Impact of Enhancing Core Reading Instruction in Tier 1, 2 and 3 Multi-Tiered System of Supports

The focus of this action research project was to gather information regarding instructional success in reading while implementing varying interventions in tiered approaches within a newly implemented Multi-Tiered System of Supports (MTSS) framework in second grade. Two cohort years were utilized for the data analysis to demonstrate movement based upon instructional and programmatic changes in implementation year one and two. The data was collected through three sources of assessments, fidelity checks in classrooms, and teacher input from a voluntary teacher survey response. All data was based upon a second grade level for reading instruction as part of a multi-tiered system of supports model. All teachers who participated in the survey provided responses voluntarily based upon their perception of the effectiveness of MTSS, What I Need (WIN) time data and instructional resources. The purpose was to determine if tiered instruction impacted student growth during set intervention periods for reading instruction at the second grade level. The results of the research indicate that minimal growth was made within each cohort year after implementing tiered interventions. Although growth was evident, the data did not demonstrate a clear picture of what components were more successful than others. Increasing the amount of instructional time for interventions during WIN, securing and aligning more specific intervention resources for teachers at all tier levels and allowing teachers the time to gain a deeper understanding of MTSS would be beneficial in continuous improvement. Publisher