Achievement of Students With IEPs and Associated Relationships With an Inclusive MTSS Framework

Abstract

The present study investigated the effectiveness of an equity-based inclusive school reform model nested within a multitiered system of support (MTSS) framework on the improvement of math and reading performance of students with Individualized Education Programs (IEPs). Descriptive statistics revealed that math state assessment scores of students with IEPs increased over the implementation period. Results of multilevel modeling demonstrated that the model’s fidelity of implementation scores positively and significantly predicted state assessment math scores. A further analysis examining the effectiveness of the model in three schools that implemented with adequate fidelity compared with nonimplementing schools indicated students with IEPs in implementing schools increased their math scores at a greater rate than their peers in comparison schools; however, effects on reading scores were equivocal. Findings are discussed in the context of inclusion and efforts to support high fidelity implementation of MTSS.

Issues in Statewide Scale up of a Multi-Tiered System of Support

“…These findings support previous studies indicating that MTSS implementation is associated with better student academic outcomes (Choi et al, 2017, 2020a, 2020b; Sailor et al, 2006, 2018). In particular, the present study buttresses the potential of the four-tiered, train-the-trainer statewide implementation model empowered by IHE engagement and IC.…”

“…When implementation and the matched control groups were compared for the outcomes, students in the implementation group achieved higher ELA and Math SBAC scores than those in the matched control group. These findings support previous studies indicating that MTSS implementation is associated with better student academic outcomes (Choi et al, 2017(Choi et al, , 2020a(Choi et al, , 2020bSailor et al, 2006Sailor et al, , 2018. In particular, the present study buttresses the potential of the four-tiered, train-the-trainer statewide implementation model empowered by IHE engagement and IC.…”

Inclusive Culture in Compulsory Education Centers: Values, Participation and Teachers’ Perceptions

“…Although it is true that progress has been perceived in all the factors identified in inclusive culture since study reviews carried out at the end of the last century, it is necessary to continue intensifying and deepening these values. There is a need for training in accessible curriculum design with proposals and concrete implementation of multi-level integrated projects and a Multi-Tiered System of Support (MTSS) [ 60 , 61 , 62 , 63 ].…”

Quality of tier 1 instruction in an integrated multi-tiered system of support: a mixed methods study

“…In addition to the benefits of increased efficiency, there is significant research to support the existence of a relationship between academic struggles and problem behaviors, which would be better supported through an integrated approach (Osher et al, 2010). The integration of academic and behavior tiered systems has been studied by a few key researchers over the past two decades but large-scale empirical research in the area of integration has only recently become a federal priority (Ervin et al, 2006;Ervin et al, 2007;Kuchle et al, 2015;Sadler & Sugai, 2009;Sailor et al, 2020). In 2019, the Institute for Education Sciences (IES) funded a network of research projects focused on the integration of academic and behavior supports in integrated MTSS (iMTSS) at the elementary level (NCSER, 2019).…”

“…While many schools are implementing MTSS frameworks such as PBIS and RTI in parallel, with intervention and school team discussion in academics and behavior occurring separately, students often have needs in both areas and researchers are calling for a shift towards integration (Kulche et al, 2015;Sailor et al, 2020). Behavior and academic needs can be related in several ways, with students displaying low academic performance being more likely to display problem behaviors and vice versa.…”