THE EFFECTS OF IMPLEMENTING RESEARCH-BASED INTERVENTIONS WITHIN THE MTSS FRAMEWORK ON K-2 LITERACY

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Paul J Briney (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: Concerns continue to exist in public schools nationwide regarding students who are\r\nreading below grade level. The purpose of this mixed methods study was to focus on the\r\ncomponents of the MTSS Framework as well as the creation, implementation, and monitoring of\r\nresearch-based, tiered interventions. This study evaluates a comprehensive process, known as the\r\nMulti-Tiered System of Support, to remediate students reading below grade level in grades K-2\r\nat Creekside Elementary. Creekside Elementary School, a low-performing school as determined\r\nby the State of North Carolina, has received a State Report Card grade of a “D” for the 2015-\r\n2016, 2016-2017, and 2017-2018 school year. As part of this study, the scholarly practitioner\r\nemployed a tiered system of interventions as recommended throughout the MTSS Framework,\r\nalong with a uniformed process to collect student data. Throughout the study problem-solving\r\nmeetings took place, student data was traced using progress monitoring, and interventions were\r\nimplemented by all K-2 classroom teachers. The findings of this study show that students in the\r\nprimary grades who are working below grade level have the capability to make academic gains if\r\nspecific routines and expectations are put in place by school administrators and classroom\r\nteachers. These components consist of quality tier I instruction, a sound understanding of the\r\nMTSS framework, schoolwide schedules, collaboration and communication, and an effective\r\ndata collection process.

Additional Information

Publication

Dissertation

Language: English

Date: 2023

Subjects

MTSS Framework;Research-based Interventions;Tier Process

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