In comprehensive, integrated, three-tiered models, it is essential to have a systematic method for identifying students who need supports at Tier 2 or Tier 3. This article provides explicit information on how to use multiple sources of data to determine which students might benefit from these supports. First, the authors provide an overview of how…

Comprehensive, integrated, three-tiered models are context specific and developed by school-site teams according to the core values held by the school community. In this article, the authors provide a step-by-step, team-based process for designing comprehensive, integrated, three-tiered models of prevention that integrate academic, behavioral, and…

Provides background information on how curriculum-based measurement (CBM) was developed, how CBM integrates traditional and classroom-based observational approaches to assessment, and how CBM has been used. Describes an alternative framework for incorporating CBM into an identification process that focuses on treatment validity and student growth.…

The recent influx of students with disabilities into postsecondary education has generated a concomitant increase in the demand for psychoeducational assessments that include a measure of cognitive ability, either to identify ability-achievement discrepancies or to rule out alternate or comorbid diagnoses. The most commonly recommended cognitive…

Under the federal Individuals with Disabilities Education Act (IDEA), school districts are required to meet the educational needs of all students with disabilities. However, school districts struggle to provide adequate services to students with disabilities who have extraordinary needs and require unusually high expenditures to meet those…