Building Structures and Beliefs for Effective Multi-Tiered Systems of Support at the Secondary Level

Author

Hannah LoewenFollow

Date of Award

12-14-2024

Document Type

Non Thesis

Degree Name

Master of Arts in Education

Department

Education

Program

Differentiated Instruction

Capstone Instructor

Brian Boothe

Second Reader

Tosca Grimm

Keywords

MTSS, Secondary, PBIS, RTI, Tiered Interventions

Abstract

Abstract

Multi-Tiered Systems of Support or MTSS has become a popular service delivery framework for responding to students' academic needs through Response to Intervention (RTI) or behavioral needs through Positive Behavior Interventions and Supports (PBIS). The tiered framework is designed to increase the intensity or frequency of interventions identified through universal screeners, progress monitoring, and teams using data to make decisions about student needs. This study sought to understand how the secondary level structure impacts the implementation of a MTSS framework and how those structures and beliefs impact interventions and supports for students in middle and high school. This study explored fifteen studies that identified the current challenges of implementing MTSS at the secondary level, how educator beliefs impact the MTSS system, the possible structures that would support MTSS implementation, and the need for professional development to implement and sustain a MTSS framework at the secondary level. The findings of this study encourage further research into secondary MTSS systems to improve fidelity of practice and increase positive student outcomes at the secondary level.

Keywords: Multi-Tiered Systems of Support (MTSS), Response to Intervention (RTI), Positive Behavior Interventions and Supports (PBIS), Evidence Based Practices (EBP)

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