[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587212-105":59,"doc-detail-587212-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-growth","Lessons Learned from Inclusive Schools: Growth","","June 2025 brief documenting lessons from four Knowledge Development Sites on advancing rightful presence in inclusive schools. It explains how leaders apply Universal Design for Learning to use multiple data sources to understand whole-child growth and to value academic, social, and emotional progress. It also details how measuring student interests and strengths guides instruction, course options, and project-based learning, including inclusive secondary and community-based opportunities.",{"@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-growth/587212/",{"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-growth/587212.png","ImageObject",300,407,{"name":92,"@type":93},"วิน","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this brief on inclusive schools?","Question",{"text":112,"@type":113},"The brief summarizes lessons learned about “growth” from four knowledge development sites and explains how these lessons inform a model for advancing rightful presence in schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the schools measure growth of the whole child?",{"text":117,"@type":113},"They use multiple, diverse data sources, apply Universal Design for Learning to instruction and assessment, and track social and emotional development alongside academic progress through tools such as observations and portfolios.",{"name":119,"@type":110,"acceptedAnswer":120},"How do student interests and strengths influence teaching?",{"text":121,"@type":113},"Schools collect interest and strength data to inform instruction and create engaging lessons, and they use the information to design inclusive course offerings and project-based learning opportunities.","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},587212,1792929123,{"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":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"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: Growth  \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—growth—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: Growth  \nLesson 1: Use multiple types of data to understand growth of the whole child.  \nAcross Knowledge Development Sites, a consistent theme emerged of using multiple, diverse data sources as a way to better understand and educate the whole child. The principles of Universal Design for Learning (UDL) were applied to both instruction and assessment. Students were given multiple options for how to demonstrate learning and then they were able to choose their preferred way of expressing what they had learned.  \nSchool leaders talked about the importance of educating the whole child and understanding measures of student success that go beyond just what is captured in standardized academic assessments. As one educator put it,“I am so proud of our test scores every year. Iam proud of reading data we are getting from emergent readers. But, I am also proud when a second grade student gets on stage and plays drums better than I ever could have dreamed of, or a kid goes to garden class and will now eat kale, when he would not touch green things before he came to us.”  \nSite leaders talked about the importance of measuring and valuing students’ social and emotional growth alongside their  \nacademic progress. One example of supporting the growth of the whole child was at a middle school where eighth grade student leaders were paired with sixth grade advisory classes so the older students could form connections with younger students. The older students did academic check-ins with younger students to offer advice and support on coursework. Students across the school also interacted through various types of schoolwide social activities. As one leader said,“this allows us to really measure the growth of the whole student, not just the academics.” Through observations of students in these cross-grade interactions, educators gained insight into strengths and support needs that align with social-emotional learning competencies.  \nAn example of how a school measured student growth beyond quantitative academic assessments was by reviewing portfolios of work samples, including work in the visual and performing arts category. Furthermore, they conducted a professional development session with teacher experts in the areas of art, physical education, and music to analyze and reflect on portfolio data as a way to understand growth in these a","cbCaim2WSi0TIvfA","https://ap.wps.com/l/cbCaim2WSi0TIvfA","pdf",252151,"English","# Introduction\n# Methods\n# Lessons Learned: Growth\n## Lesson 1: Use multiple types of data to understand growth of the whole child.\n## Lesson 2: Use measurements of student interests and strengths to improve teaching and learning.","[{\"question\":\"What is the purpose of this brief on inclusive schools?\",\"answer\":\"The brief summarizes lessons learned about “growth” from four knowledge development sites and explains how these lessons inform a model for advancing rightful presence in schools.\"},{\"question\":\"How do the schools measure growth of the whole child?\",\"answer\":\"They use multiple, diverse data sources, apply Universal Design for Learning to instruction and assessment, and track social and emotional development alongside academic progress through tools such as observations and portfolios.\"},{\"question\":\"How do student interests and strengths influence teaching?\",\"answer\":\"Schools collect interest and strength data to inform instruction and create engaging lessons, and they use the information to design inclusive course offerings and project-based learning opportunities.\"}]","Lessons Learned from Inclusive Schools: Growth | PDF",1792061048,13]