This study evaluated implementation of a federally funded outreach project, Bridges (Best Practice-Based Services for Including Students with Serious Emotional Disturbance in General Education), at one elementary school in Vermont. The project is designed to build the capacity of rural public schools to fully include students with severe disabilities and severe emotional disturbance (SED) within general education and community settings, and to provide support for their families. At the model site, 12 students in grades K through 8 have had individual student support teams formed to assist in problem-solving and developing appropriate community-school collaborative educational services. Evaluation involved semi-structured interviews at the beginning and end of the school year with the students with SED and their peers, parents, and regular and special education teachers, as well as analysis of completed surveys, questionnaires, and a behavior checklist. Results suggest that the project has had some initial impact upon all 12 students, their parents, educational and related service providers, community based service providers and businesses, and other community members. Educators and administrators strongly supported providing educational services for all children in the regular classroom environment, while parents felt strongly that education programs should address more than just academics. (DB)