The goal of this 1999-2000 assessment study is to take a close look at the level of communication and collaboration of parents with their children participating in an inclusion classroom. The teachers in this study are using Project Based Learning in alignment with the New York State Learning Standards. The purpose of this work is to find the link between stakeholder communication and collaboration as they impact student performance.
The 1998-1999 project focused on survey responses from Administrators, Special Education and Classroom Teachers from 7 schools, where a variety of organizational patterns for working with inclusion students K-12 were used. Because of the student age range and diversity of inclusion strategies in those schools, the decision for 1999-2000 was to work with only one school, where an ongoing grade 3/4 inclusion model had been in place for several years. Eleven students in grades 2 through 5 from the Black River Elementary School in Carthage, NY were chosen as the focus of the study. The students in grade 5 had been part of the grade 3/4 inclusion team during l998-1999 mentioned above and have had the same team approach in 5th grade using a consultant teacher.

The following attachments include:

*Demographic information about students chosen for this study

*Summary of parent and student surveys

*Analysis of the S.T.A.R. and New York State Assessments 1999/2000

* Evaluator summary of surveys and data
 

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