Shute, Christopher
(2017)
Planning and Implementing a Structured and Systematic Response to Academic Intervention Plans through Multi-Tiered Systems of Support (MTSS).
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Academic intervention programs are designed to proactively identify and address difficulties through a process of progressively intense interventions. The goal of these intervention programs is to “improve student achievement using research based interventions matched to the instructional need and level of students” (Pennsylvania Department of Education, 2008).
Districts that have not implemented a systematic intervention framework risk not providing students with consistent interventions to address areas of need. To effectively meet the needs of the elementary students, a structured and systematic intervention program needs to be instituted. The current Multi-Tiered System of Support (MTSS) framework outlined by the Pennsylvania Department of Education meets these needs through six core characteristics: standards aligned instruction, universal screening, shared ownership, data-based decision making, tiered intervention and service delivery, and family engagement (Pennsylvania Department of Education, 2010). Through this theoretical framework, student success using scientifically-based interventions aligned to the level and need of students can be implemented in the inquiry site.
The purpose of this inquiry is to explore a change within the current intervention system to design and implement an effective MTSS program. Currently there is not a structured program to address academic concerns. The result is that many students struggle to maintain consistent growth due to a lack of comprehensive strategies and progress monitoring. The resulting problem of practice is that student needs are not being met through the current level of intervention. The development of a MTSS would address the need of providing immediate and consistent interventions to facilitate student growth.
Through this inquiry, the aspects of an effective MTSS program can be applied as evidenced through a teacher survey situated around PDE’s six outlined components—standards aligned instruction, universal screening, shared ownership, data-based decision making, tiered intervention and service delivery, and parent engagement.
The inquiry questions surrounding this problem of practice include:
1. What is the staff’s pedagogical knowledge of MTSS regarding their ability to support its inclusive and systematic processes?
2. What factors need to be addressed and developed regarding the move to a comprehensive MTSS as opposed to the current operational silos?
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
22 August 2017 |
| Date Type: |
Publication |
| Defense Date: |
4 May 2017 |
| Approval Date: |
22 August 2017 |
| Submission Date: |
30 June 2017 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
103 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Multi-Tiered Systems of Support |
| Date Deposited: |
22 Aug 2017 22:12 |
| Last Modified: |
22 Aug 2017 22:12 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/32662 |
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