Examining Multi-Tiered System of Support (MTSS) Implementation in Great Plains Schools

Schools are challenged to respond to the rise in student needs by offering more support for academics, behavior, and social-emotional needs. A Multi-Tiered System of Support (MTSS) framework aims to support continuous school improvement for all students and provide robust interventions and programs...

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Bibliographic Details
Published in:Great Plains research 2024-04, Vol.34 (1), p.1-11
Main Authors: Feusner, Chelsea M, Witte, Amanda L, Rangel-Pacheco, Abril, Teahon, Michael
Format: Article
Language:English
Subjects:
Collaboration
Decision making
Education
Elementary schools
Emotional behavior
Problem solving
School districts
Schools
Science
Social behavior
Special education
Students
Success
Teachers
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Summary:Schools are challenged to respond to the rise in student needs by offering more support for academics, behavior, and social-emotional needs. A Multi-Tiered System of Support (MTSS) framework aims to support continuous school improvement for all students and provide robust interventions and programs to support students in multiple areas of education. Scholars report that while MTSS is increasingly adopted by schools as an improvement model, little is known about how well MTSS is implemented. Although implementation may vary from state to state and from district to district, understanding the challenges and anticipating barriers will support continued implementation. This study examined educators’ reports of MTSS implementation. Differences between elementary and secondary implementation and individual MTSS essential components implementation were also explored. Participants included nine administrators and 38 teachers in a rural school district in a subregion of the Great Plains of the United States. Educators reported moderate rates of implementation of the MTSS essential components. Significant differences in overall MTSS implementation scores were found between elementary and secondary respondents, with elementary participants reporting higher levels of implementation.
ISSN:1052-5165
2334-2463
2334-2463
DOI:10.1353/gpr.2024.a933406