This brief presents evaluation findings from California’s Supporting Innovative Practices (SIP) project, a statewide effort to expand inclusive general education access for students with disabilities. SIP participation is associated with faster growth in least restrictive environment indicators than statewide trends. Cross-case analyses identify four enabling conditions: structural redesign, leadership mindset and culture, data-driven continuous improvement, and cross-role collaboration. Findings suggest inclusive gains are achievable when districts receive sustained, practice-embedded support...

Over 725,000 California K-12 students received special education services in 2018-19, but the system is not always equipped to serve them. Early screening, identification, and intervention, as well as better transitions, educator support, and mental/physical health services, need improvement. A Multi-Tiered System of Supports (MTSS) framework in schools could address SWDs' needs, but it requires additional resources and policy support to improve educator capacity and collaboration between agencies while systematizing data on SWDs.

The CORE districts studied characteristics, outcomes, and transitions of students with disabilities (SWDs). Specific learning disability was the most common type. Males, African Americans, English learners, and foster youth were overrepresented. Chronic absence was higher for SWDs with multiple disabilities. Most SWDs entered special education in K-4 and exited in grades 8-12. These results help identify who may need targeted support.