Multi-Tiered System of Supports for Effective Inclusion in Elementary Schools

Authored by: Dave L. Cusumano , Algozzine Kate , Algozzine Bob

Handbook of Effective Inclusive Schools

Print publication date:  May  2014
Online publication date:  May  2014

Print ISBN: 9780415626057
eBook ISBN: 9780203102930
Adobe ISBN: 9781136242434


 Download Chapter



Ongoing legislative and educational reform efforts direct school personnel to use data-based, outcomes-driven models to support instruction that places students on a road to becoming ‘career and college ready’ (e.g., ESEA Blueprint for Reform 2010; IDEIA, 2004; NCLB, 2001). In these approaches, information about student performance drives multi-tiered cycles of continuous monitoring and improvement of instruction. Critical features include reliable and valid information about student learning, a problem-solving framework to guide decision-making, and consensus among educators about the need for such reflective practices (Castillo, Hines, Batsche, & Curtis, 2011; Curtis, Castillo, & Cohen, 2008; Small & Yasin, 2000). Providing general, special, or inclusive education services without these features or systems (and practices related to them) in place often results in less than optimal outcomes for students (Fuchs & Fuchs, 1986; Griffiths, Parson, Burns, VanDerHeyden, & Tilly, 2007).

Search for more...
Back to top

Use of cookies on this website

We are using cookies to provide statistics that help us give you the best experience of our site. You can find out more in our Privacy Policy. By continuing to use the site you are agreeing to our use of cookies.