This qualitative case study focuses on the evolution of inclusive school reform in two elementary schools in a large metropolitan district. Four central themes that emerged during data analysis are highlighted: (1) Unifying a vision: Reframing special education; (2) Developing collaborative structures for inclusion; (3) Increasing confidence and capacity: The importance of data-informed practice; and (4) Negotiating district and state constraints on inclusive practice. This article concludes with a discussion of the study's implications for inclusive school reform as well as directions for future research.
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