Investigating Challenges in Implementing a Multi-Tiered System of Support (MTSS) at Windber Elementary School
Item Description
Alternative Title
A Doctoral Capstone Project
Linked Agent
Author: Vuckovich, Mr. Michael J.
Abstract
During the 2024-25 school year, Windber Area Elementary School faced increasing academic and socio-emotional challenges among students, intensified by changing demographics and post-pandemic learning gaps. In response, the district initiated the implementation of a Multi-Tiered System of Supports (MTSS) framework to address student needs through targeted academic, behavioral, and emotional interventions.
The purpose of this mixed methods action research study is to provide conclusions and recommendations to support effective MTSS implementation at Windber Elementary. The study explored three research questions: the challenges and barriers encountered during implementation, teacher perceptions of professional development related to MTSS, and the role of leadership in the process.
Data collection included staff surveys, semi-structured interviews, focus groups, observations, and the review of school academic and demographic data. The action research model was used to analyze these data sources and identify evolving staff perceptions and implementation patterns. Triangulation ensured a comprehensive view of the findings.
Results showed that staff generally support the MTSS framework and see its value in improving student outcomes. However, significant challenges were identified, including limited time, inconsistent professional development, and the need for stronger leadership structures. These findings suggest that strategic planning, ongoing support, and a culture of collaboration are essential for sustaining MTSS implementation.
The purpose of this mixed methods action research study is to provide conclusions and recommendations to support effective MTSS implementation at Windber Elementary. The study explored three research questions: the challenges and barriers encountered during implementation, teacher perceptions of professional development related to MTSS, and the role of leadership in the process.
Data collection included staff surveys, semi-structured interviews, focus groups, observations, and the review of school academic and demographic data. The action research model was used to analyze these data sources and identify evolving staff perceptions and implementation patterns. Triangulation ensured a comprehensive view of the findings.
Results showed that staff generally support the MTSS framework and see its value in improving student outcomes. However, significant challenges were identified, including limited time, inconsistent professional development, and the need for stronger leadership structures. These findings suggest that strategic planning, ongoing support, and a culture of collaboration are essential for sustaining MTSS implementation.
Date Issued
2025-06-20
Resource Type
State System Era
Rights Statement
These images / documents are being made available for non-profit educational purposes only. In making these items available, PennWest California Archives does not thereby grant permission to reproduce them or to use them in print or electronic publications. In making use of these items, the user assumes full responsibility for any infringement of copyright or publication rights belonging to the copyright holder(s). The user accepts responsibility for communicating with the holder(s) of copyright concerning permissions to publish images protected by copyright.
Member of
Institution