Abstract

The purpose of this study was to determine instructional leaders and instructional faculty's knowledge of a Multi-Tiered System of Supports Framework as an intervention tool to support struggling students. The study analyzed instructional staff knowledge of the definition, purpose, and implementation of an MTSS Framework. This study also evaluated the extent to which school-based leadership utilizes MTSS data to inform decisions related to intervention around academics, behavior, and social-emotional learning. The results of the study indicated that school-based leaders had limited knowledge of the definition and purpose of a Multi-Tiered System of Support Framework. Instructional staff also had limited knowledge of the definition, purpose, and implementation of a Multi-Tiered System of Support Framework as a tool for intervention. As a result, further professional development at the school-based leadership and instructional level are needed so that all school personnel understand the benefits that the implementation of a Multi-Tiered System of Support Framework as an intervention tool can have on academic growth, positive behavior supports, and social-emotional learning.

Notes

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Graduation Date

2023

Semester

Summer

Advisor

Moore, Sheila

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Identifier

CFE0009707; DP0027814

URL

https://purls.library.ucf.edu/go/DP0027814

Language

English

Release Date

August 2023

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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