Staff Perceptions of MTSS Implementations in an Elementary School: A Qualitative Study of How PSSA Grade Level Teachers Perceive the Implementation Year of an Academic MTSS Program in an Elementary School
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Item Description
A Doctoral Capstone Project
Linked Agent
Author: Lucas, Richard E.
Date Issued
2023
Abstract
During the 2020-2021 school year, students within Windber Area Elementary School experienced a substantial decrease in student performance levels on the PSSA exams from their counterpart cohort in 2018-2019. The school district made the determination that the most effective manner of approaching combatting the learning loss experienced and having a positive impact on PSSA exam scores during the 2022-2023 school year was through the implementation of a Multi-Tiered System of Support (MTSS) program at Windber Area Elementary School. The purpose of this qualitative research study is to provide conclusions and recommendations that could support future MTSS implementation planning. This
qualitative research study was conducted to respond to three research questions seeking teacher perceptions of the implementation process, strengths and weaknesses during the
implementation process, and the effectiveness of embedded instructional methods. Analysis through the action research process was utilized to identify teacher perceptions during the implementation process. Initial teacher perception of a program is critical to successfully implementing a program and achieving the goal of embedding the program’s strengths within the school’s instructional practices. Data were collected utilizing a consistent survey administered three times to teachers and teacher interviews. The data was analyzed and triangulated to provide the researcher with teacher perceptions as they evolved during the implementation. The results presented conclusions that align with the teacher perceptions being positive regarding the implementation of MTSS as well as the embedding of MTSS related instructional strategies into their classrooms.
qualitative research study was conducted to respond to three research questions seeking teacher perceptions of the implementation process, strengths and weaknesses during the
implementation process, and the effectiveness of embedded instructional methods. Analysis through the action research process was utilized to identify teacher perceptions during the implementation process. Initial teacher perception of a program is critical to successfully implementing a program and achieving the goal of embedding the program’s strengths within the school’s instructional practices. Data were collected utilizing a consistent survey administered three times to teachers and teacher interviews. The data was analyzed and triangulated to provide the researcher with teacher perceptions as they evolved during the implementation. The results presented conclusions that align with the teacher perceptions being positive regarding the implementation of MTSS as well as the embedding of MTSS related instructional strategies into their classrooms.
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