A formative evaluation of a Midwest District's integrated services pilot

Abstract

The purpose of the Integrated Services pilot was to develop models for the delivery of special education, supplemental programs, and English as a second language services that were based on a philosophy of inclusion. The intent was to provide all students with learning experiences in which they could be successful both academically and socially in the most inclusive environment. The pilot was conducted at four elementary schools in a large Midwestern public school district. The pilot schools served students with diverse needs and were situated in divergent communities, which provided four unique contexts for the pilot. Teacher collaboration and co-teaching were utilized at each pilot school to achieve pilot goals. The purpose of this formative evaluation was to inform pilot development and to determine if the Integrated Services Pilot should be expanded to other elementary schools in the district. To inform these decisions, qualitative and quantitative data were collected in five areas: (1) professional development and support; (2) collaboration and professional learning communities; (3) impact on teacher knowledge and practice; (4) impact on student engagement and achievement; and (5) overall perceptions of the pilot. Surveys, individual and group interviews, and student achievement data provided the data for analysis and evaluation of pilot results. Teachers, instructional coaches, and principals reported that the pilot positively impacted both student engagement and student achievement. Additionally, the Integrated Services Pilot had a positive impact on teacher practice and on the relationships between support service and classroom co-teaching partners. Participants indicated that they were eager to continue with the Integrated Services model and had no desire to return to past practice.