Eccleston Elementary is a Title 1 school located in the southwest section of Orlando, Florida. The student population of 486 has the following demographics: 57% Black, 2% White, 34% Hispanic and 7% Multi-racial. There are 38 instructional staff members and 2 administrators.

In the summer of 2008, after carefully analyzing student assessment data and the current program model, there was a need to restructure the ESE program at Eccleston. The current program model consisted of ESE students educated in a self-contained classroom with one teacher and one paraprofessional. This model did not allow the ESE students the right to be taught in the least restrictrive environment (LRE). Therefore, a model of inclusive service delivery was implemented. As with change, there were some bumps and bruises. The teachers were apprehensive in the beginning and the students had difficulty transitioning into the general education classrooms.

With a lot of time and patience, success began to slowly, but surely, evolve. For example, one ESE student went from a Level 1 to a Level 3 on the Spring 2009 FCAT Reading and another ESE student scored a Level 3.0 on the 2009 FCAT Writes. The teachers were becoming more comfortable with sharing their space, as well as teaching strategies, and giving up some control.

Though the school's inclusive practices were showing signs of success, there were still a few kinks that needed smoothing. Kinks such as time management, more accountability for student outcomes, and increased awareness of inclusive practices by the staff. The Florida Inclusion Network (FIN) was called upon for assistance. A FIN facilitator assisted in completing a thorough examination of Eccleston’s inclusive practices. Several options for improving inclusive practices were identified. The Team Teaching Model was selected as a strategy to increase positive student outcomes. Intensive training of teachers, coaches, and administrators was implemented by the FIN facilitator, including follow-up sessions.

Eccleston's school grade increased from a “C” to an “A” and the school met AYP for the 2008-2009 school year. They are looking forward to a repeat performance of the 2009-2010 school year!

Increasingly diverse student populations in schools highlight the need for effective service delivery models. Orange County’s Ocoee Middle School found the support facilitation model the most effective for supporting students with disabilities in general education classrooms. Each of the school’s grade levels has two Exceptional Student Education (ESE) teachers serving two teams, each comprised of an English, math, science and social studies teacher. ESE support facilitators schedule time in general education classrooms based on the needs, not labels, of students with disabilities. The support facilitators establish flexible schedules, for example, teaching in a classroom for a whole class period, but on alternating days of the week. The ESE and general education teachers collaborate to plan for instruction and assessment and jointly implement instruction for all students. The support facilitation model works well for Ocoee Middle School, allowing ESE teachers to provide appropriate support to all students with disabilities throughout the week. Both faculty and staff realize that making inclusion work is an ongoing process. With the support of the administration, the dedication and hard work of teachers, and the flexibility of the entire staff, all students are gaining knowledge to prepare them for life!

Karen Stewart-Krauss, 6th Grade Support Facilitator	Lovetta Kroma, 7th Grade Support Facilitator
Regan Trampe, 8th Grade Support Facilitator