Archived Information

![](media/image1.png){width="5.170138888888889in"
height="3.5034722222222223in"}SCHOOLS\
with

Prepared by:

## Office of Special Education Programs

### Office of Special Education and Rehabilitative Services

> United States Department of Education

Schools with Ideas that Work!

The names and descriptions of the following schools and programs were
written and submitted to the Office of Special Education and
Rehabilitative Services (OSERS), U.S. Department of Education by
teachers, parents, administrators, psychologists, advocates, and other
interested persons. The schools and programs were nominated as examples
where the Individuals with Disabilities Education Act (IDEA) is
reportedly being well implemented. When IDEA is working as it should,
all children ‑‑ children with and without disabilities ‑‑ benefit.

The list includes at least one school or early childhood program in all
50 states and programs for children of all age levels.

The presence of an individual school or program on this list does not
represent a stamp of approval from OSERS. However, all the schools and
programs on this list have been selected by members of their communities
as schools and programs that are working to assure:

-   High expectations and challenging standards and curriculum for all
    children.

-   Meaningful participation of all children in all aspects of the
    school, including extra curricular, academic and non-academic
    activities, and assessments.

-   Good leadership and organizational vitality.

-   Parents as an integral part of the school community.

There are many other outstanding schools and programs providing a high
quality and challenging education to children with and without
disabilities. As names of other schools and programs are submitted, they
will be considered for our list. For more information about the schools
on this list please contact Libby Doggett, Elizabeth_doggett@ed.gov or
202-205-9068.

# ALABAMA

Madison Elementary School

Madison, Alabama

Contact: Theresia Mullins, Principal; Virginia Holma, Special Education
Teacher, Beth Widgren, (256) 772‑9255 Nominated by: Theresa Moxley,
(256) 961‑4916 (work), theresa.moxley@hsv.boeing.com

Madison Elementary is reportedly a great school for all children. The
school leadership ensures that all children are given opportunities to
learn and meet their potential. Specialized programs or materials are
provided as needed to ensure children reach their educational goals. The
staff is very interested in parental input and encourages parental
involvement.

An assistant who knows sign language was hired to help students
communicate with the teachers, therapists and other children. The
principal has hired a person to teach sign language to anyone at the
school who wants to learn each week after school. Children and teachers
are all learning sign language and are very eager to learn. The teacher
of the hearing impaired works with the children to provide them the
opportunities the children need to communicate. She goes above and
beyond what is expected of her to ensure that the students receive what
they need. Madison Elementary has a motto of \"Minds are Like
Parachutes, Working Only When Opened\". The entire staff keeps an open
mind and is very willing to try new ideas.

**ALASKA**

Gladys Wood Elementary School

7001 Cranberry Street

Anchorage, Alaska 99502

Contact: Gene Janigo, Principal (907) 243‑2347

Gladys Wood is a small, 27 year old school that offers a high number of
before and after school programs to all students. These activities could
not be provided without extraordinary parent, teacher and community
support, in addition to great leadership, high expectations, and a staff
committed to the successful education of each and every child. Most
activities are open to children at all skill levels and of all ages. The
school is completely accessible, with no stairs or barriers.

During a recent \"Read‑A‑Thon,\" students took pledges for each page
they read. The students at Gladys Wood, with the help of their parents,
teachers, support staff, and PTA, raised nearly 19 thousand dollars!
Students read, and read, and read. The teachers dressed as book
characters and famous authors during the day, and school wide activities
were aligned throughout the week to match individual reading goals and
preferences. The Read-A-Thon was a huge success with everyone doing all
they could to make it successful. That\'s a small portion of what Gladys
Wood is all about.

**ALASKA**

Mirror Lake Middle School

Chugiak, Alaska 99567‑2069

Contacts: Jeanne Fischer, Principal, Carol Vorst, Special Education
Department Chair; (907) 688‑3399

Mirror Lake Middle School is reportedly a great school because the
expectations are high and challenging for all kids. Teachers use a
hands-on, eclectic approach in their teaching and their evaluation of
students. A concept is demonstrated, practiced and explored to insure
all students understand it. The student often selects the evaluation
format. A demonstration of understanding may be presented orally, in
written form or in some artistic matter. The students may present as a
group or individually.

Mirror Lake Middle School is open to students before and after school.
Forty‑five minutes before the start of the school day, the library and
the gym are open. Students may come in and shoot baskets at 7:30 a.m. or
they may do some research on their science project in the library. After
the 2:45 p.m. bell rings the students can stay for tutoring, after
school sports and to use the library. The teachers make themselves
available for students before and after school and during their lunch to
work on an individual basis.

Everyone at Mirror Lake is on one big team. The principal and assistant
principal provide structure and guidance that allow for decision making
from the entire staff. Each grade level is divided into two, three, or
four person academic teams. Every academic team includes a special
education teacher. Teachers of electives, such as band, art, industrial
technology, and physical education also make up a team. The teams meet
daily; the entire staff meets twice a month in meetings that encourage
participation in the discussion and the decision-making.

Another important group on our Mirror Lake Team is the parents. The
school year is started off with a Spaghetti Feed to welcome all parents
and students. Two days are set aside each year for parents to come in
and pick up their child\'s report card and talk to the teachers.
Teachers may make several phone calls each week to notify parents of
their child\'s progress. A monthly school newsletter informs parents of
what is happening in the school. Parents volunteer in the office,
classroom and other areas of the school each day and help teach lessons
and serve as guest speakers on occasion.

The staff at Mirror Lake Middle School considers the individual needs of
all students. The special education program is designed to be fluid and
flexible. Students with Individual Education Plans are in regular
classes with support, in smaller individualized academic classes, or
monitored by the special education teacher. The child\'s multi
disciplinary team works together to provide appropriate programming for
the child in academic and nonacademic classes and activities. Staff
takes parent input seriously in designing individualized programs. If
parents believe that something is not working for their child, the staff
will come up with alternate accommodations, solutions or modifications.
The placement of all students into a heterogeneous group is a priority
for Mirror Lake Middle School.

The positive attitude, innovative ideas and dedication of the staff are
what make Mirror Lake Middle School great. The staff is positively
fueled by the parents, students and community.

**ALASKA**

Willard Bowman Elementary School

11700 Gregory Road

Anchorage, Alaska 99516

Contacts: Joanne McCabe, Principal; Cheryl Johnson, Teacher, (907)
345‑8110

Bowman is an elementary school of 680 students which integrates four
programs: the Neighborhood Program, Open Optional Program, Intensive
Needs Program and the Preschool Special Education Program. The school
utilizes "school‑wide social skills" and "Levels of Behavior" programs,
and has received Alaska Department of Education and school district
grants to promote inclusive education and pro-social skills training.
Students from all classrooms participate in a wide variety of
educational opportunities‑‑ academic, physical, social and the arts**.**

**ALASKA**

Ipalook Elementary School

North Slope Borough School District

P.O. Box 450

Barrow, Alaska 99723

Contact: Principal: Glen Olson, 907-852-4711, url-WWW.nsbsd.k12.ak.us or
Darrell Sanborn Special Education Director 907-852-9673

Fred Ipalook Elementary School is reportedly one of the outstanding
schools in the North Slope Borough School District, the largest school
district in the United States covering 88,000 square miles. With 2,284
students and a 15:1 student teacher ratio, all ten of the district's
schools stress a competency/standard- based education. Ipalook, the
largest school with 801 students, serves children in early childhood
education through the 5th grade. The school even has its our own indoor
playground!

The Fred Ipalook Elementary School demonstrates daily a commitment to
teach all children. Regular education and special education teachers
work as a seamless team where the children in the school are truly
everyone\'s responsibility.

Ipalook creates strong academic programs for all children. The Reading
Recovery Program is an example of the commitment that all children will
read. This program, originally out of New Zealand, provides children in
first grade a boost in reading skills so they can be successful in the
regular classroom. It is an intense one-on-one program in which the
teacher works with a student every day for half and hour. Teachers
receive special and extensive training to enable them to follow the
students\' lead and meet their needs on an individual basis. Students
also enjoy a reading and writing program targeted toward their needs.

The North Slope Borough School District went through an extensive
monitoring in the first week of December. The District at that time of
the year is in 24 hours of darkness. Monitors to the school expressed
delight to walk into Ipalook Elementary School and be bathed in light.
They found the new indoor gym to be a delight. Down a hallway they
walked through a jungle of vines and flowers created by all students in
the 4th grade. Peer programs were seen throughout the building with
students and their peers with disabilities paired together. The Speech
Language Specialist detailed a comprehensive evaluation procedure that
honored Inupiat language. The specialist was clearly knowledgeable about
the Inupiat language and how that would effect certain language needs.

Children greeted the monitors and one young lady was their guide
throughout the school. Throughout the day and into the evening the
school was an active community learning center. It was only when the
monitors left the building did they realize how dark it was outside.
Ipalook Elementary School is clearly a light for education on the North
Slope.

**ARIZONA**

Tolleson Elementary School

Tolleson, Arizona

Contact: Joan McDonald, Breck Imel-Special Education Teacher,
601-936-9740, extension 2010

Nominated by: Dr. Diane Hamilton, Superintendent

Tolleson Elementary is reportedly participating in an Individualized
Educational Plan (IEP) process that has significant implications for
systems change in special education. The Arizona student led IEP
initiative is a joint project with InterAct Arizona, and RAISing Special
Kids (formerly Pilot Parent Partnerships).

The concept was developed based on the premise that the IEP is the
student\'s individualized program, therefore, the IEP should reflect the
student directing his or her own plan. The student develops a better
understanding of his/her own strengths and needs through this process,
enabling them to better advocate for themselves not only in school but
throughout their lives. All eighth graders are participating in this
process and thus far, 100% parent participation has also occurred. This
program will now move down one grade level each year, getting all
students involved in having a say about their IEP\'s, which are also
matched to the district curriculum standards and assessments.

When the student invites IEP team members to the meeting, the
partnerships and collaboration among parents, regular education staff
and participating agencies improves significantly. The IEP meeting
becomes more personalized for the team members as the student expresses
his/her own statement of performance. Transition outcomes become more
meaningful as students take on more of a role in planning for the
future. In the student led IEP process, the student reviews his/her
previous IEP and writes new goals, sends invitations, reviews the laws,
lists accommodations needed, and develops the transition plan to be
monitored by both regular and special education teachers.

**ARKANSAS**

Bentonville Public Schools

402 NW 2nd Street

Bentonville, Arkansas 72712

Contact: Lynn Runnels, Director of Special Services (501) 271‑1106

Nominated by: Arkansas Governor's Developmental Disabilities Counsel

The Bentonville School District is completing the third year of an
inclusion grant and reportedly has done a great deal to involve all
students in the general education curriculum. They have trained all
administrators and work continuously to train staff when newly hired to
the district. Several parents have also been trained over the three year
period. Students from kindergarten through twelfth grade are involved in
many aspects of academic and non-academic extra curricular activities.

**ARKANSAS**

Sugar Creek Elementary School

1102 Bella Vista Rd.

Bentonville, Arkansas 72712

501-271-1132

Contact: Janet Little, Principal

Sugar Creek's mission statement reportedly embodies their commitment to
including children with disabilities in all aspects of school life: "As
an inclusive school for students K-5, it has been the mission at Sugar
Creek to create successful learning environments for the special
education child both academically and socially within the regular
classroom." They do this through collaborative team teaching,
specialized integrated curriculum, adaptations, and classroom
modifications to fit the student specific needs, goals, and objectives
as specified on their IEP. Staff has close ties to the University of
Arkansas, which provides student teachers and interns to the school.
Co-teaching techniques and peer tutoring serve as strong foundations for
this successful program. Rather than being the child tutored, many
special education students serve as tutors in the first and second
grades. Staff at the school are excited about implementing a new
behavior management model, Stop and Think, that is built on the
philosophy that positive behavior needs to be taught, supported and
nurtured in the home, the school and the community.

The school's reputation is well known. Staff provides in-service
training on inclusion in the district and around the state. One of the
teachers is a trainer for Arkansas Safak (Schools Are For All Kids).
Many visitors including teachers and other parents come to see "how it
is done." In short Sugar Creek says, "All kids belong and are a part of
our school."

**CALIFORNIA**

Whittier High School (9‑12)

12417 E. Philadelphia Street

Whittier, California 90601

Contact: Principal Albert Castillo, 562‑698‑8121

The school is reportedly doing a wonderful job implementing IDEA 97 and
has a strong inclusion program. Members of the school presented at, and
were models for a recent training held in Los Angeles on the
implementation of IDEA Amendments 1997.

**CALIFORNIA**

Thousand Oaks Elementary School (K‑5)

1150 Virginia Street

Berkeley, California 94707

Contact: Principal Kevin Wooldridge, 510‑644‑6368

The school reportedly has a wonderful bilingual program and a model full
inclusion program. The school is currently working with a full inclusion
project that is funded by the Office of Special Education (OSEP).

**CALIFORNIA**

Cesar Chavez Elementary School (K‑6/Year round)

224 North Juanita Avenue

Oxnard, California 93030

Contact: Julia Villalpando, Principal, (805) 487‑3918

Cesar Chavez is reportedly a true community school that serves as the
center for many activities. The principal has brought health services,
adult classes, parenting classes and many more things that provide the
children, parents and community needed services that enhance and improve
the students' ability to learn. All staff, both professional and support
staff, work to help their children learn. Ninety eight percent of
students are English learners and many of the staff attended school at
Cesar Chavez and have returned to work there. Special education students
with IEPs are included in all aspects of the school extra curricular,
academic and nonacademic activities.

**CALIFORNIA**

Emma W. Shuey Elementary School (P‑6E)

8472 East Wells Street

Rosemead, California 91770

Contact: Judith Chapman, Principal (818) 287‑5221

Shuey is reportedly a model of the Multiple Intelligence\'s pedagogy.
The gifted and talented students are completely integrated with the
special education students. The teachers are very talented and the
entire Rosemead community is supportive and involved in the school. The
school was nominated for and won the Distinguished School Award from the
state of California.

**CALIFORNIA**

Napa Infant‑preschool Program

Napa County Office of Education

Napa, California

Contacts: Erwin Bollinger, director of special education, (707)
253‑6807; Andrea Knowlton, coordinator, early childhood special
education, (707) 253‑6850

Nominated by: Marci J. Hanson, Ph.D., Professor Department of Special
Education, San Francisco State University, (415) 338‑1630/6353

The Napa infant‑preschool program is a model demonstration project for
the state of California\'s department of special education. The model
serves a population that is highly diverse in ethnicity, home language,
socio‑economic status and disability. The full inclusion program is a
joint effort between the county office of education and Head Start and
represents a model for collaboration. Further, within the organizational
structure of this program, they have implemented a road map to ensure
systemic change on an ongoing basis based on community and family needs
and current research practice. This early childhood program is committed
to family centered services, ongoing staff training and development, and
collaborative efforts with the community.

**CALIFORNIA**

Noble Elementary School

San Jose, California

Contact: Ms. Betsy Warren, Principal (408) 923‑1935

Noble School has high expectations and challenging standards and
curriculum for all children. Children with disabilities are actively
included in all aspects of the school, including extra curricular,
academic and non-academic activities, and assessments. Parent
involvement is palpable in this school and the principal is very
energetic and does not stop working to make her school serve all
children better.

**CALIFORNIA**

California School for the Deaf Early Childhood Education (ECE) Program

39350 Gallaudet Dr.

Fremont, California 94538

Contact: Henry Klopping, Superintendent

The Early Childhood Education (ECE) Department serves children who are
deaf and their families from birth to six years of age. The school
provides both home and center-based groups for parents and their
infants. Preschool, pre‑kindergarten, and kindergarten classes are
offered for older preschool children. ECE is committed to early,
consistent, and meaningful communication between the deaf child and the
significant others in his/her environment. Exposure to a complete
language system, American Sign Language (ASL), is seen as the means to
developing fluency in both ASL and English. Literacy is highly valued,
as evidenced by the frequent storytelling opportunities and copious
availability of reading material. Partnership with parents is viewed as
essential for the academic and social‑emotional success of the students.

The program follows the Developmentally Appropriate Practice (DAP)
philosophy of teaching, developed by the National Association for the
Education of Young Children (NAEYC). DAP assumes that the process of
learning is more important than the ability to perform. According to one
educator, Steffen Saifer, children learn best \"while engaged in
meaningful and challenging play that is facilitated and mediated by
professional educators.\" Activities presented are appropriate for the
child\'s developmental age and individual characteristics (personality,
needs, learning style, background, and interests)

Families are an important part of the ECE program. The school provides
family potluck dinners, family sign language classes, family workshops,
and parent support groups.

**COLORADO**

Columbine Elementary School

Woodland Park, Colorado

Principal, Mike Galvin, telephone 719‑687‑9229

Nominated by: Kathie Snow, parent, 250 Sunnywood Lane, Woodland Park, CO
80863, 719‑687‑8194 voice, e-mail KSSnow@aol.com

Columbine has been including students with disabilities since the early
90s. When we moved into the district, my son, who has cerebral palsy,
was 4, so he went there from K‑5. Columbine uses an exemplary model of
inclusion: all children are in age‑appropriate classes; there is little
or no "pull‑out", except for rare instances; there is no special
education room; special education teachers are a resource team who work
together, along with classroom teachers to support all students.

Columbine\'s philosophy is that all children belong, all children can
learn, and that all educators are responsible for all children. While my
son was there, the school purchased an adaptive desk, a laptop computer,
and other assistive technology devices to enable him to be successful.
Children with disabilities are expected to participate and be active
members of their school community. When my son was going there, he and
other children with disabilities were in the school choir which won a
state choir award for excellence one year and performed at a state music
teachers\' conference.

Several years ago, Columbine was recognized with an inclusion award by
the Exceptional Parent magazine and was featured in the magazine\'s
inclusion issue.

Kids with disabilities are achieving wonderfully at Columbine! When my
son was there he participated in the science fair and received the
judges\' award for his experiment with bubble gum. Parents are
reportedly very pleased and excited about the education their children
with disabilities are receiving. Children are expected to participate in
all aspects of the school.

**COLORADO**

Mesa Ridge High School

6070 Mesa Ridge Rd..

Colorado Springs, Colorado 80111

Principal: Mark Hatchell (719) 391‑3600

This high school has 1000 students. The building is focused on high
academic standards that are truly geared for all kids. Children with
disabilities are provided lots of accommodations and modifications to
make them successful in the general classroom.

**COLORADO**

Monaco Elementary School

7631 Monaco Blvd.

Commerce City, Colorado

Adams #14 School District

The school district has a policy of educating all of its children in the
neighborhood school. The district and Monoco Elementary have worked out
very innovative ways of staffing to meet the needs of children with
disabilities. Children with disabilities are generally in inclusive
settings with accommodations and adaptations as needed. The classroom is
programmed to meet the needs of each student, rather than having the
student programmed to meet the needs of the program.

**CONNECTICUT**

Center Elementary Preschool

47 Main Street, P.O. Box 157

Ellington, Connecticut 06029-0157

\(860\) 875-4656

Contact: Mr. Bruce Brettschneider Director, Special Education,
860-872-8381

Nominated by: Debbie Richards, 0-3 regional manager

The Preschool Education Program is a district-wide preschool age program
located at Center School. The program, which began in 1985, was
developed to provide services for children with special needs ages 3 to
5. Since 1991, the program has grown and now incorporates a reverse
mainstream model, which places children who are typically developing
from the community with children with special needs. This model provides
all the students with a rich, diverse learning environment. The children
who are typically developing are selected by the staff to participate in
the program to model appropriate language and social skills. The staff
structures the environment and provides a wealth of child centered
activities in this language based developmental program.

The Preschool Education Program passed strict criteria for certification
by the National Association for the Education of Young Children (NAEYC),
which is the nation's largest organization of early childhood programs.
The NAEYC accreditation process involves a comprehensive self-study of
program design, implementation and administration. The criterion is
designed to meet the high quality standards developed through years of
research and observation by the academy. We are presently in the process
of re-certification that is required every 3 years to assure continuity.

Sandy Suib-Dutcher, Carol Connolly, and Esther Boucher are the certified
special education teachers for the program. Three sessions of preschool
classes meet Monday through Friday during the school year. Support
services such as speech and language, physical and occupational therapy,
and psychological services are provided within the context of the
program. The public elementary school offers children the opportunity to
become familiar with the daily routines at the school.

Due to the complex needs of the children served, the program continues
to grow. The faculty and staff has been extensively trained in teaching
children diagnosed with autism and related communication disorders
(TEACCH). TEACCH was developed at the University of North Carolina and
is a nationally and internationally renowned program. It has offered the
Ellington Preschool Program a wealth of knowledge in providing an
optional structured teaching environment for children with autism and
communication disorders. The faculty will continue their training during
this summer in North Carolina.

**CONNECTICUT**

Goodyear Early Learning Center

22 Williamsville Road, P.O. Box 218

Killingly, Connecticut 06239-0210

\(860\) 779-6770

Contact: Linda Fusco, Director, Goodyear Early Learning Program

Nominated by: Bureau of Early Childhood Education

The Goodyear Early Learning Program is a program created with blended
funding through the IDEA 619 program and the State's Family Resource
Center Grant. Programming for all children, including children with
disabilities and their families, provides for early care and education
as well as various "wrap around" services and supports. Services and
supports include before- and after- child care, family training through
PET (pupil evaluation team), referrals to medical, health, social
services, etc., and family literacy.

**CONNECTICUT**

Simsbury Public Schools

93 Hopemeadow Street

Simsbury, Connecticut 06070-1897

\(860\) 658-3873

Contact: Dr. Gregory Little, Director of Special Services

Nominated by: Bureau of Special Education

The Simsbury Public School District has demonstrated noteworthy services
to children with special needs in a variety of areas including early
literacy, successful inclusion practices, parent partnerships and
effective transition from school services. These are all areas that
contribute to the Simsbury Public School District's selection.

**DELAWARE**

Seaford Kindergarten Center

900 S Arch Street

Blades, Delaware 19973

Contact: Earl Cannon, Director 302‑628‑4416; or Mary Ann Mieczkowski,
302‑739‑4667.

Nominated by: Diane Kickline, Supervisor of Special Education,
302‑629‑4587 ext. 705

The Seaford Kindergarten Center is a community‑based program committed
to providing early childhood special education and related services to
children in their natural environment. Settings include community
preschools, child care settings, homes, family care settings, and an
integrated playgroup at the Seaford Kindergarten. Services available
include referrals, screenings, multi disciplinary assessments, early
childhood special educational consultation, speech and occupational
therapy. Services are available at no charge to families. The leadership
of this wonderful Kindergarten Center works hard to provide meaningful
opportunities for inclusion.

The center has skilled and dedicated staff members who are involved with
students and families. The parent project has organized a number of
activities with the Kindergarten Center, including an initiative whereby
students created a product that depicted their perception of a
disability. Recently staff and parents have begun developing sound
strategies for family participation. The Director of Special Programs in
the Seaford School District is a visionary and has taken noticeable
measures to promote inclusive programming not only at the center but
throughout the school district. It is noteworthy that the center is
located in one of the poorest and most rural school districts in the
state. This program is actively involved in a special project called the
Inclusion Project; the inclusion facilitator for the district is a
Kindergarten teacher.

**DELAWARE**

Howard High School of Technology

Wilmington, Delaware

Contact: Joyce Ayres, Principal, 302‑571‑5400

Nominated by: Mark Chamberlin, Education Associate for Transition
Services Delaware DOE 302‑739‑4667

Howard High School of Technology reportedly does an outstanding job in
helping all students see the importance of linking academic and
occupational skill development. In particular, its Quest for Quality
program helps students prepare for adult success by having 9th graders
create a vision statement and continue with sequential school and
work‑based experiences to reach the vision they created. Data shows a
high graduation rate for students with disabilities, and successful
adult experiences in post‑school outcomes.

**FLORIDA**

Child Development Center

Sarasota, Florida

Contact: Sandra Adams, Director (941) 371‑8820

Nominated by: Mimi A. Graham, Ed.D., Florida State University, Center
for Prevention and Early Intervention Policy, (904) 922‑1300, email:
mgraham@mailer.fsu.edu

The Child Development Center serves foster children, children with
disabilities who qualify for Part C under IDEA, and typically developing
children. The center is the only privatized foster care child
development center in the nation. The center is noted for its high
quality staff, excellent training and supports for its teachers, and the
exceptional infant mental health services provided.

**FLORIDA**

Creative Preschool

Tallahassee, Florida

Contact: Pamela Phelps, Ph.D., 850‑386‑1450

Nominated by: Mimi A. Graham, Ed.D., Florida State University, Center
for Prevention and Early Intervention Policy, (904) 922‑1300, email:
mgraham@ mailer.fsu.edu

Ohio State named this preschool the best inclusion preschool in the
nation several years ago. The school provides training for other schools
internationally in best practices related to infants and toddlers and
preschoolers and inclusion.

**FLORIDA**

Kendale Lakes Elementary School

Miami, Florida

Contact: Principal Ms. Coleman

Nominated by: Melissa Prado, miamelly@aol.com

At Kendale Lakes Elementary all the students are integrated into extra
curricular activities. The principal and assistant principals know all
the students by name. Standards and expectations of students with and
without disabilities are very high and students are constantly rewarded
for their progress over the schools TV system. All students with
disabilities feel a part of the school. Finally, the special education
teachers are exceptional.

**GEORGIA**

Graysville Elementary School

Ringgold, Georgia 30736

Contact: Denia Reece, Principal (706) 937‑3147

Nominated by: Ms. P. Paulette Bragg, Director, Division for Exceptional
Students, Georgia Department of Education, 404‑656‑3963.

Through the years Graysville Elementary School has enjoyed a reputation
of excellence experienced by few others in the state: 1992, National
School of Excellence; 1994, Eisenhower Demonstration Grant Recipient;
1995, Model Technology Grant; 1997, featured school on the Georgia
Partners for Excellence in Education\'s Bus Tour of Georgia\'s Schools;
1999, a state of Georgia Pay for Performance School.

Graysville Elementary School is a great school for the following
reasons: Administrators, teachers, staff, parents, and community
volunteers/business partners have a concentrated focus on and high
involvement in providing what children need. The use of blended funds
from Federal Title VI‑B grants, State special education allotments,
State Assistive Technology grants, and strong local support allows
personnel to meet the instructional needs of students with disabilities
in a powerful way. Strong special education leadership in the school
provides a platform for all teachers to proactively seek the best way to
serve each student. Students with disabilities are reportedly accepted
and integrated, equal participants in learning.

**HAWAII**

Pearl Harbor Kai Elementary School Place

Honolulu, Hawaii

Contact: Ms. Carole Freehan, Principal (808) 421‑4245

Nominated by: pager number: (808) 252‑7321

A school for children of transient military families has its special
challenges ‑‑ especially for students with disabilities who need to go
through major adjustments every time they move. Pearl Harbor Kai has
succeeded in welcoming each student into its school community by
building strong partnerships among regular and special educators, the
students, and the military community. Through the inspiring leadership
of their principal, Ms. Carole Freehan, a former special education
teacher, innovative programs have been implemented that ensure
meaningful inclusion of special education students in academic and all
extra‑curricular and after‑school settings. The multi-aged Permanent
School Family Program strives to give everyone a sense of stability by
focusing on character development, environmental issues, and community
service. The result is that every student is a first class citizen of
Pearl Harbor Kai School!

Pearl Harbor Kai Elementary School Place provides full inclusion for
grades kindergarten to second grade. The school has a Content Mastery
Learning Lab, developed jointly by special and regular education
teachers, where all students may receive instruction in their regular
education classrooms and modifications, on an as‑needed basis. The
school has a special program to bring diverse groups of students
together two times a month for character development activities,
guidance, environmental issues, and community service. All students
participate in student‑led conferences and keep a portfolio that shows
progress over the year. All students in the school are eligible for the
Honor Roll, Peer mediation, JPOs, HarborWatch (catching someone doing
something good), Student Council, and other extracurricular activities.
Special education students participate in after school programs with
necessary supports to ensure successful participation. Staff plan and
share together to ensure learning outcomes for all children.

**HAWAII**

Pearl Ridge Elementary School

Aiea, Hawaii

Contacts: Ray Sugai, principal, Cindy Nash, Special Education teacher,
(808) 483‑7250

Pearl Ridge Elementary, a national blue ribbon school, is a school‑wide
Special Education Full Inclusion school that believes in the philosophy,
that every person is special and all can learn. All members of our
school community embrace and live our theme of \"Teaching, Learning, and
Relating Together, from the Heart.\"

**IDAHO**

Elisa Hart Spalding Elementary School

Meridian, Idaho

Contact: John Mickelson, Principal (208) 321‑2150

Nominated by: Clyde and Mary Ann Rinne, 713 Tiffany Drive, Meridian, ID
83642, 208‑884‑5670

Elisa Hart Spalding Elementary School is a \"great\" school because of
the total involvement of it\'s administrators, teachers, support staff,
and parents in providing the best learning environment for all students.
This year the school was named the Best Inclusive Education Site in
Idaho by the Governor\'s Council on Developmental Disabilities.

**ILLINOIS**

Turner School

Ingalton Avenue

West Chicago, Illinois 60185

Contact: Dr. Carol Auer, Principal, (630) 293‑6050

Nominated by: Phil Vedovatti, Director of Student Support Services West
Chicago Elementary District 33, (630) 293‑6091, E ‑ Mail:
philved@aol.com

Turner School has been including students with disabilities since 1990,
and all of the students that attend Turner have appropriate services and
supports. Turner also serves a growing number of students who are
Limited English Proficient (LEP).

This school receives many visitors, and parents and staff have presented
at conferences throughout the state regarding effective practices for
including all students. The District was given an award in 1995 by
Parents Magazine for its inclusive education services and the State
Superintendent visited the school in that same year. The principal
fosters participatory decision making and Turner exhibits a healthy
climate where morale is very high.

**ILLINOIS**

Roy Elementary School (K-6)

Mannheim District 83

533 N. Roy Street

Northlake, Illinois 60164

Contact: Principal Mr. Don Flaws, 708‑562‑6400; Sp. Ed. Supervisor: Mrs.
Pat Kozin, 847‑455‑3143, ext. 242

The Roy School Mission Statement provides the answer, says Dr. Reinhart,
the Director of the Leyden Area Special Education Cooperative. \"The
staff at Roy School believe that we are capable of helping each student
master the essentials, that student failure is not acceptable, and
children can learn and achieve mastery of the basic grade level skills
regardless of their academic performance, family background,
socio‑economic status, race, or gender. We will empower all students at
Roy School to succeed in this ever-changing world. We will build a
better world ‑‑ one student at a time!\"

**INDIANA**

The Metropolital School District Preschool

Lawrence Township

Indianapolis, Indiana

Contact person: Jeffrey Young, Director of Special Education (317)
568‑4807

Since 1991 the Metropolital School District of Lawrence Township has
been providing preschool special education services through full
inclusion in community preschool programs with typically developing
peers. Their innovative and successful program has been recognized by
the Arc of Indiana as a 1992 recipient of the Arc\'s Education Award.
One of the inclusion sites has involved a collaboration with Lawrence
Central High School\'s vocational education program, the child care
program operated by Lawrence Central High School, and the special
education department. Eleanor Keppler, the Director of the childcare and
vocational education program, has received national recognition from the
Autism Society, as well as local, statewide, and national education
awards.

**IOWA**

Hansen Elementary School

Cedar Falls, Iowa 50613

Contact: Dr. Tony Reid, Principal, 319‑277‑1194 (school) (my office)

Nominated by: Dolores Ratcliff, 319‑273‑8250,
\<dratcliff@aea7.k12.ia.us\>, State president of Iowa LDA and a special
education consultant.

Hansen Elementary has been featured nationally in US News for their
inclusion program. The school has smaller classes for learning disabled
children to work on core subjects and large group learning too. Parents
from all over come to live in the Hansen area if they have a child with
a disability because of the positive climate. The whole district has
excellent education for all children.

**IOWA**

Miller Middle School

Marshalltown, Iowa 50158

Contact: Damon Lamb, School Psychologist, (515) 753‑3564

Nominated by: Marvin C. Lewis, Director Special Education, Area
Education Agency 6, 50158, (515) 753‑3564

Each year Miller Middle School has visitors from across the country
visit to learn how to effectively serve all children. They use a problem
solving process that depends heavily on team taught classes. Classes
have a special education and general education teacher who team teach in
the same classroom. Many special education students\' IEPs are
implemented in those general education classrooms. Miller Middle School
personnel are dedicated to providing appropriate learning experiences
for all children.

**KANSAS**

Katherine O\'Loughlin McCarthy Elementary School

Hays, Kansas 67601

Contact: Nancy Harman, principal (785)‑623‑2510

Nominated by: Jennifer Kitson, Ed.S., NCSP, School Psychologist,
USD#489,

O\'Loughlin Elementary school, with approximately 340 students in grades
K‑5 and a class size ranging from 16 to 22, has won numerous awards
including the National Blue Ribbon School of Excellence Award in May,
1997, and the America\'s Best Redbook Schools state award in April,
1995, as well as the Kansas State Reading Association award in 1993,
1995, and 1996. Additionally, numerous staff have been recognized
through national and state awards such as the Presidential Award for
Excellence in Teaching Math and Science.

This school is unique in that it was opened as the result of a vision of
a group of local educators attempting to emulate the best strategies
found in the literature in education. All staff were hired with the
knowledge that they are responsible for educating all students in as
much an inclusive environment as possible, and that parental involvement
and student oriented goals are essential. Weekly staff development
sessions provide opportunities for staff to be an integral part of
decision‑making regarding the management of curriculum, instruction, and
school goals. A parent‑paid after school program, and such after school
activities as Young Astronauts and O\'Loughlin Singers are available to
all students.

O\'Loughlin School provides teams of teachers who meet before and after
school to assist with students who are struggling in the classroom. All
classroom teachers are on a team. These teams develop strategies to help
the child be more successful. The inclusion model is used as the
delivery model for most special services at O\'Loughlin. The building is
accessible for wheelchairs and the school nurse is available for
services such as catheterization. The integrated special education staff
plan and work closely with the classroom teachers to make certain
students with special needs are provided with needed services.
Strategies are developed to provide much of the same content as all
students are receiving but with adaptations which make them successful.
To promote a love of learning, all students work on hands‑on, real world
problems. The curriculum is individualized as students' self‑select
literature, research topics, and goals to be achieved. To demonstrate
the learning that occurs, students are responsible for maintaining
portfolio samples that reflect their best work. Project rubrics are also
utilized. Student progress is related to parents as the students
themselves lead the four parent‑teacher conferences per year. Because
the student is not given a traditional grade, authentic assessment must
reflect the learning accomplished throughout the year.

Teams of teachers at each grade level work together to ensure students
are provided instruction at their level. Ongoing assessment is essential
so that the next teacher can pick up the student and start right there
no matter where the student is functioning. Teachers utilize grade level
checklists created from adaptations of the district curriculum
objectives. Only through such a team approach can students\' needs be
met without fear of failure. The looping approach used at O\'Loughlin
keeps the students with the same teacher for two years. This means a
student may only have three teachers throughout the K‑5 years.

**KANSAS**

Cordley Elementary School

Lawrence, Kansas

Contact: Doug Eicher, Director of Special Education, Lawrence Public
Schools; Tom Christie, Principal, Lawrence Public Schools: (785)
832‑5000; (785) 832‑5640

Cordley teachers have worked to integrate curriculum to serve all
students. Under the leadership of Dr. Tom Christie, Principal, teachers
have developed an exceptionally strong team approach to solving student
problems. Cordley has participated in a school‑linked services project
in conjunction with the University of Kansas, and is truly a
community‑based school. Cordley goes the \"extra mile\" to work with
families in meeting the needs of their students. Recently, Dr. Christie
also provided assistance over a four-month period to the Kansas State
Department of Education, representing school administrators as a
\"Collaborative Partner\" in developing the Kansas State Improvement
Plan for Special Education.

**KANSAS**

Jay Shideler Elementary School

Washburn Rural Schools

Topeka, Kansas

Contact: Al Camblin, Principal (785) 862‑4200

Jay Shideler Elementary School provides inclusive services to all
students with disabilities. Students with low incidence and high
incidence disabilities participate in general education classes on a
regular basis. Mr. Al Camblin, principal of Jay Shideler was recently
awarded the 1998 \"Kansas Principal of the Year\" in acknowledgment of
his outstanding leadership. Within the last three years, the school was
awarded \"Exemplary School of the Year\" by the Kansas Principal\'s
Association. Mr. Camblin and Ms. Mary Becker, 6th grade teacher, have
made presentations at state and national conferences of general and
special educators regarding Jay Shideler\'s inclusive services.

**KANSAS**

Prairie Park Elementary School

Lawrence, Kansas

Contacts: Doug Eicher, Director of Special Education, Lawrence Public
Schools; Vicky Weseman, Principal, Lawrence Public Schools:
785‑832‑5000; Prairie Park Elementary: 785‑832‑5740

Prairie Park is a very inclusive school which does excellent work with
including students with various disabilities into the general
curriculum. Prairie Park serves a large number of students with autism
and has provided exemplary services for those students. The general and
special education teachers collaborate effectively to support all
students. Prairie Park has received national recognition through a
presentation by the principal, Vicky Weseman, at the TASH national
conference.

**KENTUCKY**

Hattie C. Warner Elementary School

Jessamine County Schools

821 Wilmore Road

Nicholasville, Kentucky 40356

Contact: Richard C. Williams, Principal, (606) 885‑3085

Nominated by: Division for Exceptional Children Services, Kentucky
Department of Education

The mission of Warner Elementary is \"to be the best school in the
nation for children, meeting each child\'s educational needs.\" The
emphasis in this mission is on each child, recognizing that every child
has specific strengths and weaknesses. By philosophy, policy and most
importantly in practice we include all children in these promises:

1.  To base every decision on the needs of our children

2.  To employ caring people who are the best in their field

3.  To continuously seek to improve instruction and services for
    children so they can constantly learn and grow.

4.  To earn the confidence of our community by making education our
    highest priority

5.  To provide, with the help of our parents and community, a positive
    and stimulating learning environment for children.

Keeping these promises and reaching these goals for all children,
including students with disabilities, requires that everyone take
responsibility for learning and learners at Warner. Staff set high
expectations for every child and work to eliminate barriers to learning.
To accomplish this goal, our school is inclusive. Children can\'t learn
in a meaningful context, or to their potential, in segregated settings,
with separate expectations for success. All children learn in different
ways, and learn different skills at different rates. The school must
recognize and incorporate that understanding in the organization of
instruction and instructional practice. This incorporation requires
teachers of all disciplines to work collaboratively. At Warner,
classroom instructional teams have collaborative planning meetings
monthly to discuss student strengths and goals, communicate
instructional roles and responsibilities, and determine the resources
necessary to support students. Achieving this goal also necessitates a
significant commitment to on‑going, \"just in time\" training. The
principal, instructional resource teacher, and other faculty and/or
community members provide a wide variety of workshops throughout the
year specific to the changing instructional needs of our students, staff
and parents. The result of this very focused, child centered planning
and staff development is that students with significant behavioral and
academic disabilities have the same opportunities for success as their
peers. They participate meaningfully in classroom instruction and are
valued members of the school, serving in computer, video, art, glee
club, leadership club etc., as well as in extra curricular activities
throughout the school, without exception.

The emphasis on planning and learning to meet the individual needs of
all children is also the primary reason the school enjoys tremendous
support from our parents. Without their active participation inclusive
learning environments like Warner, that challenge and respect all
children, would not be possible.

**KENTUCKY**

White\'s Tower Elementary School

2977 Harris Pike

Independence, Kentucky 41051

Contact: Earl W. Hughes, principal (606) 356‑9668

Nominated by: Division for Exceptional Children Services, Kentucky
Department of Education

White\'s Tower Elementary sets high standards of learning for all
students as well as striving to deliver the support and best
instructional strategies to insure that learning takes place. In the
last 2 assessment/accountability cycles, White\'s Tower has been in
reward status. Last year the school staff, based upon student
assessments, identified science as a need for staff development and
participated in several professional development activities, bringing in
outside resources, which have lead to an increased number of hands‑on
science lessons throughout the school. Reading is also an area that
White\'s Tower continues to focus much effort toward. Title I and
reading intervention programs focus on those younger students who are
\"at‑risk\" in an effort to develop strong basic skills.

Staff meetings center around topics of best practice instruction with an
emphasis on improving day‑to‑day classroom instructional practices. All
teachers work on school committees with a variety of purposes including
improvement of instruction and community involvement. Parents serve on
committees to improve home‑school communication and assure that the
school is responsive to the needs of the families and children it
serves.

A well supplied computer lab and library support the technological
instruction of White\'s Tower students along with computers in every
classroom. White\'s Tower also uses some discretionary funds to provide
full time music instruction along with library and physical education
services. Speech therapy, occupational therapy, physical therapy, and
instructional support staff are provided to those students who need them
in order to fully benefit from instruction. Support services, including
a school psychologist and guidance counselor, assist students who may be
experiencing academic, behavioral, or emotional difficulties. A Student
Assistance Team meets weekly with the purpose of developing intervention
strategies to support specific students.

A collaborative and fully inclusive special education program serves
students with the full range of disabilities. For the last 3 years,
Distinguished Benchmark Alternate Portfolios have been developed by
White\'s Tower special education students, reflecting high degrees of
collaboration and support from both regular and special education staff.
This program has been recognized as a model program throughout the state
and both regular and special education teachers have assisted other
school districts in improving or developing similar programs. It has
been featured in several state and national publications. The 1996
Kentucky Special Education Teacher of the Year and a 1998 Ashland
Teacher Achievement Award winner come from the White\'s Tower special
education staff.

White\'s Tower Elementary School is a school dedicated to providing the
best possible education to all of its students.

**LOUISIANA**

Shreve Island Elementary School

Caddo Parish

Shreveport, Louisiana

836 Sewanne Place

Shreveport, Louisiana 71105

Contact: Principal, Dr. Kerry Laster Supervisor of Special Education,
318‑869‑2335

Twelve years ago it seemed almost certain that the doors of Shreve
Island Elementary would be closed and the building abandoned for weeds
to grow where children once played and learned. Some classes had as few
as thirteen students, and only a portion of the building was utilized
for instruction. Standardized achievement test scores were below average
and reading scores were especially low.

Today Shreve Island serves the community as an outstanding educational
center with high expectations and challenging curriculum standards for
all students. Student, parents, staff, and community are dedicated to
this child‑centered learning environment where the needs of all students
are met. With the determination of the principal, whose background is
reading, and the philosophy that "all children can learn" if instruction
is appropriate, a plan was designed to implement a balanced literacy
curriculum. The Shreve Island Elementary staff is a group of dedicated
educators who have integrated children with learning disabilities and
other disabilities into the regular school population. The school staff
saw the need to involve children with disabilities more completely in a
regular educational program. Instead of segregating children based on
their disabilities, these educators had the vision of "fully including"
the students into the total school program where all students are
actively involved in learning. The total school program includes
extracurricular and other non-academic activities, such as field trips,
assemblies, chorus, Field Day, lunch and recess. The staff is dedicated
to providing the special education students with the special services
and teaching strategies necessary for them to become successful
learners; therefore, offering the special education students a rounded
and more complete educational experience. An added benefit of the
inclusion program for the students with special needs is the valuable
lessons learned by others (students and teachers alike) from working
with these students with disabilities.

Shreve Island developed and implemented this quality program when there
were no guidelines or specific models from which to work. Shreve
Island's full inclusion model was the first such of this model and is
now recognized as an exemplary program for the state of Louisiana.

The school now has more than tripled its enrollment. At this time the
school population is over six hundred students with a waiting list of
students from all areas of the city who would like to enroll. Working as
a team, the principal and staff developed programs designed to meet the
needs of all students, particularly in the area of reading and writing.
With the blessings of the local school board, the school was allowed to
enroll students from other areas in the district because of inclusion,
the unique reading/language arts program, and the implementation of a
year round calendar which adds an extra ten days of instruction. These
ten days designated as Instructional Intersession Day Camp provide
classes in foundations for academic skills, remediation, and enrichment
to meet the individual needs of all students. Today the special
education population has become "invisible" within the school setting.
The students with disabilities blend into the school environment with
total acceptance by all. Most importantly, attitudes towards students
that are considered "different" or "special" are positive. Students are
no longer limited by their disabilities but allowed to grow and succeed.

With its dedicated staff and innovative teaching strategies, Shreve
Island Elementary has been recognized as an U.S. Department of Education
Blue Ribbon School of Excellence. In addition, Shreve Island received
the exemplary Learning Disabilities Award presented by Allyn and Bacon
and the division for Learning Disabilities of the Council for
Exceptional Children. Shreve Island was recognized by the Louisiana
Reading Association and the International Reading Association with the
"Exemplary Reading Program Award."

Dr. Laster, the principal, at Shreve Island Elementary has supported the
staff in obtaining over \$700,000.00 in grants during the last five
years to integrate technology into the balanced literacy program at the
school. Dr. Laster is a former Louisiana Principal of the Year, the
recipient of the Phi Delta Kappa Leadership Award, a U.S. Department of
Education Site Visitor. Dr. Laster was also named the Louisiana Reading
Association's Principal of the Year. Dr. Laster is a nationally
recognized author and consultant in the area of balanced literacy and
the inclusion of students with special needs into a regular school
setting.

The many programs at Shreve Island make it an educational center with
the highest standards of excellence and it is truly a place "Where
Learning Never Stops".

**MAINE**

MSAD #27

14 W Main Street

Fort Kent, Maine 04742

Phone: (207) 834‑3189

Contact: Diane Castonguay, Director Special Education, 69 Pleasant
Street Fort Kent ME 04742, (207) 834‑3481

Maine School Administrative District #27 is one of eight sites
nationally recognized for exemplary systemic standards based reform
efforts by the U. S. Department of Education. All staff is held
accountable for assuring that all children achieve the Maine Learning
Results.

**MAINE**

MSAD #52

RR #1, Box 1220

Turner, Maine 04282

Contacts: Stan Sawyer, Superintendent, Bonnie Violette, Director Special
Education, (207) 225‑3045

MSAD #52 demonstrates a commitment to serving a very diverse population
through the coordination of federal assistance to supplement state and
local initiatives.

**MAINE**

Old Orchard Beach School

28 Jameson Hill Road

Old Orchard Beach, Maine 04064

Contacts: Jay B. Barner, Superintendent, Donna Morrilly Ford, Director
Special Education, (207) 934‑3701

Old Orchard has an exceptional transition process for preparing all
students in special education for adulthood. They have also created an
excellent environment for including students with disabilities in
extracurricular academic and non‑academic activities.

**MAINE**

MSAD #53

Pittsfield, Maine

Contact: Debra Hannigan, Special Education Director

Nominated by: Jaci Holmes; Email: jaci.holmes@state.me.us

This four year old program is a collaborative initiative involving Head
Start, Child Development Services (the birth through five early
intervention system) and the public school. Representatives of all three
agencies provide oversight and supervision of the teaching staff and the
program. The program is funded through the resources of all three
agencies. This program has been recommended as a model for other
districts in the state. Maine State statute encourages the establishment
of collaborative local early childhood programs.

**MAINE**

Yarmouth School Department

12 Portland Street

Yarmouth, Maine 04096

Contacts: Ken Murphy, Superintendent; Ann Nunery, Director Special
Services, (207) 846‑2321

Yarmouth School Department reportedly has an excellent program for
special education students. They are very conscious of implementing
regulations and keeping parents involved. They are doing excellent work
in implementing the Learning Results (Maine\'s standards and assessment
for special education students).

**MARYLAND**

Rockville High School

Montgomery County, Maryland

Contact: Sandy Nelson, Department Chair (301) 279‑8500.

Nominated by: Josie Thomas, Director of the PTI in Maryland, The
Parents\' Place of Maryland

Rockville High School reportedly meets all the criteria for being a
great school. Of particular note are the programs for students who are
deaf and hard of hearing. The teachers at Rockville High School are
careful to ensure that all the kids who are deaf or hearing impaired
have their needs met on an individual basis and that they are integrated
throughout all aspects of the life of the school.

**MARYLAND**

South River High School

Anne Arundel County Public Schools

210 Central Avenue

Edgewater, Maryland 21037

Contact: Mr. George Beaumont, Assistant Principal (410) 956‑5600.

Nominated: Martha J. Widra, 8331 Woodland Road, Millersville, MD
21108‑1702

South River High School has been awarded a \"Maryland State Blue Ribbon
School of Excellence\" award. Parents are impressed with the caring
attitude of all the staff and the degree of commitment to the success of
the special education students. Staff goes far above and beyond many
other schools in providing individualized services.

**MARYLAND**

Waters Landing Elementary School

Germantown, Maryland

Montgomery County, Maryland

Contact: Brian Porter or Eve Wetten, principal, (301) 279‑3853

Nominated by: Ray Bryant, (301) 279‑3135

Students with disabilities attend their neighborhood school and are
fully integrated (including kids with significant disabilities) in all
aspects of school life. Teachers use team teaching and support from
paraprofessionals to meet the unique needs of all students.

**MARYLAND**

Maryland School for the Deaf (MSD)

101 Clarke Place

Frederick, MD 21705

James Tucker, Superintendent

Recognized for it quality education, Maryland School for the Deaf serves
as a prototype for many other schools around the country. The school has
hosted visitors from other states and from other countries who want to
learn about our educational programs and innovative strategies. The
Family Education/Early Intervention Department (as the oldest and
largest program for Deaf and Hard of Hearing infants and toddlers in the
country) facilitates early language acquisition in children, and
communication between children and their families. By using a public
school curriculum and participating in a state‑wide testing program in
reading and writing, mathematics, and citizenship, students at MSD are
continually challenged by the faculty to strive for academic excellence.

Students at MSD are bilingual, communicating in two languages: American
Sign Language (ASL) and English. Students become readers and writers
through extensive interaction with printed English. Classes in Spoken
English, speech reading, and auditory training are available to all
students. We realize the world is changing so to prepare our students
for the future, we familiarize them with innovative computer technology
and sophisticated media equipment. By becoming literate with computers
as the most powerful way to gather information, students leave MSD
skilled in techniques valued in the job market.

We believe in \"high expectations\" and offer extensive services where
students, faculty, staff, and parents work together to empower students
for the future. Our environment is academically rigorous, culturally
enriched, and interactive. We strive to maximize each student\'s
potential and growth, not just physical, but intellectual, social, and
psychological.

**MASSACHUSETTS**

Elm Street School Early Childhood Center

Walpole, Massachusetts

Contact: Mary Grinavic, Early Childhood Coordinator, Walpole Public
Schools, (508) 660‑7283, or Dr. Paul Livingston, Superintendent, (508)
660‑7200

Nominated by: Sandra Putnam Franklin, Early Learning Services Mass.
Dept. of Education, (781) 388‑3300 ext. 374.

Elm Street School Early Childhood Center is committed to inclusion of
children with disabilities into the full spectrum of activities
throughout the day. The program exemplifies strong family support and
involvement through numerous family activities and events scheduled
throughout the year. The teachers have a strong commitment to curriculum
development, and all preschool classes were recently combined in a
single building dedicated to early childhood.

**MASSACHUSETTS**

Hadley Elementary School

Hadley, Massachusetts

Contact: Nick Young, Director, Special Education

Anne Finck, Superintendent (413) 586‑0822

Hadley Elementary is an outstanding school for children with
disabilities and all students. Students with disabilities are included
in all aspect of schools life, parents are integrally involved and the
school has excellent leadership. The school is located in a very small
system in a small rural farming community.

**MASSACHUSETTS**

Johnson Elementary School

Natick, Massachusetts

Contact: Kevin Crowley, Principal, (508) 651‑7226, or Lurline
Munoz‑Bennett, Equity Coordinator for the MA Dept. of Education (781)
388‑3300, Ext.285.

Johnson Elementary School was honored by the United States Department of
Education as a Blue Ribbon School of Excellence in 1997. The combination
of strong parental involvement, outstanding teaching, high level of
staff development, and strong community support make this a nationally
recognized school. A first grade reading intervention program supports
at-risk readers and ensures a close home/school connection in the early
years. After school programs, conducted by the Natick Police and Fire
Departments, ensure strong community ties. An outstanding, committed
group of professionals are continually focused on \"building our future
one student at a time\".

**MASSACHUSETTS**

Lincoln School of Discovery (PreK-4)

300 Chelmsford St.

Lowell, MA 01851

Contact: Mary Jane Creegan, Principal (978) 937‑2846

Nominated by: Susan Craig, AGH Associates, Inc., Hampton, NH 03843,
(603) 926‑1316

The Lincoln School is a model demonstration site for the project
\"Transitioning Young, Culturally Diverse Children with Disabilities
into General Education Classrooms\". The Lincoln School exemplifies the
\"celebration of diversity\" so frequently associated with successful
schools. The value placed on each individual is evident in the way
children, staff and families greet and treat one another. Teachers with
regular education, special education, and bilingual training share space
and skills, working together to create success for all children.

**MASSACHUSETTS**

Patrick O\'Hearn Elementary School

Dorchester, Massachusetts

Contact: William Henderson, Principal (617) 635‑8719

Nominated by: Sandra Putnam Franklin, Early Learning Services, Mass.
Dept of Education, (781) 388‑3300 ext. 374.

There have been many positive accounts of the school's inclusive
programs, and the principal is, himself, visually impaired. The school
exemplifies inclusion, accessibility and family involvement. The
building is all on one floor, making all activities physically
accessible to the many students with physical disabilities.

**MASSACHUSETTS**

Perkins School for the Blind

175 North Beacon Street

Watertown, Massachusetts

Contact: Tom Miller, Coordinator of Early Childhood Services Phone:
(617) 972‑7331

Nominated by: Sandra Putnam Franklin, Early Learning Services, Mass.
Dept of Education, 781) 388‑3300 ext. 374.

The coordinator of early childhood services has received numerous awards
for his work in this program including the Senator Gerard D\'Amico award
for Outstanding Contribution to early childhood intervention from the
Early Intervention Consortium; the Excellence in Education Award from
the Northeast Association for the Education and Rehabilitation of the
Blind and Visually Impaired in 1994, and the Pauline Moor Award for
Outstanding Practice and Services to Children with Visual Impairments
and Their Families from the Infant and Preschool Division of the
Northeast Association for the Education and Rehabilitation of the Blind
& Visually Impaired in 1998. Perkins School for the Blind is also
recognized for its many activities that overlap with the community and
the Department of Education. They have a newly renovated building for
infant and preschool services.

**MICHIGAN**

Cornell Elementary School

Okemos, Michigan

Contact: Marjory Clay, Principal (517) 349-0100

Nominated by: Linda Domine (517) 373-6309

Cornell Elementary has an outstanding special education program and at
risk program to help meet the needs of all students. The staff is very
willing and creative in successfully meeting the needs of special
education students. They make learning so enjoyable and rewarding that
general education students often ask to work with them.

Cornell has outstanding school programs, a dedicated staff, and a very
involved parent population that enables them to deliver an excellent
education to all Cornell children. The staff constantly evaluates and
updates the curriculum, teaching strategies and goals to better meet the
needs of their students. All children are accepted as individuals and
important contributors to the learning community. Staff takes great
pride in seeking to meet the individual needs of each student and make
available experiences where each child can willingly share his or her
talents, ideas, and learning. Last year the school received Summary
Accreditation from the State of Michigan

**MICHIGAN**

Howard D. Crull Elementary School

2615 Hancock Street

Port Huron, Michigan 48060

\(810\) 984-6504

Contact: William, D. Kimball, Superintendent (810) 984-3101

Nominated by: Carol Regnier and Linda Domine (517) 373-6309

Howard D. Crull houses a preschool program for children newborn through
age five which is considered to be one of the premier programs in the
state because of the staff commitment to families and the creativity for
accessing community resources. Howard D. Crull exemplifies the
successful implementation of IDEA-97 as envisioned by our lawmakers.

**MICHIGAN**

Rockford Middle School

397 E. Division

Rockford, Michigan 49341

Contact: Steve Westhoff, Principal, (616) 866-1534

Nominated by: Pat Strong, parent

The school was a national exemplary school last year. The school staff
provides a varied curriculum and uses team teaching with regular and
special education. They have 3 or 4 teachers in a team who plan together
to address students\' needs and to do unique projects across the
curriculum. They meet with parents monthly to discuss educational issues
and to plan for the school. They have a problem solving group
facilitated by a counselor and social worker that meets every 3 weeks to
assist students (including students with disabilities) to problem solve
and to look at their frustrations and deal with them. This is a
proactive group for students with potential discipline issues. They have
community- based education for students with disabilities.

**MICHIGAN**

Wilkshire Early Childhood Center

Haslett, Michigan

Contact: Sherren K. Jones, Principal (517) 339-8208

Nominated by: Linda Domine (517) 373-6309

Wilkshire strives to meet the needs of all children, those with and
without disabilities. Staff has developed rubrics that define the high
grade level expectations. Children are actively involved in
developmentally appropriate activities and are individually assessed a
minimum of two times each year.

**MINNESOTA**

St. Francis Junior High School

23026 Ambassador Blvd.

St. Francis, Minnesota 55070

Contact: Michael Wyatt, Principal (612) 753-7100; Jackie Stein, Director
of Special Education, (612) 753‑7090

St. Francis Junior High is reportedly a model inclusive program where
the special education teacher is assigned to a group of general
education teachers. There is cooperative planning time and team
teaching. Children are included in all aspects of school life.

**MISSISSIPPI**

Sudduth Elementary School

101 Greenfield Drive

Starkville, Mississippi 39759

Contact Person: Ms. Edna McGill, Asst. Principal (601) 324‑4150

Nominated by: J. Elton Moore, Director, RRTC on Blindness & Low Vision,
Voice (601) 325‑2001, TDD (601) 325‑8693

Sudduth Elementary School is an exemplary IDEA school as evidenced by
their expectations that all students, regardless of ability or
disability, will learn and become lifelong learners in a community of
their peers. Evidence of this expectation is exhibited by continuous
individual assessments for all students in the area of reading. These
assessments currently reflect that 90% of the student body is reading on
or above grade level.

New construction and recent renovations completed in 1998 have made
Sudduth Elementary completely accessible under ADA to students with
disabilities, teachers and parents. As a single level school, Sudduth
has ramps/curb cuts, handrails, Braille markings, and accessible
restrooms as required under the ADA. Individuals are able to navigate
freely and independently throughout the school. For example, one first
grade student with significant disabilities has recently changed from a
stroller to a motorized/power wheelchair and is able to travel
independently to all parts of the school.

The leadership of the school proactively seeks and implements programs
that are tools by which all students can learn. For example, a model
reading program, Success for All, was implemented last year and provides
opportunities for all students to become literate. The school itself is
a kindergarten through second grade school with approximately 1,000
students from culturally diverse backgrounds. Parents can be seen coming
and going throughout the school day and are one of the school\'s
greatest resources. During the first eight weeks of school, documented
parent contacts totaled 1,129. This is exemplary in a rural school of
approximately 1,000 students with limited fiscal and human resources.
These contacts include parent conferences, parent workshops, parent
nights, and telephone calls. PTA contacts comprise another large group
of parent communication and extracurricular involvement.

Every student with an IEP is provided equal opportunities for
instruction and success. For example, students with IEPs are included in
the Success for All reading program and are placed in appropriate
reading groups based on assessed level of functioning and have the same
opportunities for reading on their instructional level and for tutorial
assistance as all other students in the school. The school currently has
two students with autism whose needs are being addressed through a
combination of special resources, collaboration and regular classroom
placement. Teachers at Sudduth Elementary are trained to present new and
difficult information using a variety of learning styles. For example,
\"Math Their Way\" is an instructional tool for teaching math. The
method lends itself to hands‑on manipulative math activities that teach
both math computational and reasoning skills to young children of all
skill levels. Students at Sudduth are totally included in special
subject classes, such as physical education, music, art, and library,
unless the child\'s disability prohibits educational benefit.

The school demonstrates excellence on a national, state and local level
as evidenced by the numerous awards and recognitions that the school, as
well as individual faculty members, have received. Sudduth is a National
Blue Ribbon school and a Redbook magazine \"Best of State\" school.
Sudduth has been recognized by the Mississippi Public Education Forum
for Excellence in Curriculum and has two teachers who hold National
Board Certification in Early Childhood Education. Sudduth also has six
teachers who have been inducted into the Mississippi University for
Women Hall of Master Teachers (one of which is the first Special
Education teacher to have ever been inducted). Sudduth also is the home
school for the 1997‑98 Mississippi Teacher of the Year (Tina Scholtes).
Ms. Scholtes was one of the first regular education teachers to
successfully incorporate the inclusion model for first grade students
with disabilities. The Regional Office of Civil Rights (OCR) has
designated Sudduth as a national model for its structure of a family
support team designed to identify and solve student behavioral, academic
and attendance problems to ensure academic success in school.

The Sudduth Elementary School is indeed a great school that exemplifies
the spirit of IDEA in providing the best possible education for students
with significant disabilities. Sudduth actively promotes services and
resources made available under IDEA. The school\'s administration and
faculty stand ready to actively advocate for IDEA and students with a
full range of disabilities.

**MISSOURI**

Farmington Senior High School

1 Black Knight Drive

P.O. Box 570

Farmington, Missouri

Contact: Dr. Dave Waters, principal

Farmington High School prides itself on the steps they have taken to
implement IDEA regulations in their programs and facilities. To ensure
that special education students have access to the regular classroom,
the Class‑Within‑A‑Class (CWC) program is provided. CWC places special
education students in the regular classrooms for core subjects with a
special services teacher in the room alongside the regular education
teacher. CWC students may also have a Study Skills class where special
services teachers network and confer with regular education teachers to
reinforce material presented in the CWC class. Functional academics and
pre‑vocation and vocational programming are also available to students
with more involved needs. These programs provide community experience
where students are taken into the community for real‑life work
experiences. Life Skills classes are available to integrate
responsibility with classroom assignments, as well as with instruction
in social skills and behavior. In non‑core area classes many students
are placed in regular classrooms with modifications made as needed.

To ensure all aspects of the program are accessible, they have ramps, a
lift and an elevator, If none of these provide access to a desired
classroom, that classroom is moved so that the children with the
disability may have access to the class. Interpreters are provided for
hearing impaired students in the regular classroom. Low drinking
fountains and paper towel dispensers provide easy access for students in
wheelchairs. Handrails are in place on ramps and in restrooms. A
\"light\" alarm is in place in the hearing impaired room for emergency
drills. Curb cutouts are provided on sidewalks with handicapped parking
spaces available in both the front and rear parking lots. A six‑station
computer network designed especially for students with disabilities is
available.

Buses for are equipped with lifts for students with physical
disabilities. Aides assist students getting on and off the buses at
school and at their home stops. An apartment with working kitchen and
laundry is provided to instruct students in learning daily living
skills. Homebound instruction is also available, both short‑term and
long‑term, as needed.

**MONTANA**

Developmental Educational Assistance Program (DEAP) (0-3 early
intervention program)

Miles City, Montana

Contact: Sylvia Danforth, Director (406) 232‑6034

The Developmental Educational Assistance Program (DEAP) is an exemplary
program in every way from family‑centered approach to blended funding
sources to having high standards for children/families/staff to
promoting volunteerism to community leadership. The program and its
director have received numerous local/state awards, including receiving
the Montana State Developmental Disabilities Service Award an
unprecedented 2 times.

Our best recommendation is this -‑ "if we were parents with a young
child newly diagnosed with a disability, we\'d want to move to Miles
City!"

**MONTANA**

Gardiner Public Schools (K-12)

PO Box 1070

Gardiner, Montana 59030

Contact: Superintendent Lynn Mavencamp, (406) 848‑7563

Nominated by: Robert Runkel, Montana Adminstrator of Special Education,
406-444-4429

Teamwork is the key to Gardiner School\'s exceptional Special Education
Program. Administrators, counselors, regular and special education
teachers, support staff, parents, and students all play integral parts
in planning and implementing educational programs for the students with
disabilities. Gardiner School is committed to providing appropriate
education for all students and assures the inclusion of students with
disabilities by providing the necessary tools and technology to enable
them to achieve success. This school is noted for its good community and
family support and its quality pre‑school. The school consistently
receives flawless monitoring reports. The staff understands what it
means to really work as a team.

**MONTANA**

Conrad Public Schools (K-12)

215 South Maryland

Conrad, Montana 59425

Superintendent: Kurt H. Hilyard, (406) 278‑5521

Nominated by: Robert Runkel, Montana Adminstrator of Special Education,
406-444-4429

This school is noted for its commitment to students and open and
well-trained staff who work closely with the Special Education Coop to
include students in all aspects of school life. When asked what makes
Conrad Public Schools so special, the Principal replied, "We have heart!
When a student has a need we are able to jump on it immediately." A
small school with slightly over 500 students, Conrad offers a personal
touch. Each child is viewed as an individual and an intervention team is
able to address special needs of all students as they arise. A close
relationship with parents and the community make this a warm and caring
environment where each child is challenged to reach his or her
potential.

**MONTANA**

Montana State School for the Deaf and Blind (MSDB)

3911 Central Avenue

Great Falls, Montana 59405

Superintendent: John Kinna, (406) 771‑6000

Nominated by: Robert Runkel, Montana Adminstrator of Special Education,
406-444-4429

This school is noted for its close collaboration with local public
schools and the Office of Public Instruction. Through its effective Out
Reach Program, students are able, in most cases, and where appropriate,
to remain in public schools. It offers a quality and appropriate
education with services closely integrated between MSDB and the local
public schools

**MONTANA**

Somers Elementary School

PO Box 159

Somers, Montana 59932

Contact: Superintendent, Robert A. Smith, (406) 857‑3661

At Somers students are well-integrated into general education programs.
A dedicated team delivers child-centered, high quality services to
student with disabilities.

**NEBRASKA**

Westside High School

Westside Community School District

8701 Pacific

Omaha, Nebraska

Contact: Principal: Phyllis Uchtman, (402) 343‑2600

Nominated by: OSEP staff

The strength of Westside High School lies in the inclusion program
available for students with disabilities. The special education and
general education staff work together to provide a wide variety of
accommodations and modifications for students based upon the students'
education needs. These may include minor modifications to assignments
that all students are expected to complete, or the use of alternative
curriculum at the student's ability level. Paid and non‑paid job
training is available for students depending upon the education needs.
Students are encouraged to become involved in extracurricular
activities. If a student has an interest in football, but is unable to
play the sport, she/he may become the team manager. For some students
who have completed four years of high school, the opportunity exists to
have an apartment as his/her base rather than the high school. For these
students, the peer population becomes the community and their day
consists of a variety of activities that many 18 to 21 year olds may
encounter on a daily basis.

**NEVADA**

Caughlin Ranch Elementary School

Reno, Nevada

Contact: Dixie Bradshaw, School Principal (702) 689‑2600

Nominated by: Lori Lee Walker: (702) 688‑8988, E‑mail: liderhawk@aol.com

The majority of the students with disabilities are in inclusive
classrooms. All the teachers have experience in working with children
with disabilities and the students themselves are growing up with
children with disabilities. This school has the most caring, patient,
compassionate advocates for children that I have seen in any school.
Several news stories have described the excellence of the school.

**NEW HAMPSHIRE**

Sunrise Children\'s Center

94 Route 101A, P.O. Box 370

Amherst, NH 03031

Contact: Nancy Gagnon, Director

Nominated by: Judy Koch, Executive Director, Regional Services &
Education Center, Inc., (603) 886‑8500, e‑mail: regserve@juno.com.

Sunrise Children\'s Center, in its 10th year, is recognized as a model
inclusive early childhood education center. The program provides a
developmentally appropriate curriculum for children ages 2‑6 while
providing appropriate support services for all children including those
services specified in Individualized Education Program (IEPs) and
Individualized Family Service Plans (IFSPs). Sunrise Children\'s Center
has a ratio of 1 child with special needs for every 8 typically
developing children.

**NEW JERSEY**

Nishuane School (K-2)

Montclair, New Jersey

Contact: Ms. Felice Harrison, Principal (973) 509-4222

This school is Montclair's early childhood "Gifted and Talented" school,
based on the belief that all children have gifts and talents. (There is
no test for admission to this school; it is part of the district's
magnet school program).

This school has been awarded status as a "STAR" school by the New Jersey
State Department of Education (1993-1994), and has also received awards
from the Geraldine R. Dodge Foundation for its parent involvement
programs and from the Magnet Schools of America (1996-1997) as an
outstanding magnet school. The school is racially integrated, and is a
school of inclusion for students and families. Children with IEPs are
included in all aspects of the school -- academic, non-academic during
the school day, and in after-care. Nishuane offers all children,
including children with disabilities, many "aesthetics" courses as well
as a range of arts courses, and every student is in a play every year.
The gym teacher, who is also a parent of students with special needs,
conducts an excellent inclusive adaptive physical education program. The
PTA has two "special needs" parent liaisons, and the School Review
(school-based management team) has special education representation as
well as parent volunteers who are trained in ways to respond to and work
with children with special needs. The school participates in a social
problem-solving curriculum that helps children and families be more
accepting of differences. The school has sponsored several workshops for
families and teachers on effective inclusion and building friendships.
Nishuane has dedicated, committed, competent teachers and very involved
parents. Nishuane is also located in an accessible building.

**NEW MEXICO**

Bloomfield Family Learning Center

Bloomfield, NM

Contact: Ian Palmer and Karen Smith, 505‑632‑9649

Nominated by New Mexico Department of Special Education contacts Sidney
Morris and Maria Landazuri 505‑827‑6788 or 505‑827‑6544

The Bloomfield Family Learning Center has been recognized by the U.S.
Dept. of Education for their Outstanding Title 1 preschool. This program
serves the needs of the Navajo Reservation, the Hispanic and Anglo
community of Bloomfield and surrounding areas. The family center is a
full inclusion model that incorporates the Head Start program, Even
Start, Developmentally Delayed, Title 1, Child Find and paying students
into one program to meet the needs of the community.

**NEW MEXICO**

Roosevelt Elementary School

Bernalillo, New Mexico

Contact: John Ryan (principal) Laura Sullivan‑Gallegos (Special
Education Coordinator) 505‑867‑5472

Nominated by New Mexico Department of Special Education contacts Sidney
Morris and Maria Landazuri 505‑827‑6788 or 505‑827‑6544

Roosevelt is reportedly an excellent school that deserves recognition
for their Full Inclusion model. The staff and administration are
committed to working together so that all special education students can
have their needs met in the regular education classes throughout the
day.

**NEW MEXICO**

Wherry Elementary School

25000 Kirtland Air Force Base

Albuquerque, New Mexico 87101

505-255-6638

Contact: Margaret Clark, Principal (505) 266‑0093 Suzanne Parker,
Compliance officer for APS

Nominated by: Larry Fuller, Coordinator Project Adobe

Wherry Elementary of Albuquerque Public Schools serves a highly mobile
community composed of many military families. Wherry designs programs
for children, rather than fitting children into predesigned programs.
Wherry recently placed second in the competition for a quality education
award for literacy achievement**.**

**NEW MEXICO**

Dzilth‑Na‑O‑Dith‑Hle Community School (Bureau of Indian Affairs School)

1135 Road 7585

Bloomfield, New Mexico

Contact: Mr. Duane Robinson, Principal (505) 632‑1697

Nominated by: Dr. Angelita Felix, Branch Chief, Department of the
Interior

This Bureau of Indian Affairs‑funded K‑12 school is representative of
exemplary schools serving Navajo Nation children with a focus upon high
expectations and challenging standards for all children. All children
participate in the schoolwide reform efforts and the practice of
including all children in programs and activities has a long history
here.

A unique feature of many American Indian community schools is the use of
cultural and traditional leaders to enhance the education of the whole
child through the teaching of tribal culture and language within the
school community. Similar to other Bureau of Indian Affairs\' schools,
parental involvement receives high priority. The school reflects family
and community values through its community school board with authority
for financial affairs, hiring and operating policies.

Dzilth‑Na‑O‑Dith‑Hle was recognized nationally with an award for
Excellence in Education. The school continues to carry out an exemplary
community involvement program that with broad participation by members
of the community, parents, and children.

**NEW MEXICO**

Chi‑Ch\'il\~tah/Jones Ranch Community School (Bureau of Indian Affairs
School)

Navajo Route 7944

Gallup, New Mexico

Ms. Pauline Billie, Principal (505) 778‑5573

Nominated by: Mr. Larry Holman, Education Line Officer, Department of
the Interior.

This K‑8 school is representative of Bureau of Indian Affairs‑funded
community schools that embody access to education for all children and
parents, beginning at the prenatal stage. It has been said that \"upon
entering Chi‑Ch\'il\~tah, you just feel good all over about what is
happening for kids!\" Chi‑Ch\'il\~tah has an experienced educator who
grew up on the same reservation that the school serves. Such firsthand
knowledge of the community and its challenges has a positive impact on
the educational programs for all children and their families. School
leadership, staff and community collaboration and total immersion of all
children in 100% of all activities have transformed this Chi‑Ch\'il\~tah
school into a total community environment.

Chi‑Ch\'il\~tah is one of six Navajo Nation schools awarded grants to
conduct a highly effective Family and Childhood Education (FACE)
project. Through FACE, parents and all young children engage in across
the board training opportunities. The FACE program has been described as
\"innovative\" or \"cutting edge.\" Families with children birth through
primary grade are enrolled with emphasis on birth through the
Kindergarten years. At Chi‑Ch\'il\~tah, FACE incorporates prenatal
instruction, health education, academic education, and parenting skills.

In the long term, it is anticipated that FACE interventions may be
linked to decreasing some preventable birth defects and developmental
delays otherwise seen in young school‑age children. Also, parents who
have not completed high school are assisted in doing so. Observers
report joys of watching parents and children graduating together ‑‑
children completing kindergarten or eighth grade and parents
successfully completing their GED.

In late 1998, two staff representatives were invited to visit New
Zealand to share the premises of the FACE program with educators there.

**NEW MEXICO**

Santa Fe Indian High School (Bureau of Indian Affairs School)

1501 Cerrillos Road, P.O. Box 5340

Santa Fe, NM 87501 (TF) 505‑989‑6317, (VF) 505‑989‑6300(6310)

Contacts: Glenda Moffitt, Federal Programs Coordinator, Joseph Abeyta,
Jr., Superintendent, Ray Gachupin, Principal

This 7th ‑ 12th grade school, accredited by the State of New Mexico and
the North Central Association, serves students from all pueblos in the
State, as well as several students from other tribal communities. Santa
Fe Indian School has been recognized for its work to effectively move
from the use of isolated departments to one coordinated program.

Santa Fe Indian School staff are recognized by other schools as a
resource on school reform. Curriculum areas have been aligned with
standards and the use of portfolios. Time on task is emphasized for all
students and staff. Inclusion and accountability for the educational
progress of all students are broadly supported by teachers and
administrators. This Bureau of Indian Affairs school was selected to
participate in the National Science Foundation\'s Rural Systemic
Initiative and has received a Goals 2000 Implementation Grant.

**NEW MEXICO**

Roosevelt Elementary School

Bernalillo, New Mexico

Contact: Laura Sullivan Gallegos, District Special Education Director
John Ryan, Principal

Nominated by: New Mexico Department of Special Education Contact, Maria
Landazuri, (505) 827‑6544.

This K‑3 school is carrying out a school‑wide full inclusion model in
all classrooms. The staff and administration work together for their
commitment that all special education students stay in their regular
education classes for the entire school day. A collaborative teaching
model is used so that special education teachers and therapists provide
services within the classrooms. Where appropriate, these services are
provided to the entire class for all students to benefit. When each team
of special and regular education teachers meet on a weekly basis, their
discussions include promoting the educational progress of all students,
sharing teaching strategies, and evaluating the effectiveness of
classroom instruction and specific accommodations.

**NEW YORK**

Lexington School for the Deaf

New York (Queens), New York

Contact: Oscar Cohen, Superintendent, (718) 899‑8800; eds@bway.net

Lexington is the only school in the U.S., including public and private
schools, licensed to provide Instrumental Enrichment (Cognitive
Development) education and training to teachers and other educators.
Furthermore, the school has embarked on wide‑scale implementation of the
model, linking it to the curriculum, assessment of students, and
evaluation of teaching personnel. Instrumental enrichment provides an
intensive mediated learning process that bridges academic learning and
subject matter with development of cognitive skills and strategies for
problem solving. All of these are applicable to everyday living and
enhance the potential for success of the student in school and in life.

**NEW YORK**

MacArthur Barr Middle School

143 Church St.

Nanuet, New York 10954

Contact: Pete Bydlik, Principal (914) 627‑4040

Nominated by: Susan Craig, AGH Associates, Inc., Hampton, NH 03843,
(603) 926‑1316

The principal of this middle school and the LEA special education
coordinator have initiated a full scale restructuring of special
education service delivery so that students with IEPs will have greater
access to regular education curriculum. The staff have received training
and technical assistance since 1997, and the school is on the way to
becoming a model of integrated service delivery at the middle school
level.

Administrators, teachers and families are working together to create a
school environment which encourages self-acceptance and peer
cooperation. They use a "push-in" rather than a "pull-out" model of
providing specialized services so that children can remain in the
regular classroom as much as possible. Access to a rich curriculum and
state of the art instructional methods are considered the right of all
students, and the best guarantee of academic success. Students with
disabilities, their families, and teachers begin planning in middle
school to assure that as many students as possible are able to pass the
Regent exam at the end of high school \-- that means each student must
have access to the general education classroom and curriculum**.**
Strong leadership and collaboration at the district level are really
making a difference at MacArthur.

**NORTH CAROLINA**

Moss Street Elementary School

419 Moss St.

Reidsville, North Carolina 27320

Contact: Principal: Myra Moore, 336/349‑5370

Moss has a strong inclusion program that is recognized across state.
They have frequent visitors who come to learn how they can build a
school in which all children are included and challenged to perform to
high standards.

**NORTH DAKOTA**

Circle of Nations Residential Elementary School

832 ‑ 8th Street North

Wahpeton, North Dakota 58075

Contact: Joyce Burrows, Principal (701) 642‑3796, ext.3.

The Circle of Nations (CNS) school is the nation\'s only off‑reservation
boarding school established as a therapeutic demonstration model for
American Indian elementary children, as legislated by the Improving
America\'s Schools Act of 1994. The mission of CNS is \"to provide a
therapeutic environment which awakens the spirit of native youth by
empowering them to meet life\'s challenges.\"

CNS has been described as an emerging beacon of light. During the
1997‑98 school year, CNS served more than 200 students in grades 4‑8
from 30 different tribes across 11 different States. In excess of 60% of
the students enrolled for 1998‑99 qualify for special education
services. The CNS 24‑hour therapeutic model seeks to provide a wide
range of services to meet diverse student needs during the day, evening,
weekend, and vacation times within a supervised residential setting. For
some students CNS has been effective as a final intervention opportunity
prior to incarceration or other long- term institutionalization. The
school has a comprehensive inclusion program with staff implementing
schoolwide curriculum that involves reforms for all students.

Staff development, coordination of programs, and collaboration with
other agencies have been embraced as essential elements during CNS\'s
five year existence. Ongoing workshops and in‑service opportunities for
staff development include emphasis on assisting students with special
needs, English as a second language and bilingual approaches. As part of
the Bureau of Indian Affairs\' consolidated school reform plan, each CNS
staff member completes a Staff Development Plan. The school arranged for
onsite classes needed for special education certification and for
non‑certified staff to enroll without personal expense in the Mental
Health Practitioner program. CNS continues to seek more effective ways
to develop and implement a total school program, assuring that physical
safety, health, spiritual, cultural, social and academic needs are met
for all students.

**OHIO**

Carthage Paideia Elementary School

Cincinnati Public Schools

125 W. North Bend Rd

Cincinnati, Ohio 45216

Contact: Nancy Colegrove, principal, 513‑482‑4830.

Carthage has 357 students, 65 of whom have IEPs. The teachers do a great
deal of teaming and all students are included based on their individual
needs. A learning lab serves as a resource room for all students who
need or request some extra help during the day. Parental involvement is
high and the school holds regular meetings to help families help their
children particularly in the area of reading. All special subject
(music, art, gym) teachers also work with the children in the morning to
improve their reading. The principal is dynamic and committed to kids
and families and the staff participate in extensive staff development
programs.

The school is in a very old building which has not been made accessible.
However, a couple years ago they had a student who used a wheelchair and
they had temporary ramps put in and moved all the classes he needed to
the first floor. Carthage is part of a project of the developmental
Disabilities Council to help schools improve their inclusive practices.

**OHIO**

Edwin D Smith Preschool Program

1701Shafor Blvd.

Dayton, Ohio 45419

Contact: Ed Bowman, Director of Student Services (937) 297‑5332.

Nominated by: Carol Keltner, parent of child with disability (937)
296‑1044

The Oakwood school district is recognized statewide for its outstanding
academic excellence. Edwin D Smith Elementary has excellent
collaboration between school personnel and parents in providing services
for children with disabilities. It is also recognized for its exemplary
inclusive preschool program. The preschool teacher and aide are
particularly great at making all children feel welcome and finding
creative ways to include children in the wonderful projects of this
developmentally appropriate preschool. One parent reported that her son
who was non- verbal at the time experienced an incredible increase in
vocabulary and even showed great gains on IQ tests due to the
stimulation and interaction with children with rich language skills.

**OKLAHOMA**

Jenks West Elementary School

205 East B St.

Jenks, Oklahoma 74037

Contact: Dr. Sandi Tilkin, 918‑299‑4415 ext. 5601

Jenks West Elementary is dedicated to celebrating diversity among
Kindergartners through fourth graders in an Inclusive environment. With
an emphasis on success for all students, each child is able to receive
encouragement from classroom teachers, specialists, paraprofessionals,
counselors, administrators, media specialist, and support personnel. Our
school\'s PRIDE mission statement captures the essence of our character
education program that stresses to students how all people are important
and respected.

Using an integrated curriculum, teachers work collaboratively to plan
lessons to meet all learning styles, to be sensitive to the multiple
intelligences, and to engage in multiple forms of assessment. West
Elementary promotes school-wide service learning activities in the
community and readership through peer mediation. The West All-stars
Program is open to all students to reinforce character traits. Students
at all stages of development and academic levels, including students
with disabilities, receive assistance from cross age tutoring among all
grade levels and peer tutoring in classrooms.

West Elementary utilizes technology (including assistive technology) to
increase student productivity and learning. Computer assisted
instruction provides individualized learning to meet unique and personal
academic needs, particularly for those students whose individualized
education plans specify such consideration.

Inclusion is facilitated for all students at West Elementary as students
are typically served in regular classrooms with regular and special
education teachers working collaboratively. Differentiated curricular
instruction meets a variety of needs. Teachers were trained to
collaborate on teacher assisted grade level teams (\'TAG) to brainstorm
solutions to meet student needs. All students with disabilities are
included in regular classrooms as appropriate. A combination of
collaborative teacher instruction in classrooms and resource instruction
is available depending on individual needs. All classroom teachers meet
with specialists and parents in the spring to carefully transition
students with disabilities focusing particular attention to learning
styles, teaching styles, and peer friendships. Buildings, restrooms, and
playgrounds are attractive, well maintained, and accessible according to
ADA standards,.

The school\'s goal is to serve all students by providing for their
academic, social, physical, and emotional well being. Students with and
without disabilities are valued by nurturing educators who strive to
create a partnership with our parents. West Elementary is a school
"Where Everyone Succeeds Together".

**OKLAHOMA**

Sequoyah Middle School

Edmond, Oklahoma

Contact: Stephen Crane, NCSP, School Psychologist, (405) 340‑2919,
e‑mail: srcpsych@aol.com; or Mr. Jeff Edwards, Principal of Sequoyah
Middle School, (405) 340‑2900

Sequoyah Middle School has been named a national Blue Ribbon School and
has received other awards due to its successes involving core team
management concepts, curriculum innovations, special education personnel
teaming with regular education teachers in cooperative teaching, and
continuing parent‑community education/involvement.

Sequoyah Middle School continues to strive for excellence in educating
all students, regardless of individual disabilities. Educators at
Sequoyah believe it is their duty to provide quality and challenging
educational opportunities as well as facilitate, empower, and teach all
students to achieve their individual potential.

A positive and safe atmosphere greets students, teachers, parents, and
other visitors as they arrive each day. Our administrators and faculty
make themselves accessible before and after school to assist students
that may need additional help in instruction or assistance with a
problem. During school, time is offered daily for more individual
one-on-one assistance in specific areas. A well-supervised Saturday
school is offered monthly to students that need extended time to make up
assignments.

Communication between administrators, teachers, and parents is met in a
variety of ways. Monthly facility meetings keep staff informed of
upcoming school events and offer encouragement and support. Our 9 teams
(made up of 1 administrator, 5 regular education teachers, and at least
1 special education teacher) meet weekly to provide an opportunity for
teachers to schedule special events, discuss students' achievements and
individual student needs. Special education teachers also communicate
with regular education teachers through weekly progress reports to
insure student modifications listed on IEPs are being utilized and
assignments are being successfully completed. These progress reports are
sent home to parents weekly to keep them informed of their child's
progress.

The teachers believe that parent involvement in their child's education
is extremely important. Sequoyah has a strong parent organization that
is supportive of our staff, holds monthly meetings, coordinates
school-wide fund raisers, and serves as weekly volunteers at school.
Parent-teacher conferences keep communication lines open. A homework
hotline and monthly newsletters to parents updates them on upcoming
school events and team activities.

Individual talents are favorably acknowledged through special
recognition programs such as Honor Society, Sequoyah Students of the
Month, Cougar Café, Leadership Corp, Academic Team, and our Gifts and
Talented program. Special education students are also encouraged to
participate in activities such as athletics sports team managers, office
and media aides, fine arts, technology, basic living skills, and service
learning classes in order to develop peer relationships, increase social
skills, and develop positive self-esteem.

The staff at Sequoyah says, "We are Team Sequoyah! Together we will
nurture our infinite talents and encourage our potential for growth by
supporting sincere, quality endeavors and celebrating success. We
nurture talents and encourage growth."

**OREGON**

Portland Early Intervention Program (PEIP)

Portland, Oregon

Contact: Sandra Pemberton, Supervisor (503) 916‑5730

Portland Early Intervention Program (PEIP) provides a continuum of
inclusive services to over 600 children aged 0‑5 years and their
families. PEIP offers services from initial evaluation through
transition into elementary school for diverse populations. Preschool
opportunities are offered to children with and without disabilities from
the community. Staff members from the early intervention program work
collaboratively with state and local educational agencies as well as
local health care providers. For example, staff from other agencies have
participated in several research efforts and model demonstration
projects. Administration and staff continue to review and adapt
approaches to provide service to families and instruction to children
based on best practices. Program staff routinely presents to state and
national audiences. Staff development plan is tied to program and
individual professional goals.

**PENNSYLVANIA**

Broad Street Elementary School

200 Broad Street

Butler, Pennsylvania 16001

Contact: Mrs. Linda Peifer, Principal, 724-214-3560

Broad Street Elementary School, which has been nominated as a
President\'s Blue Ribbon School, has functioned as a \"full inclusion\"
school since the 1995-96 school year. Children with disabilities receive
their entire educational program with their chronological aged peers in
the general education environment. Special education and general
education teachers team-teach at all grade levels. Broad Street has the
districts largest representation of poverty level students living in
single parent homes yet they have extensive incentive programs to
encourage family participation. The school building is totally
accessible but more importantly the academic, extra curricula, and
non-academic programs are totally accessible.

**PENNSYLVANIA**

State College Area High School

653 Westerly Parkway

State College, Pennslvania 16801-4298

Contact: Teresa Lindner. Learning Support Teacher, 814 231‑1037

Nominated by: Louise Thiene, the Director of the Parent Education
Network and Teresa Lindner. Learning Support Teacher, 814 231‑1037

State College Area High School is an excellent example of how a school
has implemented the intent of IDEA and has created a structure and
program that goes far beyond what is required by law. The State College
Area High School strives to include all students in regular education in
both academic and extra curricular areas. They do a particularly
outstanding job of including students with more significant disabilities
in the life of the high school where teachers are open to innovative
strategies and are receptive to adapting courses and goals to make
students successful. State College Area High School has developed a
transition from‑school‑to‑life programs. A one‑on‑one job coaching
program can be accessed by all students on the middle and high school
level. The Opportunity Network to Employment (ONE) is a partnership with
Penn State University whereby community service providers provide
opportunities for employment for individuals with disabilities at Penn
State University.

Another outstanding program at State College Area High School is a model
program called LifeLink that demonstrates that students with
disabilities can design, implement and operate an effective transition
program to independent living. The origins of LifeLink lie in the
efforts of The Wild Dream Team. The aim of the students creating the
program was to develop a school curriculum that would truly prepare them
for the demands of adult life and help them reach their best level of
independence. The students knew that the traditional educational
programs did not meet their needs. After eight months of planning, they
created Lifelink, an innovative program now in its fifth year.

In their plan, an apartment is made available to students while they are
still attending high school. The students take turns living in this
apartment with a transition coach, who oversees their stay and aids in
the teaching of various life skills. Students begin by residing in the
apartment for short periods of time and lengthen their stays as they
adjust to independent living. In this way they learn life skills in an
environment that is in the real world. Parents and guardians are also an
intricate part of LifeLink. Parents learn independent living while still
having support of the school system LifeLink allows students and their
families the time and ability to explore life while minimizing their
risks. LifeLink was the subject of the documentary filmed by WPSX, the
Penn State University\'s PBS affiliate.

Students have presented information about the LifeLink at numerous
conferences and school districts both nationally and across
Pennsylvania, at the Kennedy Foundation in Washington, DC., at a 2 hour
state‑wide teleconference at the request of the Pennsylvania Department
of Education, Bureau of Special Education. LifeLink has been endorsed
by: Pennsylvania Department of Education, Special Education, and
Madeline Will, an expert in issues relating to transition.

LifeLink is being replicated by many groups nationally. The school
district has formed a unique partnership with the Arc of Centre County
and Penn State University to implement I.ifeLink. The National
Transition Alliance chose LifeLink as a "Promising Program."

The State College Area High School was a U.S. Department of Education
\"Blue Ribbon School\" in 1992‑\'93.

**PENNSYLVANIA**

Freedom Area School District

1701 Eighth Avenue

Freedom, Pennsylvania 15042‑2099

Contact: Dr. Ronald R. Sofo, Assistant Superintendent, Freedom Area
School District, (724) 775‑7641

Freedom Area School District in western Pennsylvania is a model of how a
school district with limited resources can provide programs and services
to students with disabilities. Freedom School has developed and
implemented a transition from school to adult life program based on the
concept of least restrictive environment that has cut the drop out rate
to zero among students with disabilities. The program is so successful
that the school district is also providing the service to regular
education students.

The Pennsylvania Department of Education, in cooperation with Freedom
Area School District and Clarion University of Pennsylvania, is
currently replicating the Freedom Area Model for transition from School
to Adult Life in ten other school districts in the Commonwealth. Freedom
Area School District Administration and Board has accepted the challenge
of providing extraordinary services to students with disabilities. They
will continue to do so in the future.

**RHODE ISLAND**

George C. Calef Elementary School

Johnston, Rhode Island

Contact: Ann Marie Despres, Principal (401) 831-2653

At the Calef School, the needs of all students are addressed, evidenced
by a large number of classroom modifications, volunteer teachers at
after‑school homework assistance programs, writing and math workshops
for parents and students, and ongoing parent/teacher communication.
Regular and special education teachers conference frequently to provide
the least restrictive, academically, socially, and emotionally
appropriate environment for each child.

**RHODE ISLAND**

Westerly Public Schools

44 Park Avenue

Westerly, Rhode Island 02891-2297

Contact: Mark Hawk, Director of Special Education, 401-596-0315

Westerly, a small school district of 3,600 students, has strong
leadership and a commitment to inclusive and effective instruction for
all students. In 1998 the school was highlighted in "Safe, Drug-free,
and Effective Schools for ALL Students: What Works!"

**SOUTH CAROLINA**

D. R. Hill Middle School

Duncan, South Carolina

Contact: Mr. Gary L. Burgess, Sr., Principal (864) 949‑2370

Nominated by: Dr. Ora Spann, State Director of Programs for Exceptional
Children (803) 734‑8806.

D. R. Hill Middle School has been transformed from a traditional,
structured junior high school into an innovative, student‑centered
middle school. The school has been named an International Invitational
School and a South Carolina Exemplary Writing School. They have won the
South Carolina Service Learning Award and the South Carolina Healthy
Schools Award. The Technology Students\' Association has won the
Spartanburg County Battle of the Brains two years consecutively. The
School was recognized as a South Carolina School Incentive Award winner
for the 1996‑97 school year. In 1997‑98 they were honored with the
National Middle School Blue Ribbon Award. Learning specialists co‑teach
in classrooms where applicable, and all students with disabilities are
mainstreamed into heterogeneous teams to the fullest extent possible.
All programs and activities are available to all students. In an attempt
to reach individual students, there are forty‑five Special Interest
classes, created by the students, teachers and administrators. These
two‑week classes, offered quarterly, allow students and teachers to
explore an avenue of common interest in an informal, non‑graded setting.

**SOUTH CAROLINA**

Fort Dorchester High School

North Charleston, SC 29450

Contact: Mr. Nick Gaspers, Principal (843) 760‑4450; or District Contact
Person: Floy Shuler

Nominated by: Sandra C. Manning, Ph.D., NCSP, Executive Director, SC
Association of School Psychologists, 1‑800‑303‑2309, (803) 790‑6895

The staff at Fort Dorchester High School is committed to preparing all
students in reaching their maximum potential in the world of changing
technology. Frequent use is made of assistants to help student with
disabilities function in regular academic programs and in all
excurricular activities, from sports to academic honors. Students with
disabilities have been nominated and won awards such as the Senior Hall
of Fame, Vocational Honor Awards, the PTSA Student of the Year and the
District Academic Award. The Fort is truly a school for all children.

The school received the School Incentive Award Program 1995‑97. The PTSA
won the \"Advocates for Children Award\" in 1995‑96 identifying it as
the best high school PTSA. Several teachers from Fort Dorchester High
School have won Special Education Teacher of the Year and Dorchester
School District Teacher of the Year Awards Athletic teams which include
students with and without disabilities have won many local and state
competitions and awards.

**SOUTH CAROLINA**

Knightsville Elementary School

Summerville, South Carolina 29483

Contact: Dr. Judith Francini, Principal (843) 873‑4851

Nominated by: Sandra C. Manning, Ph.D., NCSP, Executive Director, SC
Association of School Psychologists

1‑800‑303‑2309 or (803) 790‑6895

Knightsville Elementary, a Comer School (James Comer\'s School
Development Process), believes that the blending of a teacher\'s
resourcefulness with the understanding of how all students acquire
knowledge makes learning an extraordinary experience. The adults and the
students thrive on learning and are energized by discovering new ways to
do old things. Knightsville Elementary is a place where the art and
science of teaching are marvelously fused into a school that invites all
children to dream and aspire, to love and be loved, and, most
importantly, to reflect, practice and learn.

Awards the school has won include: National Blue Ribbon Award, 1996‑97;
Finalist for Palmetto\'s Finest Award, 1996‑97; Exemplary Writing Award
Hall of Fame, 1997, 1998; Exemplary Writing Award, 1994, 1995, 1996;
Inviting School Award, 1996; ASCD Outstanding Program Award, 1995; and
South Carolina School Incentive Reward winner for five years

**SOUTH DAKOTA**

Rosebud Elementary School

Todd County School District

P.O. Box 100

Rosebud, South Dakota 57570

Contact: Linda Bordeaux, principal, 747-2411; Marlys Walkling special
education teacher

Nominated by: Deb Barnett, State Director

Rosebud Elementary is small, K- 5 public school located on the Rosebud
reservation. The school does an excellent job including children with
disabilities in all aspects of the school. Special educators work in the
regular classroom consulting with teachers and working with small and
large groups. The resource room has been transformed into a learning lab
for all children. Children with sensory needs can relax in a corner with
soft motion lights and music, or climb and swing vigorously, depending
upon their needs, not their labels. The school uses a "visual schedule"
so that the students know what happens when. This has helped students
manage their own behavior and reduced behavior problems significantly.
The excellent teachers are open to new ideas and pride themselves on
implementing \"best practices\" for all students. The relationship
between regular and special education teachers is excellent because
everyone is responsible for all the children.

**TENNESSEE**

Infant Toddler Center, Center for Early Childhood Learning and
Development

Johnson City, Tennessee

Contact: Ms. Beverly Dugger, Director (423) 439‑4198

Nominated by: Lynda Pearl

The Infant Toddler Center has a philosophy of respecting each child and
assisting them in ways that allow them to meet their potential and grow.
While a variety of teaching styles are used, the majority of children's
days are spent in active learning. Two key faculty members with the
center have visited the programs at Reggio Emelia, Italy which have only
added to their commitment to all children. Currently the staff of the
center is studying this philosophy to determine how parts could be
adapted for the Appalachian community.

The Infant Toddler Center was the first pre-school in the area to
include all children. Many children with a wide range of disabilities
and delays have benefited from the center. Many other centers come to
the Infant Toddler Center for training and observation. It also serves
as a field training site for medical students, pediatric residents,
early childhood, early childhood special education, nursing and speech
pathology students.

The center places 1‑2 children with individual family serice plans
(IFSP) in a class of 6‑8 children without IFSPs. Typically two staff
members and one student worker are assigned to each class. The
individual needs of each child determine how many hours a week they
attend the center. Although most children do not require a teaching
aide, if a child needs one to benefit from the program, this is
provided. For example, a child with paraplegia and good cognitive skills
required an aide some of the time so that she could keep up with the
other children. She outgrew that need quickly. Parents of all children
are involved in the programming and policy of the center. Close
communication is facilitated between teacher and parent.

**TENNESSEE**

John F. Kennedy Center\'s Susan Gray School

Nashville, Tennessee

Contact: Dr. Dale Farran, director of the School, (615) 322‑8200; Amy
Harris‑Solomon, coordinator of the School, (615) 322‑8200

Nominated by: Elise McMillan

John F. Kennedy Center\'s Susan Gray School, located on the Vanderbilt
University Campus, serves more than 90 children, birth to 5, with
disabilities as well as children of faculty, staff, students. This
program is recognized as a model program in the state of Tennessee. The
school is particularly noted for its focus on the best program for each
individual child. The Infant and Parent Program serves children either
in their home or at the school on a weekly basis. Two types of toddler
programs are offered ‑‑ on‑site toddler classes at the school or
services for young children in programs in other community settings. A
preschool program serves children, three and four, at the school in
integrated classrooms. The school offers a wide range of services based
on what best serves the child.

**TENNESSEE**

Fred J. Page High School

6281 Arno Road

Franklin, Tennessee 37064

Contact: Joe Yeager, Principal, 794-6385; or Dr. Zaft Kahn, SPED
Director, 615‑595‑4700

A part of Page High School\'s mission is to advance the concept of
excellence in education by setting high expectations and standards from
both students and faculty. Staff believes that every classroom is
connected by a sense of purpose. Page High School teachers work as
teams, which include parents, to determine and realize their goals and
expectations. Page High School is making every attempt to build an
inclusive school and a learning community for the next millenium.
Teachers perceive inclusion as being a shared exploration toward a
greater understanding and expectation; and they propagate the philosophy
that everyone learns together and that together they live in and
co-generate shared realities.

**TENNESSEE**

Outlook Nashville Early Childhood Center

3004 Tuggle Ave

Nashville, Tennessee 37211

Contact: Greg Moore, Executive Director or Bruce Smith, Children\'s
Program Director, 615- 834-5433

The Outlook Nashville Early Childhood Center is an integrated full-time
early intervention and child-care program. It is accredited by the
National Association for the Education of Young Children (NAEYC)- making
it only 1 of 33 such programs in Nashville. The program serves 40
children between 6 weeks and 3 years of age. Approximately one-half of
the children have a disability that meets Part C criteria for
eligibility.

In addition to providing a unique high quality early childhood program,
the Outlook Nashville Early Childhood Center is active in efforts to
increase opportunities for children with disabilities in the community.
It collaborates with Metro Nashville Public Schools and Tennessee State
University to provide a regional resource center to assist programs in
serving young children with disabilities. It is also part of a statewide
effort called \"Map to Inclusion\" program, to increase the inclusion of
children with disabilities in community programs.

**TEXAS**

Curington Elementary School

Boerne, Texas

Contact: Dr. Diane Kyle, Principal (830) 249‑9786

Curington Elementary School has been noted throughout the state for the
inclusive practices on campus. The Principal and her staff have had
media coverage through the Texas Education Agency and a regional video
tape about inclusion, have made presentations at conferences for the
past several years, and have been visited by schools from across the
state. Students are responsibly included and staff development focuses
on teaching all children.

**TEXAS**

O\'Connor Elementary School

Victoria, Texas 77901

Contact person: Sheri Gursuch, Principal, (512) 788‑9572, Professional
Educators @ O\'Connors,

Mrs. Wheeler, Mrs. Krupa, Mrs. Gonzales, Ms. Outlaw, Paraprofessionals @
Oconnors, (512) 788‑9572

Nominated by: Johnny Ray Sauseda 512‑578‑3805.

O\'Connors school uses the nationally known High Scope curriculum and
another special curriculum called TEACCH. Both methods have been highly
successful with children with disabilities, and were particularly
praised by a parent of twins with autism. The school also uses Early
Prevention Of School Failure which has resulted in a strong literacy
program. It is a Nationally Validated Program that tests children in
seven different growth areas. The math program is Math Their Way. This
has helped all the kids to develop a better understanding of how to
create a learning environment that encourages flexible thinking.

The O\'Connor's school motto is "All children can learn all year round."
Children make progress due to a caring principal who stands by her
professional educators. She finds ways to make things happen so all
children benefit. She does not just implement the requirements of IDEA,
but really works to achieve the sprit and intent of IDEA. One parent
advocate said, "I\'m grateful that O\'Connors has professional educators
that come up to us as parents and ask, 'Can I please teach your child
next year.' It really makes me feel good that they come to us and even
ask or would want to teach a child with autism."

The school results on statewide tests have been impressive; last year
the school rating increased from acceptable to recognized status. This
year's results are expected to be even better.

**TEXAS**

Perrin Elementary School

Sherman Independent School District

81 Vandenburg

Denison, Texas

Contact: Vicki Parker, Special Education/Inclusion Teacher (903)
813‑3391

Nominated by: Vicki Parker

Perrin is reportedly a learning haven where all students are given
opportunities to grow and excel in an environment that encourages
enrichment of basic subject areas as well as fine arts, physical
education, after‑school activities, and a school reading "garden."
Although the school\'s population is a small one, it is economically
diverse and numerous children have disabilities and learning challenges
(approx. 14%) that are addressed through various avenues. Perrin
received a \"Recognized\" rating from the Texas Education Agency for
1995 and \"Exemplary\" status for the 1996, 1997, and 1998 school years
as well as a Four Star rating by Texas Monthly Magazine in 1996. All
parents have opportunities for different levels of involvement (parents
of \"gifted\" children as well as those whose children have
disabilities), the teaching staff is wonderful and all students benefit
as a result.

**TEXAS**

Sul Ross Elementary School

Waco, Texas

Contact: Terri Patterson, principal (254) 753‑3541

Nominated by: Jill Hay, LRE Consultant, (254) 666‑0707 ext. 264,
jhay@esc12.net

Sul Ross Elementary school population is 97% Hispanic and 100% from low
socioeconomic families. It has several excellent early childhood
programs. One of these is a collaborative effort with Head Start. The
principal has been a visionary leader for the past two years. All
personnel have had extensive training in brain research and the best
teaching methods. These efforts have created a school that is a learning
community where all students have a sense of belonging and are educated
in the least restrictive environment. This school was a low performing
campus just three years ago. One year after initiating intense training,
the school was removed from that list. Student scores on statewide tests
improved significantly this year.

**UTAH**

Logan High School

162 W. 100 S

Logan, Utah 84321

Contact: Jim Payant, psychologist, 435‑755‑2380

Nominated by: Jennie Gibson, Utah Parent Center

Logan High School is reportedly very innovative in solving problems and
developing excellent programs. All of the special education teachers are
up on the latest methods and do their very best to implement every
aspect of each child's IEP. All staff have excellent partnerships with
parents in developing and carrying out the IEP\'s. Students enrolled in
special education are accepted and well treated by all the students as a
result of the inclusive climate they have experienced. Parents have
praised the psychologist because he really listens to them, goes to all
IEP meetings, and works very hard to make sure programs are successful.
Logan City School District and Cache School District have also
collaborated to provide a program for students age 18‑22 who need
additional transition services. This program is part of Logan High and
is both effective and innovative.

**UTAH**

Gunnison Valley Elementary School

Gunnison, Utah

Contact: Rodney R. Anderson, Principal (435) 528‑7880

Nominated by: Jennie Gibson, Utah Parent Center, 801‑272‑1051, fax.
801‑272‑8907, upc@inconnect.com

Gunnison is a small-town-rural school with 540 students. Gunnison Valley
Elementary provides opportunities for academic success, fosters
confidence, and generates positive student attitudes. Students are
committed to superior work, instilling the desire for life‑long
learning. There is excellent teamwork in the school district with all
personnel, from the superintendent to the teachers. Both regular and
special education teachers have the same vision. Excellent training and
follow-up supports are provided for all staff to implement the
educational programs. The school is in the fifth year of using Direct
Instruction, and all kids in the school, including those who have IEPs,
are reading on grade level. All kids are served in the same classrooms.
The strong relationships that have developed between parents and
teachers show up in the excellent partnership evidenced at workshops,
which both groups attend. A parent reports that, " There was literally
no tension or defensiveness as we talked about the IEP process.
Everything was totally good faith. I have never forgotten how good that
felt."

Gunnison is a Centennial School and received the Excellent School Award
for 1997‑98 from the Association for Direct Instruction

**UTAH**

Pine View High School

St. George, Utah

Contact: Bob Sonju, Assistant Principal, (435) 628‑5255 ext. 3315;
Teresa Peterson, Assisted Education Teacher, (435) 628‑5255 ext. 333;
Tim McConnell, Director of Utah\'s Inclusion Project, (801) 538‑7587

Nominated by: Bev Adcock, Executive Director, The Arc of Utah,
801‑364‑5060, email: arcutah@burgoyne.com

Pine View High School has included kids with disabilities in the general
education classroom for several years. They do this by having classes
co‑taught by general and special education teachers. By changing the way
they teach, they are helping all the students be successful. The
\"special education\" department is now called the \"Assisted Education
Department\" to avoid any stigma. The entire department of assisted
education is committed to helping students learn in inclusive settings.
All IEP\'s and SEOP\'s (Student Education Occupational Plan used to help
general education students choose classes based on what vocation they
plan to pursue) are combined and coordinated through the school
counselors. All students are in co‑taught science and history classes.
All but one class in math are co‑taught. Sophomore and Senior English
classes are co‑taught. Students on IEPs are passing these co‑taught
classes with C grades or better without adaptation.

Pine View High School is a shining example of what can happen at the
high school level when the true spirit of inclusion is taken to heart
and put into action by dedicated professionals. The school was
recognized in 1995 by Exceptional Parent magazine for their innovative
approach and received the 1998 Janet Freston Inclusion Award from The
Arc of Utah.

**UTAH**

Midvale Elementary School

385 East Center

Midvale, Utah 84047

Contact: Steve Giles, Principal (801) 565‑7462

Midvale Elementary has a population of 641 students. 53 % are ethnic
minorities, 87% of all students are on free or reduced lunch and 75
students have IEP\'s. The school has blended funding to facilitate the
hiring of enough teachers to reduce the class load to 16 students to
each classroom teacher. They also have 1 special educator at every grade
level to work directly with students and teachers in a full inclusion
setting. Students are not pulled out for any services other than speech.

**UTAH**

Valley View Elementary School

2465 West 4500 South

Roy, Utah 84067

Contact: Maureen Newton, Principal (801) 732‑6019

At Valley View Elementary, students are learning and loving it. There is
a major emphasis in reading, and even though the school has a fairly
mobile population and has many children from low socioeconomic families,
there are virtually no nonreaders. Parents reportedly love the school
and are supportive of school efforts. Valley View, like other schools in
Utah, is also using Direct Instruction and has had similar positive
results. The principal coordinates and is invested in everything that
occurs at the school. This school has been known for its high quality
for many years.

**VERMONT**

Founders Memorial School (grades 3-5)

168 Sandhill Road

Essex Jct., Vermont 05452

Contact: Edmond Jones, Principal

Nominated by: Connie Curtin, Director Vermont Parent Information Center,
(802) 658‑5315

Founders Memorial School, part of the Essex Town School District in
Essex, Vermont, serves students in grades 3, 4 and 5. The Essex Town
School District dedicates itself to the following publicly stated goals:
centering on the Individual, Nurturing Self‑esteem, Fostering a Love of
Learning, and Promoting Collaboration.

Educational services are delivered in a variety of classroom
configurations including straight grades and multiage groups.
Instruction is delivered in whole groups, small groups, individually,
and through team teaching. Teachers use a variety of methods, materials,
and strategies to deliver instruction. The use of technology plays a
vital role in instruction as well as providing opportunities for
enrichment activities for all students. Technology is also used to
provide support to those students receiving specialized instruction
through IEPs or 504 plans.

Special education services are delivered within the regular classroom in
large groups, small groups, and one to one. Services are also provided
in quiet instructional spaces outside the classroom. A significant
amount of professional time is spent in consultation with classroom
teachers, working with teams, and in supervising and training of
paraprofessionals.

Founders Memorial School employs a significant level of staff that
enables them to provide support and remedial services to a total of 172
students (33% of the total school population). The Essex Town School
District is highly regarded for its inclusive education practices and is
referenced as a model site by the Vermont State Department of Education.
In the past two years, three Founders\' staff members have received the
Golden Apple from the Vermont Association of Special Education
Administrators for service and advocacy for students with disabilities
and their families. Founders Memorial School holds high expectations for
all students and is a recognized leader in developing IEPs which
reference the Vermont Framework of Standards and Learning Opportunities
and in developing alternate assessments which ensure that all students\'
progress is measured against standards. Two of our learning specialists
are considered experts in reading instruction, one of them currently
being certified as an Orton‑Gillingham tutor. The Howard Center for
Community Mental Health Services, serving clients in the Founders
catchment area, often references Founders Memorial School for its
successful practices in supporting students with challenging behaviors
-‑ meeting the balance of their needs and the safety of the broader
school community. The staff at Founders enjoys a collaborative and
collegial relationship, constantly teaming to benefit all students.

**VERMONT**

Montgomery Elementary School

Montgomery Center, Vermont

Contact: Don Martin, Principal Phone number: (802) 326‑4618

Montgomery Elementary School was nominated as an exemplary program for
1997 and listed in Exemplary Mental Health Programs by the School
Psychologists as Mental Health Service Providers. Montgomery has high
expectations and standards for all their children, involves students and
parents as planners and decision‑makers, and fully includes all their
children. Montgomery was the model school site for the Bridges Project,
(U.S. Dept. of Education grant) and has provided outreach training to
other rural areas for strategies to include all their students.
Montgomery is truly an exceptional rural school!

**VIRGINIA**

Hayfield Elementary School

Fairfax County Public Schools

7633 Telegraph Road

Alexandria, Virginia 22315

\(703\) 924‑4500

Contacts: Lynn Boyer, Director of Special Education and Student Services
Fairfax County Public Schools, (703) 246‑7777; Barbara Vaccarella,
Principal (703) 924‑450

Nominated by: Penelope J. Wald, Ed.D., Project REALIGN, George
Washington University

Department of Teacher Preparation and Special Education, (703) 549‑9690,
e‑mail: wald@gwu.edu

Hayfield Elementary is a school of 600 students, where 150 of the
students receive special education services (learning disabilities,
mental retardation, visually impaired, emotional disabilities, autism).
The philosophy of the school is that all children can achieve when given
appropriate adaptations and accommodations to meet their unique learning
style and needs. Using a collaborative approach, all the school staff
and parents are involved in planning for the success of the students.
The school sets high standards for all the students. All students with
IEPs are included in general education classrooms. Students complete the
regular education curriculum with accommodations, as necessary. The
school uses a school‑based staff development model to build the capacity
of individual staff members and the school as a whole. Administrative
vision and support provide guidance to the staff as they actively plan
and implement educational practices that are responsive to the needs of
all students. Hayfield has been transformed into a school where all
students are active members of the school community. Abilities, not
disabilities, are the focus. The students and staff share each other\'s
strengths and work together toward a common goal ‑‑ achieving academic
success and becoming productive members of society.

**VIRGINIA**

Kipps Elementary School

Blacksburg, Virginia

Contact: Ray Van Dyke, Principal (540) 951‑5760

Nominated by: Elizabeth Altieri, Assistant Professor of Education at
Emory & Henry College

The staff of this school have been featured in numerous television
programs and newspaper articles: an HBO documentary which won an Academy
Award (Educating Peter) and journal articles by such renowned
researchers as Marty Snell of the University of Virginia. The principal
and key staff from the school have written about their experiences with
inclusion in books and journals such as The Kappan, and have presented
at numerous state and national conferences. They have been given many
awards and have received numerous honors including one from the National
Down Syndrome Congress.

This school is outstanding because staff acts with commitment and
fidelity toward their mission: "We believe that learning is a life‑long,
collaborative process. We are dedicated to meeting the challenge of
providing support, cooperation, and inspiration to all members of our
school community. Our child‑centered approach encourages each student to
understand and enjoy the learning process in a secure environment."

Kipps is a school that exemplifies the best practices in inclusive
education. Staff continually strives to make each classroom a successful
community of learning for children of all abilities through
collaboration between the classroom teachers and the special educators.
All staff have a genuine commitment to curricular reform and use
practices such as literature rich classrooms and direct skills
instruction. Staff engage in on‑going professional development through
study groups, book groups, workshops, and a variety of child‑centered
problem‑solving groups and teacher‑centered support groups.

**WASHINGTON**

Morris Schott Middle School

Mattawa, Washington

P.O. Box 907, Mattawa 99349-0907

Contact: Ande Stritmatter, 509-932-4565

Nominated by: Heather Hebdon, Director of the STOMP Parent Training
Center, 253-565-2266

Morris Schott Middle School's outstanding program began as a vocational
program for special education students and has become an inclusive
program for students with and without disabilities. Located in an
impoverished area with high unemployment the school has a high
population of migrant students and English language learners. The
foundation of the school and the curriculum is the creation and running
of student businesses. The curriculum is based upon and addresses all
the basic skills required of all middle school students. However,
learning takes place in a concrete and applied manner. Reading is done
through the development of contracts or writing brochures. Math skills
are developed through determining costs incurred or projecting profits.
An advisory board of local businesses provides community support. The
results for students have been exciting; students working and attaining
skills and being successful. The model has been so successful the
district is beginning to replicate a project in high school. Parents are
delighted with the outcomes. One parent who said she feared her son was
going to drop out of school says, "Morris Schott turned her son's life
around."

**WEST VIRGINIA**

Holz Elementary School

1505 Hampton Road

Charleston, West Virginia 25314

Contact: Dorothea Fuqua, Principal (304) 348‑1906

Holz Elementary School is a preschool to sixth- grade elementary school
with approximately 360 students. This is a Blue Ribbon School, School of
Excellence and a Josten\'s Milestone School. Holz has an extremely
supportive and successful special education program. The success of
their inclusion program has received the attention of the WestVirginia
State Department of Education. The staff have served as consultants in
the state and have traveled as far as Seattle, Washington to speak at
conferences. Parents from around the country have visited the program.
The entire Hols community of parents and staff believe that children are
more alike than different. The staff, students and parents work together
toward the common goal of educating all children in a heterogenous
environment**.**

**WISCONSIN**

Robinwood Elementary School

10705 W. Robinwood Lane

Franklin Wisconsin 53132

Contact: Principla, Judy Mueller; Director Student Services Jane Miller,
(414) 529‑8255

Nominated by: Chris Shafer, Special Education Parent Consultant, Parent
Education Project

Robinwood is an outstanding school where respect and cooperation are
stressed. Student needs are carefully assessed and planned for.
Opportunities for teaching the individual as well as structuring
cooperative learning are a major part of the curriculum. The teachers
have a sincere concern for every student along with a concern for each
other. Robinwood is a place where children have positive learning
experiences every day.

The high quality education at this school has been noted through
numerous awards: Robinwood has been recognized by the Wisconsin School
Public Relations Association for their school handbook; the Principal
was selected as Administrator of the Year for the school district and
nominated for the Association of Wisconsin School Administrators
recognition; Robinwood has been recognized by the Milwaukee Chapter of
DAR.

**WISCONSIN**

Starms\' Centers (PreK-grade 5)

Milwaukee, Wisconsin

Contact: Martha Wheeler‑Fair, Principal (414) 933‑7500

A cornerstone of Starms' Centers philosophy is their belief in providing
an inclusive community for all learners. This is a school where staff
and \"families\" work collaboratively to plan, share ownership and a
common responsibility for the education of all students. The school has
received several awards including: UWM/MPS Partnership Recognition
Certificate, The State of Wisconsin Citation by the Assembly for
Productive School Collaboration, Caren Wesson Award for Collaboration in
Education; Certificate of Appreciation from The City of Milwaukee
Sesquicentennial Celebration; and the Certificate of Excellence from the
Milwaukee Metro Alliance of Black School Educators. In addition, Starms
has been the subject of a number of research articles.

**WISCONSIN**

Park Elementary School

Cross Plains, Wisconsin

Contacts: Barb Leadholm, 608‑828‑1618; Sharon Daly, 828‑1520x1910

Nominated by: Paul A. Yochum, Reengineering Specialist Bureau of Quality
Assurance 608‑261‑8899, yochupa@dhfs.state.wi.us; School Board Member
and District Clerk‑Middleton/Cross Plains Area School District
President, The Arc‑Dane County (Madison, WI); Parent of a daughter with
a disability

Park School does a good job including children with disabilities in all
aspects of school life. Of particular note is a program created for
children who are deaf or hard of hearing. The program uses co‑teaching
in a regular education classroom with a sign language
interpreter/instructor. The University of Wisconsin has asked Park
School if the university could use this program as a site to train
student teachers.

**WISCONSIN**

Sunset Ridge Elementary School

Middleton‑Cross Plains Area School District

Middleton, Wisconsin

Contact: Gene Gray, Principal (608) 827‑1800; Barbara Leadholm, Director
of Student Services (608) 828‑1600; Jude Teicher, Early Childhood
Coordinator (608) 828‑ 1600

Nominated by: Paul Yokum, 608‑261‑8899

Sunset Ridge Elementary School is located high on a hill in the country
five miles outside of the city of Middleton, Wisconsin. The school
serves 430 children from both rural and urban environments. At Sunset
Ridge, all staff are considered teachers whether they are in the
classroom or in their roles as bus drivers, secretaries or custodians.
Each adult is a valuable part of the educational team. Sunset Ridge is a
community of learners working together and all teachers are responsible
for all children within the learning environment. Parents and teachers
working together is a major emphasis of the school. This year the school
is proud of adding an integrated kindergarten classroom to its
community. This class serves 8 students with special needs and 11 who
are typically developing. The class is team taught by a special
education teacher and a regular education teacher. Speech and language
therapy services are provided within the classroom environment so
children with special needs do not need to be removed from their peers
for individualized programming. The parents of the children without
disabilities all chose to have their children educated within the
integrated class and are very supportive of the successes of each class
member. These children will continue to learn together next year as
first graders within Sunset Ridge\'s community of learners.

**WISCONSIN**

Northside Elementary School

Middleton, Wisconsin

Barb Leadholm, 608‑828‑1618; Chris Bauman, 608‑1500x1126

Nominated by: Paul A. Yochum, Reengineering Specialist Bureau of Quality
Assurance 608‑261‑8899, yochupa@dhfs.state.wi.us, School Board Member
and District Clerk‑Middleton/Cross Plains Area School District;
President, The Arc‑Dane County (Madison, WI); Parent of a daughter with
a disability

Northside School is \"great\" because it provides a different way to
provide services to pre‑school students. The program involves group
instruction in an intense three-week period.

**WISCONSIN**

Waisman Center Early Intervention Program

1500 Highland Ave., Room 229

Madison, Wisconsin 53705

Contact: Linda Tuchman, Ph.D., Interim Director 608‑263‑6467, or Sandy
Heimerl, Program Coordinator‑Bridges 608‑263‑7806,
Heimerl@waisman.wisc.edu

The Bridges for Families Early Intervention Program is a
family‑centered, community‑based birth to 3 program. Bridges is
contracted by Dane County to ensure that the county meets its mandated
requirements for Part C of IDEA. The program is housed within the
Waisman Center University Affiliated Program, University of
Wisconsin‑Madison. The program operates from the philosophy that
"parents and professionals are full partners in the planning,
coordination and implementation of early intervention services". The
overall purpose of early intervention is to support families and enhance
their abilities to meet the needs of their children with disabilities,
developmental delays and other special needs. Services in Madison area
collaborative effort among agencies providing early intervention
services. This early intervention program is flexible, has an array of
services and parent involvement options, and continually adapts to the
changing needs of families and the community.

The program is community‑based and offers services to families in a
variety of natural environments including, but not limited to family
homes, family day care homes/centers, child care centers, early
childhood programs and other community sites where children and their
families spent their days. Parents and program interdisciplinary staff
work together to develop Individualized Family Service Plans (IFSP)
based on the child\'s developmental needs and family concerns,
priorities, and preferences to the degree possible. Service
coordinators, then, help identify and link families with community
supports and resources.

The program has established and maintained collaborative relationships
with other community agencies working on behalf of children and
families. A recent survey of community collaborators indicated that
Bridges is positively perceived in the community and that collaborators
perceive that families receive quality services from the program.

Bridges is co‑located at the Waisman Center with Wisconsin\'s CSPD for
Birth to 3 and other related early intervention training and technical
assistance projects. Each entity benefits from a mutual relationship in
which \"best practices\" inform the daily interventions of Bridges\'
staff, and Bridges\' daily experiences inform statewide training efforts
in early intervention. Bridges staff are frequently asked to participate
on planning groups and present at statewide and local training. In
addition, Bridges serves as a training site for university students from
a range of academic departments to promote exemplary early intervention
services.

Parents are actively involved in many aspects of the program. They
participate on advisory boards, serve as family mentors for university
students, speak at local and statewide early intervention training
activities, speak at university courses, and participate in local and
statewide parent leadership and support sessions. Annual family surveys
indicate families are satisfied with the program and reported that their
child with disabilities and their family benefited from the services
they received from Bridges. Another survey of family mentors has
indicated a high level of satisfaction from participating in that
program.

**WYOMING**

Campbell County Schools

Gillette, Wyoming

Contact: Beth Norton, Director of Special Program, (307) 682‑5171

Nominated by: J.P. Denning, Special Programs Consultant, Wyoming
Department of Education, (307) 777‑6215

Campbell County Schools considers their educational environment for
students with special needs second to none. The staff, parents, students
and community strive to provide educational opportunities according to
the IDEA '97 for all children in academic, social, vocational, and life
skills.

**WYOMING**

Park County Schools

Powell, Wyoming 82435

Contact: Jim Staab, Coordinator of Student Services and Instruction,
(307) 754‑2215

Nominated by: J.P. Denning, Special Programs Consultant, Wyoming
Department of Education, (307) 777‑6215

This school reportedly does an excellent job of including all students
in the education process. The district has coordinated school to work
programs throughout the community. There are no out-of-district
placements and many special education services and accommodations are
delivered in the regular classroom, minimizing "pull-outs." The school
does a terrific job with autistic children as the teachers are well
trained and adept at including autistic children with regular education
students.

11/13/23 6:19 AM