A CONSULTATION AND PARAPROFESSIONAL PULL-IN SYSTEM OF SERVICE DELIVERY - A REPORT ON STUDENT OUTCOMES AND TEACHER SATISFACTION

This article presents the results of an evaluation study conducted to assess the impact of a hybrid approach to educational partnership know n as the Consultation and Paraprofessional Pull-In System (CAPPS) for serving at-risk students and those with mild academic disabilities. CA PPS is the synthesis of three predominant methods of shared responsibi lity in service delivery: (1) resource/consulting teacher (R/CT), (2) pull-in programming, and (3) utilization of paraprofessionals for serv ice delivery. This article begins by providing a description of the CA PPS model and its implementation at an elementary school in a suburban area of the Rocky Mountain region using cross-grade grouping and outc ome-based education as a basis for instructional programming and evalu ation. Results from a quantitative and qualitative evaluation project designed to assess teacher attitudes, student outcomes, and number of referrals for special education services are presented. The article co ncludes with a discussion of the results followed by recommendations f or implementation and further research.