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.

中文翻译：

---

具有包容性MTSS框架的IEP和相关关系学生的成就

本研究调查了嵌套在多层支持系统（MTSS）框架内的，基于平等的包容性学校改革模型对提高个性化教育计划（IEP）学生的数学和阅读成绩的有效性。描述性统计表明，在实施期间，IEP学生的数学状态评估得分有所提高。多层次建模的结果表明，该模型的执行保真度为正，并且显着预测了状态评估数学得分。进一步的分析检查了该模型在三所学校中的有效性，这些学校与未实施的学校相比，实施了足够的保真度，这表明拥有IEP的学生在实施学校时数学得分的提高幅度高于比较学校中的同等水平；但是，对阅读成绩的影响是模棱两可的。在包含和支持MTSS高保真度实施的努力的背景下讨论了发现。