Inclusive Learning Communities

Theory of Action

If districts are trained on how to develop and then implement consistent processes ensuring that all educational environments are accessible, inclusive, and equitable and are supported through collaborative decision-making teams, coaching and shared leadership, then districts will experience improved outcomes for every student and accelerated improvement for students with IEPs . 

Objectives

1. Districts will implement collaborative linked teaming structures, supported by coaching, to ensure a consistent approach for collaborative decision making that will lead to improved outcomes for each and every student.
2. Districts will ensure that educational environments are accessible, inclusive, and equitable for each and every student, by implementing sustainable teacher teams leading to improved outcomes for every student and accelerated improvement for students with IEPs.
3. Key student outcomes including inclusion, agency, voice, participation, attendance, engagement, discipline, graduation rates, and achievement improve for students with IEPs .

A foundational belief  is that students belong in their learning communities, in an environment with their peers, and educators are responsible to develop both accessible curriculum and environments for each and every student within that inclusive learning community setting.

See the Inclusive Learning Communities Practice Profile to learn more.

• Inclusive Learning Communities Practice Profile – table version
• Inclusive Learning Communities Practice Profile – e-reader version

Data Stories

The capacity reports provide annual snapshots of the strengths and areas for improvement within a system, helping teams understand how well their infrastructure supports the ILC program's initiatives. By evaluating factors such as leadership, resources, and implementation supports, the capacity reports guide action planning and decision-making to achieve positive outcomes.

Capacity Report 2025-26

Capacity Report 2024-25