Federal legislation, namely the Individuals with Disabilities Education Act of 2004 ([IDEA], 2005), ensures that students with disabilities have the right to participate in general education curriculum taught in general education classrooms (§ 300.314). A team of school professionals and parents identifies supports necessary for success and determines the least restrictive environment (LRE)-the school environment that most closely matches that of typical developing peers-for each student with a disability. Therefore, LRE may differ for each student based on need, and not all supports will be delivered within the general education classroom. In addition, IDEA allows for states to use Response to Intervention (RTI), a systematic assessment process for monitoring all students' responses to key academic skills after receiving evidenced-based interventions, as a means to identify students with learning disabilities (IDEA, 2005, § 300.614). RTI is a problem-solving model requiring collaborative data collection, data analysis, and instructional decision-making by a team of professionals (Cummings, Atkins, Allison, & Cole, 2008; Mellard, McKnight, & Jordan, 2010). Impact from legislative changes can be felt at Individualized Education Plan (IEP) or RTI meetings during which a team of varied school professionals, parents, and teachers collaborate in making important educational decisions for individual students. Teachers, often as co teaching partners, are responsible for designing and implementing high-quality inclusive education. It is vital that today's educators know tenets of high-quality inclusion and how to apply them in daily practice. This article provides useful information on inclusive models, recommendations from the field, and resources for co-teachers and school professionals to use in building effective inclusion in schools.