptedAnswer":124},"What does Lesson 2 connect?",{"text":125,"@type":113},"Lesson 2 connects collective actions to student outcomes, describing collective efficacy—how educators learn from each other’s expertise—and the coordinating roles of specialized educators and related service providers in supporting diverse learning needs.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},587210,1792919935,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"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: Educators  \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—educators—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 these 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,  \nand 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: Educators  \nLesson 1: Collaboratively plan and collaboratively teach to support learner variability.  \nKnowledge Development Site educators and administrators described a very clear vision and expectation for collaborative planning and collaborative teaching to occur across curricular areas. Co-planning structures served as a cornerstone, providing dedicated time for educators to collaborate on current and upcoming lessons. Educators shared about how important a team approach was when supporting the diverse pathways through which students learn. Educators and staff described themselves as being responsible for all students in the school and recognized the role they play in supporting students. Educators talked about collaborating across grade levels, specialty areas, and content areas.  \nAs one educator explained, collaborative planning and collaborative teaching are “inseparable, you cannot have co-teaching without co-planning.” This approach helped educators to support eachother by dividing up responsibilities related to planning and teaching. Educators talked about the advantages of planning with a group of people. Sharing the workload of preparing and teaching lessons and sharing resources, materials, and ideas made educators feel less  \nisolated and more supported. One educator said, “It’s not just one lonely teacher planning everything for all of these kids. We work as a team.”  \nWhen students were not responding to instruction, a consistent perspective emerged of not “what is wrong with the student” but instead,“what do WE need to do to better support the student.” A teacher at WISH Elementary School described it this way:  \nThroughout my lesson, throughout my planning, throughout my day-to-day, I’m always having the mindset of “How can I include all of my students?” If I’m providing a lesson and I’m noticing a student is struggling, I think to myself,“What can I do to better include them within the process? Is there an adjustment I can make? Is there a new approach I can try? Is there a resource I can get?” Because there is someone I can reach out to. A lot of times I can find the solution within the community of WISH in some way or another.  \nIndividual student team meetings also reflected this collaborative approach to planning instruction for individual student goals. Collaborative planning may involv","cbCaip8nkuKDwIQV","https://ap.wps.com/l/cbCaip8nkuKDwIQV","pdf",253452,"English","# Introduction\n# Methods\n# Lessons Learned: Educators\n## Lesson 1: Collaboratively plan and collaboratively teach to support learner variability\n## Lesson 2: Connect collective actions and student outcomes","[{\"question\":\"What is the focus of the brief for educators?\",\"answer\":\"The brief summarizes lessons learned about one key lever—educators—from four knowledge development sites that support rightful presence in inclusive schools.\"},{\"question\":\"How did the center study educator practices?\",\"answer\":\"It used a key informant strategy to select sites, then conducted focus group interviews with educators, related service providers, administrators, family members, and students, along with classroom and non-classroom observations. Focus group recordings were transcribed and coded by theme.\"},{\"question\":\"What does Lesson 1 emphasize for educators?\",\"answer\":\"Lesson 1 highlights collaborative planning and collaborative teaching to support learner variability, including co-planning structures, shared responsibilities, and shifting from “what is wrong with the student” to “what do we need to do to better support the student.”\"},{\"question\":\"What does Lesson 2 connect?\",\"answer\":\"Lesson 2 connects collective actions to student outcomes, describing collective efficacy—how educators learn from each other’s expertise—and the coordinating roles of specialized educators and related service providers in supporting diverse learning needs.\"}]","Lessons Learned from Inclusive Schools - Educators | PDF",1792061044,13]