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

Autor/inn/en	Choi, Jeong Hoon; McCart, Amy B.; Sailor, Wayne
Titel	Achievement of Students with IEPs and Associated Relationships with an Inclusive MTSS Framework
Quelle	In: Journal of Special Education, 54 (2020) 3, S.157-168 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Choi, Jeong Hoon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466919897408
Schlagwörter	Academic Achievement; Individualized Education Programs; Inclusion; Positive Behavior Supports; Mathematics Achievement; Reading Achievement; Program Implementation; Fidelity; Scores; Equal Education; Educational Change + Suchen Sie Ihr Suchwort? Schulleistung; Individualized education program; Individualisierendes Lernen; Inklusion; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Bildungsreform
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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01