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Middle school teacher and support staff
perceptions of Multi-Tiered Systems of Support
(MTSS) implementation: A case study in a
suburban western Pennsylvania middle school
Presented by: Dr. Emily Mazzant
Dissertation Chairperson: Dr. Richael Barger-Anderson
April 13, 2021
Introduction and Study Background
EDUCATIONAL EXPERIENCE
PROFESSIONAL EXPERIENCE
COLLABORATION WITH PINE-RICHLAND
SCHOOL DISTRICT
Introduction
Study Purpose and
Significance
Existing Research
Research Questions
How do middle school
teachers & staff perceive MTSS
implementation?
How do these perceptions
impact buy-in and level of
understanding of staff?
In what ways do middle school
teachers understand the MTSS
framework?
District MTSS
Implementation
Overview of critical components of MTSS
School-Wide Positive Behavioral
Interventions and Supports (SWPBIS)
Social-Emotional Learning
Response to Intervention and transition to
MTSS
State and Federal Legislation related to MTSS
Implementation Research and Rationale for
MTSS
District and Administrative Support related to
MTSS effectiveness
Comprehensive Systems
MTSS Program Fidelity and Research-based
Interventions
Secondary Level MTSS
Teacher and Stakeholder input and
perspectives on MTSS implementation
Review of
Literature
Methodology
Mazzant Open-Ended Interview Questions
Interview Approach
Procedure and Data
Collection
October 22ndNovember 3rd
Setting
Credibility & Ethical
Considerations
Aligned to research
question #
1.
What does MTSS mean to you?
1, 3
2.
What does the MTSS team(s) process look like at your school?
What is its purpose?
1, 3
3.
Who is responsible for MTSS in your school and what does this
responsibility entail? How do you contribute to this
implementation?
1, 2, 3
4.
What is the purpose and operation of the MTSS team(s) within
your school? Please discuss the building level and team level
MTSS teams.
1, 3
5.
What paperwork and/or documentation are required as a part
of the MTSS process in your school? How would you describe
this required documentation?
2
6.
What reading and math interventions are implemented in your
school? Describe how these are provided as a part of the tiered
framework of MTSS.
3
7.
Do you feel the MTSS framework is effective in your school
building? In what ways is it effective or not effective?
2
8.
How do you collaborate with parents and fellow colleagues
regarding the implementation of MTSS?
2
9.
In what ways are MTSS team meetings used to benefit students?
1
10.
How do you feel about the success of the MTSS process within
your school?
2
12.
In what ways do you feel the MTSS process in your building can
improve?
1, 2, 3
Participants
Number
Requested to
Participate in
Study
Number
Participated
in Study
Percentage of
Participation
out of total
teachers
24
11
44%
42%
6
4
66.6%
15%
Special Area
Teachers/ Off
Team
25
3
12%
11.5%
Paraprofessionals
9
3
33.3%
11.5%
Other
6
5
83%
19%
Totals
70
26
37%
n/a
General
Education
Teachers
Special Education
Teachers
Percentage
of
participation
out of total
participants
Results
MTSS Teacher Benchmarks
MTSS Needs Assessment
Breakdown of results
Breakdown of results
• Indicates surface level understanding
• Strengths: structure, personnel, systems
• Area of need: understanding of PBIS
involvement in MTSS
• Areas of need: practice of MTSS;
progress monitoring, problem solving &
SEL screener and interventions
Interview Responses
Interview
Response
Data
Analysis
Process
Examples of Codes Identified (number of times code identified)
Support for all students (47)
Interventions and enrichment (27)
Meeting structure for team-based MTSS teams (19)
Everyone has responsibility for MTSS (27)
Forms for documentation (20)
Collaboration between teachers, administration, intervention specialist and counselors (25)
Specific classes and academic support identified as part of the system of support (8)
Varied responses in relation to effectiveness of MTSS (25)
Meetings were discussed as a part of the MTSS process (23)
Identifying student needs and collaborating to discuss how to address the needs (47)
Lack of communication with off-team teachers (17)
Categories of Identified Themes
Research Question 1:
•
•
Support for all students and
addressing individual student
needs is a part of the MTSS
process, as well as the need for
all staff to be involved.
Communication with off-team
teachers is insufficient
Research Question 2:
•
•
•
All students, all staff,
and collaboration
between teams
Discussion of forms as a
part of the MTSS
process
Parental involvement
was not discussed as a
priority in responses
Research Question 3:
•
•
All students, all staff, and
collaboration between
teams
Procedures and logistics
are discussed in relation to
MTSS rather than the dayto-day implementation
through working with
students
Research Question 1
How do middle school teachers & staff perceive MTSS implementation?
Support for all students and addressing individual student needs is a part
of the MTSS process, as well as the need for all staff to be involved
Communication with off-team teachers is insufficient
Research Question 2
How do these perceptions impact buy-in and level of understanding of staff?
All students, all staff, and collaboration between teams
Discussion of forms as a part of the MTSS process
Parental involvement was not discussed as a priority in responses
Research Question 3
In what ways do middle school teachers understand the MTSS framework?
All students, all staff, and collaboration between teams
Procedures and logistics are discussed in relation to MTSS rather than the
day-to-day implementation through working with students
Thematic
Analysis
Recommendations and Contributions
Recommendations for future research and practice
Contribution to the field of education
Provided to
teams in
January 2021:
Contribution
to
Pine-Richland
Middle School
Thank you for
listening!
Questions
perceptions of Multi-Tiered Systems of Support
(MTSS) implementation: A case study in a
suburban western Pennsylvania middle school
Presented by: Dr. Emily Mazzant
Dissertation Chairperson: Dr. Richael Barger-Anderson
April 13, 2021
Introduction and Study Background
EDUCATIONAL EXPERIENCE
PROFESSIONAL EXPERIENCE
COLLABORATION WITH PINE-RICHLAND
SCHOOL DISTRICT
Introduction
Study Purpose and
Significance
Existing Research
Research Questions
How do middle school
teachers & staff perceive MTSS
implementation?
How do these perceptions
impact buy-in and level of
understanding of staff?
In what ways do middle school
teachers understand the MTSS
framework?
District MTSS
Implementation
Overview of critical components of MTSS
School-Wide Positive Behavioral
Interventions and Supports (SWPBIS)
Social-Emotional Learning
Response to Intervention and transition to
MTSS
State and Federal Legislation related to MTSS
Implementation Research and Rationale for
MTSS
District and Administrative Support related to
MTSS effectiveness
Comprehensive Systems
MTSS Program Fidelity and Research-based
Interventions
Secondary Level MTSS
Teacher and Stakeholder input and
perspectives on MTSS implementation
Review of
Literature
Methodology
Mazzant Open-Ended Interview Questions
Interview Approach
Procedure and Data
Collection
October 22ndNovember 3rd
Setting
Credibility & Ethical
Considerations
Aligned to research
question #
1.
What does MTSS mean to you?
1, 3
2.
What does the MTSS team(s) process look like at your school?
What is its purpose?
1, 3
3.
Who is responsible for MTSS in your school and what does this
responsibility entail? How do you contribute to this
implementation?
1, 2, 3
4.
What is the purpose and operation of the MTSS team(s) within
your school? Please discuss the building level and team level
MTSS teams.
1, 3
5.
What paperwork and/or documentation are required as a part
of the MTSS process in your school? How would you describe
this required documentation?
2
6.
What reading and math interventions are implemented in your
school? Describe how these are provided as a part of the tiered
framework of MTSS.
3
7.
Do you feel the MTSS framework is effective in your school
building? In what ways is it effective or not effective?
2
8.
How do you collaborate with parents and fellow colleagues
regarding the implementation of MTSS?
2
9.
In what ways are MTSS team meetings used to benefit students?
1
10.
How do you feel about the success of the MTSS process within
your school?
2
12.
In what ways do you feel the MTSS process in your building can
improve?
1, 2, 3
Participants
Number
Requested to
Participate in
Study
Number
Participated
in Study
Percentage of
Participation
out of total
teachers
24
11
44%
42%
6
4
66.6%
15%
Special Area
Teachers/ Off
Team
25
3
12%
11.5%
Paraprofessionals
9
3
33.3%
11.5%
Other
6
5
83%
19%
Totals
70
26
37%
n/a
General
Education
Teachers
Special Education
Teachers
Percentage
of
participation
out of total
participants
Results
MTSS Teacher Benchmarks
MTSS Needs Assessment
Breakdown of results
Breakdown of results
• Indicates surface level understanding
• Strengths: structure, personnel, systems
• Area of need: understanding of PBIS
involvement in MTSS
• Areas of need: practice of MTSS;
progress monitoring, problem solving &
SEL screener and interventions
Interview Responses
Interview
Response
Data
Analysis
Process
Examples of Codes Identified (number of times code identified)
Support for all students (47)
Interventions and enrichment (27)
Meeting structure for team-based MTSS teams (19)
Everyone has responsibility for MTSS (27)
Forms for documentation (20)
Collaboration between teachers, administration, intervention specialist and counselors (25)
Specific classes and academic support identified as part of the system of support (8)
Varied responses in relation to effectiveness of MTSS (25)
Meetings were discussed as a part of the MTSS process (23)
Identifying student needs and collaborating to discuss how to address the needs (47)
Lack of communication with off-team teachers (17)
Categories of Identified Themes
Research Question 1:
•
•
Support for all students and
addressing individual student
needs is a part of the MTSS
process, as well as the need for
all staff to be involved.
Communication with off-team
teachers is insufficient
Research Question 2:
•
•
•
All students, all staff,
and collaboration
between teams
Discussion of forms as a
part of the MTSS
process
Parental involvement
was not discussed as a
priority in responses
Research Question 3:
•
•
All students, all staff, and
collaboration between
teams
Procedures and logistics
are discussed in relation to
MTSS rather than the dayto-day implementation
through working with
students
Research Question 1
How do middle school teachers & staff perceive MTSS implementation?
Support for all students and addressing individual student needs is a part
of the MTSS process, as well as the need for all staff to be involved
Communication with off-team teachers is insufficient
Research Question 2
How do these perceptions impact buy-in and level of understanding of staff?
All students, all staff, and collaboration between teams
Discussion of forms as a part of the MTSS process
Parental involvement was not discussed as a priority in responses
Research Question 3
In what ways do middle school teachers understand the MTSS framework?
All students, all staff, and collaboration between teams
Procedures and logistics are discussed in relation to MTSS rather than the
day-to-day implementation through working with students
Thematic
Analysis
Recommendations and Contributions
Recommendations for future research and practice
Contribution to the field of education
Provided to
teams in
January 2021:
Contribution
to
Pine-Richland
Middle School
Thank you for
listening!
Questions