Collaboration for Equity and Inclusion Through Multi-Tiered System of Supports (MTSS) Implementation: Longitudinal Evaluation of Student Outcomes

• In Event: Systemic Issues in Educational Improvement

Abstract

The present investigation studied longitudinal impact on student outcomes from a four year collaboration between the authors and 64 schools in five states to implement equity-based inclusion. Descriptive results showed improved academic and behavior outcomes for all students. Statistical analyses examined outcomes for students who took the same state assessment for 3 years in one state. Results of multi-level modeling revealed that SWIFT was a significant predictor for Math outcomes of all students, and higher levels of SWIFT implementation demonstrated more Math growth over time. Logistic generalized estimating equation results revealed that SWIFT status significantly predicted improved Math and ELA outcomes for students with IEPs in schools reflecting early stages of transformation were compared with schools reflecting advanced transformation.

Authors

• Amy McCart, The University of Kansas

• Jeong Hoon Choi, The University of Kansas

• Wayne Sailor, The University of Kansas