 We
have worked with over 47 school districts, in 28 states
nationally.
During
the 1998-2001 school years, EMSTAC Technical
Assistance Liaisons worked with Linking
Agents in a number of districts and parishes across the country
to implement new and effective practices in special education. The
following are short descriptions of our work with these Strategy
I, Strategy II, and Strategy
III Sites. We have also provided demographic
information about these districts/parishes including data related
to enrollment and the attributes of students.
Strategy I School Districts
| Allegany
County Public Schools, Maryland |
Allegany
County Public Schools are focusing on inclusion and social skills
training.They are implementing Strategic Instructional Model
(SIM) and Second Steps to address these issues. |
| Detroit
Public Schools, Michigan |
Detroit
Public Schools are addressing their original need of improving
student discipline in their schools. |
| Eugene
and Pleasant Hill School Districts, Oregon |
Both
the Eugene and Pleasant Hill School Districts are addressing
the need to improve reading and prevent reading failure.
|
| Frederick
County Public Schools, Maryland |
Frederick
County Public Schools are working on having more meaningful
inclusion of students with moderate to severe disabilities in
regular education settings, as well as writing. |
| Los
Angeles Unified School District, California |
Los
Angeles Unified School District is implementing the Peer-Assisted
Learning Strategies (PALS) program, which aims to increase reading
fluency and comprehension. |
| Southfield
Public Schools, Michigan |
Southfield
Public Schools focus is improving literacy, and more specifically,
concentrate on a developmentally appropriate, early literacy
intervention for all students as a way to reduce future referrals
to special education. |
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Strategy
II School Districts
| Baldwin-Whitehall
School District, Pennsylvania |
Baldwin-Whitehall
School District is focusing on inclusion issues.
|
| Baltimore
County School District, Maryland |
Baltimore
County School District is focusing on decreasing the disproportionate
referral of minority students to special education by implementing
the Instructional Support Team (IST) model.
|
| Chicago
Public Schools, Illinois |
Chicago
Public Schools identified disproportionate representation of
minority students in special education classes as its area of
need. |
| Clairton
City School District, Pennsylvania |
The
targeted area of need, identified by Clairton City School District,
is reading improvement at the elementary school level. The have
selected two reading initiatives: Direct Instruction and Corrective
Reading. |
| East
Baton Rouge Parish School System, Louisiana |
East
Baton Rouge Parish School System identified the area of disproportionate,
over-representation of minority students receiving special education
services, as a primary problem in the district. |
| El
Paso Independent School District, Texas |
El
Paso Independent School District is focusing on reducing the
number of students in self-contained special education classrooms,
and improving reading outcomes in general and special education
students. |
| Forsyth
County Public Schools, Georgia |
Forsyth
County Public Schools are focusing on expanding efforts to include
all students in the general education curriculum. To accomplish
this, they are implementing Project Winning Team, a state-funded
initiative stemming from Project WINS, that seeks to build the
personnel capacity of schools and districts and to promote inclusion
of students with disabilities. |
| Fulton
County Schools, Georgia |
Fulton
County Schools are focusing on cooperative teaching. |
| Hampton
Township School District, Pennsylvania |
Hampton
Township School District is focusing on inclusion issues. |
| Jackson
Public School District, Mississippi |
Jackson
Public School District has identified reading supports as a
primary area for technical assistance support. Schools have
selected the Modern Red Schoolhouse program to address reading
issues. |
| McComb
School District, Mississippi |
McComb
School District has identificatified behavioral supports as
a primary need. To address this, the Linking Agent helped develop
and implement an Alternative Classroom model. |
| Montour
School District, Pennsylvania |
The
targeted area of need in the school in Montour School District
is improving study skills, specifically those of middle school
students with special needs who are served in general education
settings. |
| St.
Charles Parish Public Schools, Louisiana |
St.
Charles Parish Public Schools have been focusing on implementation
efforts on expanding inclusive practices within the two initial
schools to include the pre-school program and other special
education classes that were not included in the first year of
implementation, such as severe-profound or non-categorical classes.
|
| St.
Tammany Parish Public Schools, Louisiana |
St.
Tammany Parish Public Schools are developing and updating the
its current social skills curriculum for students with special
needs. |
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Strategy
III School Districts
| Akron
Public Schools, Ohio |
Akron
Public Schools are focusing on reducing the referrals to special
education classes with an examination of the Akron Public Schools
prereferral process. |
| Alliance
City Schools, Ohio |
Alliance
City Schools have identified the disproportionate representation
of minority students in special education classes as a targeted
area for change. |
| Anne
Arundel County Public Schools, Maryland |
Anne
Arundel County Public Schools are focusing on disproportionality,
in the form of overrepresentation of African American students
in special education |
| Baltimore
City Public Schools, Maryland |
Baltimore
City Public Schools are focusing on disproportionality, in the
form of overrepresentation of African American students in special
education.
|
| Belen
Consolidated Schools, New Mexico |
Belen
Consolidated Schools are focusing on behavior issues. |
| Bernalillo
Public Schools, New Mexico |
Bernalillo
Public Schools are focusing on inclusion issues. |
| Bureau
of Indian Affairs Shiprock Agency, New Mexico |
The
Bureau of Indian Affairs Shiprock Agency is focusing on behavioral
issues. |
| Cedar
Rapids Community Schools, Iowa |
Cedar
Rapids Community Schools are focusing on inclusion issues. |
| Chandler
Unified School District, Arizona |
Chandler
Unified School District is focusing efforts on improving reading
and math instruction. |
| Charlotte-Mecklenburg
Schools, North Carolina |
Charlotte-Mecklenburg
Schools have identified the disproportionate representation
of minority students in special education classes as a targeted
area for change. |
| Clark
County School District, Nevada |
Clark
County School District has implemented several initiatives in
the past few years, and is currently evaluating various reading
program. |
| Community
School District 12 (Bronx), New York |
Community
School District 12 is working on the early career awareness
period. They are also focusing on conflict resolution and prevention
programs. |
| Dennehotso
Schools, Arizona |
Dennehotso
Schools are focusing on inclusion issues. |
| East
Grand School District, Colorado |
East
Grand School District is focusing on a literacy initiative for
the elementary, middle, and high schools. |
| Hartford
Public Schools, Connecticut |
Hartford
Public Schools are focusing on reading issues. |
| Iowa
Dept. of Public Instruction, Iowa |
The
Iowa Dept. of Public Instruction is focusing on behavioral issues.
|
| Jacksonville
Independent School District, Texas |
Jacksonville
Independent School District has identified the disproportionate
representation of minority students in special education classes
as a targeted area for change. |
| Jordan
School District, Utah |
Jordan
School District is focusing on inclusion issues. |
| Laramie
County School District Number One, Wyoming |
Laramie
County School District Number One, Wyoming
Laramie County School District Number One is focusing on behavioral
issues. |
| Lexington
R-V School District, Missouri |
Lexington
R-V School District is focusing on inclusion issues. |
| Maryland
(State Level, 24) |
The
State level of Maryland is focusing on issues surrounding minority
disproportionality in special education. |
| Memphis
City Schools, Tennessee |
Memphis
City Schools have identified the disproportionate representation
of minority students in special education classes as a targeted
area for change. |
| Montgomery
County Public Schools, Maryland |
Montgomery
County Public Schools are focusing on inclusion issues. |
| Moriarty
Municipal Schools, New Mexico |
Moriarty
Municipal Schools are focusing on inclusion issues. |
| Park
City School District, Utah |
Park
City School District is focusing on the need for reading improvements
for students in kindergarten through grade 6, and for students
who are English language learners. |
| San
Antonio Independent School District, Texas |
San
Antonio Independent School District has identified the disproportionate
representation of minority students in special education classes
as a targeted area for change. |
|
