This report examines West Virginia's education-reform efforts. It focuses on the relationship between a school's level of inclusion and the participatory characteristics of the faculty senate's site-based management. Based on four case studies, the report asks whether the fundamental principles implied by West Virginia's effort to shift to site-based management and the charging of faculty senates to develop school models to support inclusive schools presented a real catalyst for changing educational practices. Specifically, the study asked whether schools with a higher perceived participatory role in decision-making achieved a different level of inclusion than schools with a lower perceived participatory role in decision-making. Findings show that each case study revealed similar results. The impetus for change was largely attributed to how the larger system initially redefined the teachers' positions within the organization. Overall, the degree to which faculty-senate members engaged in developing strategic integration plans did not correlate with the extent of change to their structural model of schooling. Rather, the primary impetus for change was mostly attributed to how the larger system initially redefined the teachers' positions within the organization. The faculty senate served more as an internal force that pushed up on the changes that external forces sent down. (Contains 42 references.) (RJM)