ABSTRACT
Researchers examined 4 elementary and 2 middle schools that were achieving exemplary results for all students in an effort to identify and describe critical indicators of overall school success. Embedded case studies revealed key capacity-building elements related to collaboration between general and special education teachers. These elements included a culture of shared responsibility, high expectations for all students and a sense of a professional community within the schools. The purpose of the project was to identify critical indicators of school success that could be translated into capacity-building activities that support positive outcomes for all students. Although all of these schools had strong collaborative communities and high expectations for all students, considerable variability was evident in other areas, including shared leadership and support for collaborative practices. This article addresses some of the factors that fostered or impeded the collaborative nature of these schools.
