Examining Benchmark Growth Within MTSS in a K-12 Cyber Program

Examining Benchmark Growth within MTSS in a K-12 Cyber Program: A Quasi-Experimental Case Study Comparing In-Person and Virtual WIN Delivery Models Multi-Tiered Systems of Supports (MTSS) provide a structured framework for identifying and addressing students’ academic needs through data-driven interventions. While MTSS has been widely implemented in traditional school settings, limited research has examined its effectiveness within cyber education environments. The purpose of this applied research study was to examine academic growth within a K-12 cyber program implementing an MTSS framework and to compare the effectiveness of two intervention delivery modalities: in-person WIN (What I Need) sessions and virtual WIN sessions delivered through Microsoft Teams. This study used a quantitative quasi-experimental design with Renaissance STAR Benchmark assessment data collected in August and January. Student growth was measured by changes in STAR scale scores across the testing windows. Paired samples t-tests revealed statistically significant academic growth across the sample, while independent samples t-tests indicated no statistically significant differences between students receiving in-person and virtual WIN interventions. These findings suggest that structured MTSS intervention systems in cyber programs can support student academic growth, and that virtual intervention delivery may provide outcomes comparable to in-person support.