Keywords

MTSS Intervention Mathematics Tier 2

Abstract

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.

Completion Date

2024

Semester

Summer

Committee Chair

Brooks, Lisa

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Education

Degree Program

Noyce Mathematics Education

Format

application/pdf

Identifier

DP0028599

URL

https://purls.library.ucf.edu/go/DP0028599

Language

English

Rights

In copyright

Release Date

August 2024

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Campus Location

Orlando (Main) Campus

Accessibility Status

Meets minimum standards for ETDs/HUTs

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