This article presents the results of an evaluation study conducted to assess the impact of a hybrid approach to educational partnership known as the consultation and paraprofessional Pull-In System (CAPPS) for serving at-risk students and those with mild academic disabilities. CAPPS is the synthesis of three predominant methods of shared responsibility in service delivery: (1) resource/consulting teacher (r/ct), (2) pull-in programming, and (3) utilization of paraprofessionals for service delivery. this article begins by providing a description of the CAPPS model and its implementation at an elementary school in a suburban area of the rocky mountain region using cross-grade grouping and outcome-based education as a basis for instructional programming and evaluation. 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 concludes with a discussion of the results followed by recommendations for implementation and further research.
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Welch et al. (1995) studied this question.
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