Janice,   One of the first things I can suggest is your participation in the LITERACY TEAM Meetings.   This is a powerful time as we problem-solve, grow and develop and reflect.  

Common language is so necessary as we ensure success for our students.  Have you had the opportunity to observe in your learning lab classrooms?   You will have the opportunity to note the use of explicit language and routines. You may want to observe your students.  How are they functioning?  What do you notice about their self-regulation?  

Have you had the opportunity to read SHAPING LITERATE MINDS, APPRENTICESHIP in LITERACY or SCAFFOLDING YOUNG WRITERS.  I know you would find them awesome resources.  These are resources our learning lab teachers go.

Keep participating in the discussion board.   We need to learn so much from you as we think about the development of language in our children. 

GOOD LUCK.

I'm not sure where you're from, but I think that the pullout time is legally required because it is written into the IEP. 

Maybe you'll want to have the special ed teachers include some of what you're using in the classrooms when they are writing the IEPs.  Special ed teachers should be included in team meetings, etc. so that we benefit from their ideas and knowledge of the students.  They should be in on planning and training so that you can have the consistency and continuity throughout the building/team.  It will also be helpful for when they are doing their inclusion time.

DeGee

I am a special education teacher who pushed in reg. ed. classrooms in first and second grade. To make it work, the first grade had CORE instruction as a whole group first, and second grade had guided reading during that same time, followed by CORE when first grade had push-in services.  We tested with DRA three times during the school year.  My students (all 6 of them) did very well in this arrangement.  We ability-grouped the kids during the guided reading time, and the reading teachers and I joined the reg. ed teacher, each of us taking a group.  THe other students were diviided between the other two grade-level teachers and were also at the same ability level-- average or above average.  Students could flexibly move between levels.We added a fifth station (listening center/computers) so that the groups we each saw were smaller.  One teacher focused on guided reading with the Harcourt books; one teacher focused on the assisted writing, which later turned into independent writing, for extended response questions on the literature.  The other reading teacher focused on vocabulary (Robust vocabulary, developing sight vocabulary, and/or focus skills in comprehension); I focused on Tier III phonemic awareness and phonics skills.  The improvement the kids made at the end of the year was phenomenal.  Each night the students took home book bags, which contained one new book plus 2-3 old favorites.  We asked the parents to sign the logs after the student read for 20 minutes.  As a special education teacher, it was a lot of work-- but so rewarding it was well worth the time. During this year, I took more courses on the exploring Dorn's books, and pulled out five of these sped students for guided reading plus groups.  They made progress in all areas-- reading as well as writing.