This study examined the efforts of one large urban school district to implement support to schools in increasing their rates of students being served in inclusive settings. The authors evaluate a process whereby the district used a self-created "LRE/Achievement at a Glance Tool" to measure programs, services, and learner outcomes for students with disabilities, and provide specific recommendations and supports to administrative teams in targeted schools. Results indicate statistically significant increases in the number of students who were fully included as well as statistically significant increases in average time students with disabilities spent with their nondisabled peers. Math and reading proficiency levels for students with and without disabilities are also reported. Implications for best practices in supporting inclusion in urban districts are examined, such as the importance of documenting and examining inclusive practices and further training for educators and administrators in ethical principles and practice.