Multi-Tiered Systems of Support

Achievement of students with IEPs and associated relationships with an inclusive MTSS framework

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 non-implementing 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.

Choi, J. H., McCart, A. B., & Sailor, W. “Achievement of students with IEPs and associated relationships with an inclusive MTSS framework.” The Journal of Special Education. 2020.

Call to Action for the Texas Educator

MTSS for all: Including students with the most significant cognitive disabilities

Although it always will be critical for each student with the most significant cognitive disabilities to receive specially designed instruction, the implementation of a strong multitiered system of support (MTSS) framework can ensure that the academic and behavioral needs of all students are met. All students can benefit from MTSS. To meet the needs of all students in a school, including those with the most significant cognitive disabilities, the framework needs to align general education and special education systems that provide supplemental special education supports. A focus on standards-based instruction and student learning has the potential to improve outcomes for all.

Thurlow, M. L., Ghere, G., Lazarus, S. S., & Liu, K. K. “MTSS for all: Including students with the most significant cognitive disabilities.” TIES Center. April 2020 https://tiescenter.org/resource/yD/BRnb7fSLmKEa700Hv46Q.

Call to Action for the Texas Educator

Read the entire article from TIES Center for ways in which MTSS can include students with the most significant cognitive disabilities