This article describes the inclusion model implemented at two elementary schools in Minnesota and the educational experiences of a second grader and a sixth grader. One school's locally developed model focused on an alternative phonetic reading program for students at risk or with disabilities; the other school focused on team teaching. (DB)

In the St. Paul, Minnesota public schools, "pullout" teaching is frowned upon. Instead, "collaboration" is the favored method when it comes to teaching English-language learners. For three of the past four years, the district has made adequate yearly progress for its English-language learners under the federal No Child Left…