The problem-solving model (PSM) is used in the Minneapolis Public Schools to guide decisions regarding: (1) interventions in general education, (2) referral to special education, and (3) evaluation for special education eligibility for high-incidence disability areas. District implementation was driven by four themes: the appropriateness of intelligence tests and the IQ-achievement discrepancy for determination of eligibility, bias in assessment, allocation of school psychologist time, and linking assessment to instruction through curriculum-based measurement. This article describes how the PSM was designed as a three-stage process to measure response to intervention and used in the special education eligibility process. Program evaluation data collected since initial implementation in 1994 is reported in the areas of child count, achievement, referral, eligibility, and disproportion. The authors discuss the limitations of conducting PSM research in school settings, barriers to implementation of PSM, and make suggestions for enhancing treatment integrity.
Issues of accuracy of classification practices for mildly handicapped students remain paramount in the public schools. This study investigates academic performance differences between students receiving special education services for the mildly handicapped, low-achieving students receiving Chapter 1 services, and regular education students. All students were in grades 4, 5, and 6. These groups are compared on curriculum-based measures of reading, spelling, written expression, and math. Consistent differences are obtained with the results discussed in terms of alternative identification practices for mildly handicapped students.
This article describes an innovative teaching model designed to impact students at risk with the cooperative efforts of regular and special education in Grades K-3. Evaluation outcomes are presented that show the model has a positive effect on individual student performance, total building progress as measured by curriculum based measurement, special education referrals, and attitudes of participating teachers.
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