This article describes a rural education project supported by the Idaho Department of Education in which nine education teams participated in team building training. Project staff provided inservice and monitoring to the teams for purposes of establishing transdisciplinary teams, facilitating the education of children in the least restrictive environment, and attaining quality education for all students through heterogeneous grouping. A formalized approach was used to assist the teams in improving their teaming status and consequently the quality of services. Pre- and post measures were taken to analyze the effectiveness of the systematic procedures used with the rural teams
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