ABSTRACT
This case study examined how Multi-Tiered System of Supports were implemented in mathematics at an elementary school, the factors that influenced teachers’ instructional choices, and how school leadership impacted implementation. Participants consisted of four elementary school teachers and four members of the school’s leadership team. The study focused specifically on mathematics teachers in grades 3-5. These three research questions guided the study: (1) How do mathematics teachers implement MTSS in grades 3-5? (2) What influences the teachers’ choices during MTSS implementation? and (3) How does school leadership impact the implementation of MTSS in mathematics intervention? A triangulation of data from observations, surveys, document analyses, and interviews revealed three key findings. The first finding revealed that Multi-Tiered System of Supports were not implemented as described in the literature. The second finding revealed that school directives, district curriculum resources, student data, and autonomy drive teachers’ practice and instructional decisions. The third finding revealed that school leadership was striving to improve the structure for implementation at the school. Implications for the field of education are discussed, highlighting the need for the fidelity of Multi-Tiered System of Supports implementation in mathematics and the incorporation of effective research-based strategies in mathematics intervention.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2023-1318 |
| Date | 01 January 2024 |
| Creators | Lumpkin, Sarah |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Thesis and Dissertation 2023-2024 |
| Rights | In copyright |
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