Plans call for ten schools to participate in the 1996-97 school year. Evaluation in the Baltimore City schools began in 1994, and the evaluation to date has been largely descriptive, i.e., specifying which schools, the kinds of training, number of teachers and students served. Formative evaluation results thus far include evaluating the level of implementation of the model in two pilot schools. Other variables assessed include teacher satisfaction and special education referral rates. Data from an 11-item teacher satisfaction survey indicated that teachers who worked with the teams were satisfied or very satisfied with support received.
Several factors can present barriers to effective implementation.
Further, special education regulations and processes at the state and system level need to be integrated with the program to address how requirements will be met. Lastly, time for regular education teachers to participate on the team and to engage in teacher consultation must be negotiated, taking into account union contracts and other demands on teacher time. Further, each team needs to participate in training. Initial training usually occurs during the summer for 25 hours and teams are expected to meet regularly for continued professional development. Team and district facilitators receive training in the project content and in the facilitation process and are expected to attend regularly scheduled facilitator meetings.