IMPACTS OF TIER 1 SUPPORTS ON 9th GRADE ACHIEVEMENT

Impacts of Tier 1 Supports through Multi-Tiered System of Supports on
Ninth-Grade Student Academic Achievement.

A Doctoral Capstone Project
Submitted to the School of Graduate Studies and Research
Department of Education and Administrative Leadership

Ryan R. Edwards
PennWest University
July 2023
PennWest University
School of Graduate Students and Research
Department of Secondary Education and Administrative Leadership

i

IMPACTS OF TIER 1 SUPPORTS ON 9th GRADE ACHIEVEMENT

We hereby approve the capstone of

Ryan R. Edwards

Candidate for the Degree of Doctor of Education

ii

IMPACTS OF TIER 1 SUPPORTS ON 9th GRADE ACHIEVEMENT

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Acknowledgements
I would like to thank my capstone committee chairperson, Dr. Todd Keruskin for his
continued support and encouragement throughout the process. Despite the many
challenges, providing manageable and achievable steps allowed for completed work.
Thank you to my external committee chair, Dr. Matthew Meakin for feedback and
prompting allowed for meaningful conversations and work.
Thank you to my wife, Lynn, for the continued grace and encouragement as there were
many bumps along the way. None of this would be possible without your support and push
for resilience amongst the many challenges during the process. Thank you to my three
boys, Eben, Ellis, and Emmett, for the grace and continued excitement with every step
along the way. Through all of the work to get here, my family has been the source of
perseverance and determination. Thanks Jesus for being with me in it all.

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Table of Contents
Acknowledgements

iii

Abstract

v

Chapter I. Introduction

1

Chapter II. Literature Review

5

Introduction

5

History of Interventions

6

What is Multi-Tiered System of Supports?

21

MTSS – RTI and PBIS Leading to Establishing MTSS

30

Risk Factors Associated with 9th Grade Students

33

Impacts of Establishing MTSS

36

Conclusion

38

Chapter III. Methodology

40

Chapter IV. Results

60

Chapter V. Conclusions and Recommendations

78

Appendix A

99

Appendix B

100

Appendix C

101

Appendix D

103

Appendix E

105

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Abstract
The action-research was completed at Northern High School in the Northern York
County School District. The focus of the research was on the impacts of Tier 1 supports
through the Multi-Tiered System of Supports framework on ninth-grade student academic
achievement. Teacher observations were conducted in the core ninth-grade academic
classrooms – English, Earth and Space Science, English I, and Algebra I – to observe the
Tier 1 instructional academic strategies being used. Additionally, academic performances
from those classrooms were gathered in the form of grades to evaluate passing rates.
Additionally, grades in the courses for the past three years were gathered and used
comparatively with the student grades during the 2022-2023 academic year.

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Chapter I
Introduction
Student disengagement and social awareness is believed to be a detrimental
concern continuing to pervade in the educational setting. Due to the rising issue across
the nation, research will be conducted on Multi-Tiered System of Supports (MTSS) with
a focused effort on the effects of Tier 1 supports for academic ninth-grade students. With
MTSS focusing on student supports in the academic, behavioral, and social-emotional
areas, the targeted work emphasizes success on struggling learners passing classes.
Additionally, a focus on the ninth-grade students is vital because there is a common
belief that once ninth grade is supported and achieving, it will flow into the upper levels.
Therefore, improving ninth-grade student achievement should enhance academic success
in the future years.
As a school administrator at Northern High School in Northern York County
School District, there has been an increased disengagement from secondary learners
causing failure rates to rise (127 of 260 ninth grade students failing more than 2 classes at
the end of Semester 1) along with behavioral issues rising (discipline rates have increased
by 20% across the middle school and high school buildings). Through discussions with
district leaders and building leaders at all levels in the district, there seems to be a direct
relationship between student engagement during classroom instruction and school
activities with student academic and social performances. As a learning community,
Northern is looking at the impacts of Tier 1 supports through the Multi-Tiered System of
Supports framework at the high school level with a focus on ninth graders since this

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transition to the high school setting appears to be one of the biggest areas of need to
address student success and achievement in achieving passing grades.
To address the growing needs, Northern York County School District’s middle and
high schools are going to begin implementing a Multi-Tiered System of Supports.
Through the work of MTSS teams, students will be identified based on academic,
behavioral, or social needs and supports will be put into place to meet those needs at
increasing tiered levels (Tier 1, Tier 2, and Tier 3). Additionally, professional
development will be provided to teachers in both the middle and high school to equip
teachers with instructional strategies at the Tier 1 level because these occur in the
classroom and are the first supports are established for learners.
In order to identify the impacts on the learning community, Tier 1 supports in
academic ninth-grade courses will be measured through student performance through
passing grades, teacher intervention implementations, and teacher perceptions. Data will
be collected through a variety of sources. First, the historical academic performance of
students in the academic ninth-grade classes will be found in the student information
system records. Student grades will be used for comparison with a focus on number of
failures. End of the year grades will be pulled for students over the past three years for
comparison to performance in the 2022-2023 year. Each marking period, the grades will
be gathered along with summative assessment grades. The final grades for each academic
student will be gathered as quantitative data as well.
The participating teachers of ninth-grade academic courses will be interviewed at the
beginning and the end of the school year about their perception of Tier 1 supports in the
classroom. The qualitative data will be gathered and analyzed throughout the year.

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Additionally, observations of practices and implementation of practices will be conducted
twice quarterly for each ninth-grade academic teacher during the academic year to see the
implementation of different Tier 1 supports.
Qualitative data will be collected through teacher interviews within the first two
months of school and approximately 8 months later to evaluate perception of the supports
implemented. Based on the survey results, categorization and themes will be identified
through a coding system and analyzed in conjunction with the quantitative data.
Additionally, observations will be conducted twice a marking period during the school
year. Observations will be conducted with the observer as a participant as the individuals
being observed will be aware of the presence of the researcher and no formal
conversation held. The observation data will be investigating the implementation of Tier
1 strategies in the classrooms.
Quantitative data will be collected through data mining within the learning
management system and the student information system. Data will be pulled for
academic performance over the past three years. During the 2022-2023 academic year,
quarterly, student grades will be gathered along with summative assessment scores.
Additionally, the end of the year grades will be gathered for comparative analysis with
the historic grades from the student information system. After the data is collected,
statistical analysis will be done to identify trends and patterns. As the information is
categorized and conclusions made, the data will be compared to the qualitative work
completed.
Throughout the research, intentional practices to support students at the Tier 1 level in
ninth grade should show student performance increases from previous years when there

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wasn’t targeted supports and instructional strategies as a focus. The number of failures of
ninth-grade academic courses will decrease while teachers will identify the positive
impacts encouraging them to continue to equip themselves with strategies to support
student academic achievement.
The research, implementation of a Multi-Tiered System of Supports, and evidence
collection process will not cause any financial needs for the district. Using the current
systems in place and resources available, the district will not incur financial implications.
To complete a comprehensive research approach, the research questions that will be
addressed in the process are:
1. What are ninth-grade teacher perceptions of Tier 1 MTSS supports before
implementation and after?
2. What is the impact of MTSS framework on ninth-grade student passing rates?
3. What are the most effective MTSS Tier 1 strategies for students to achieve
passing grades?

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Chapter II
Literature Review
Introduction
Students in ninth grade have many challenges and needs as this is often a
transition year from a middle school setting to a high school setting. As Aromolaran
(2021) stated:
Transitioning from middle to high school comes with a lot of hiccups and
challenges for adolescents as they are having to deal with this huge change during
a season of life that is challenging. During adolescence, teenagers experience
various mental, psychological, and physiological changes. (p. iv)
Additionally, the coursework being completed becomes permanent on student transcripts
which follow them for the years to come. Student supports are essential for individuals to
be successful due to the many stressors present in the ninth-grade year.
With the many approaches that school systems establish and work through, the
goal with Multi-Tiered System of Supports (MTSS) is to provide best practices and
address student needs through academic, behavioral, and social and emotional supports
and interventions. Sutton (2020, para. 3) claims, “The most common MTSS framework
consists of three-tier levels. Tier 1 is the largest group and in a healthy practice, should
include approximately 80% of the student population.” Failures rates of ninth grade
students have been shown to decrease when concerted efforts are made within the areas
of focus with MTSS. As Gilespie (2018, para. 9) shared, “Area districts [in Chicago]
credit increasing efforts to provide students with academic as well as emotional support

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as they make the transition into high school.” Additionally, the framework of MTSS
provides structured steps and process to ensure students succeed and thrive.
History of Interventions
Council for Exceptional Children
Interventions in the educational setting can be dated back to the 1920’s. In 1922
the Council for Exceptional Children (CEC) was established as a national organization to
advocate for students with special needs to improve their educational success. The
Council for Exceptional Children was organized by a group of educators attending the
summer sessions at Teacher College, Columbia University, and their faculty members on
August 10, 1922 (Council for Exceptional Children, 2022). There were 12 members that
were part of the core council that were instrumental in 1922 for establishing the
professional standards for the field of special education as a fundamental aim of the CEC.
Within their first decade the work by the Council for Exceptional Children became
affiliated with the National Education Association (NEA).
The work of the Council for Exception Children built in advocacy for special
education students. The council’s work in providing equity and support for exceptional
children had a huge step in the 1950s as the constitution was revised due to the continued
efforts. In 1951, the constitution was revised for a special interest division and then in
1953 the Teacher Education Division and Council for Administrators of Special
Education were first formed (Council for Exceptional Children, 2022). Today the Council
for Exceptional Children states (2022) that they “advocate for appropriate governmental
policies, sets professional standards, provides professional development, and help
professionals obtain conditions and resources necessary for effective professional

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practice.” Their continued work has impacted many laws passed providing equity and
opportunity for all learners including The Education for All Handicapped Children Act,
Carl D. Perkins Vocational Education Act, involvement in Individuals with Disabilities
Educational Act, providing guidelines for No Child Left Behind, and work with Every
Student Succeeds Act which ended up replacing No Child Left Behind (Council for
Exceptional Children, 2022). From the work beginning in the early 1920s, the CEC has
been instrumental in providing the support and structure for all learners to have access
and opportunity in the educational setting. The Council for Exceptional Children’s work
has directly impacted the beginnings and continued work on the Multi-Tiered Systems of
Support framework which has been seen all over the United States.
Brown v. Board of Education of Topeka
Aside from the early work of the Council for Exceptional Children, an earmark in
the transformation of education’s equity in access and supports was the Brown v. Board
of Education of Topeka Supreme Court decision that “separate-but-equal” education is no
longer legal. On May 17, 1954, the U.S. Supreme Court issued one of its most
controversial rulings in Brown v. Board of Education of Topeka. Through the case,
“Brown made it clear that the segregation of students based on race did not ensure equal
access to education and could no longer stand,” (Hodges, 2019, p. 1). It was stated by the
Legal Defense Fund (n.d.) that “segregation was rooted in the desire to keep the people
who were formerly in slavery as near to that stage as is possible.” This landmark case
allowed to break down the racial barriers that prevented access to appropriate education
for all learners. Therefore, all students needed to have equal access to education which
led to the desegregation of schools. Separation based on race was no longer a permissible

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way to approach education: “The Brown ruling represented change on a large scale…for
the entire nation. Brown required Americans to reevaluate the way they viewed one
another as citizens,” (Hodges, 2019, p. 2). Across the nation, educational entities needed
to address learning of all students and interventions allowing all individuals to succeed.
Once the ruling from the case was finalized, the Legal Defense Fund (n.d.) notes that
public schools were to desegregate with deliberate speed. Unfortunately, the work wasn’t
hasty, but change took much longer to allow for equity in education for all students of
color. These efforts broadened the landscape of schools and allowed all students to
receive the same supports in their learning.
Vocational Rehabilitation Act
As educational reform was occurring with regard to racial divides, there was
much work still needed with equity in learners of all abilities. In 1973, the Rehabilitation
Act prohibited discrimination based on disability to support all individuals. With the
Brown v. Board of Education having made national impact concerning racial divides, the
Rehabilitation Act of 1973 paved the way for individuals with disabilities to have access
to equal education. The U.S. Department of Justice put into act language that states
(2020) “The Rehabilitation Act prohibits discrimination on the basis of disability in
programs conducted by Federal agencies, in programs receiving Federal financial
assistance, in Federal employment, and in the employment practices of Federal
contractors.” Section 504 of the Rehabilitation Act of 1973 impacts educational entities
more than other components of the rights law because it had statues protecting
individuals with disabilities and their access to educational opportunities (Dragoo &
Cole, 2019). It states:

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No qualified individual with a disability in the United States shall be excluded
from, denied, the benefits of, or be subjected to discrimination under any program
that either receives Federal financial assistance or is conducted by any Executive
agency or the United States Postal Service. (U.S. Department of Justice, 2020, p.
22)
Since schools in the United States receive federal funding, Section 504 directly impacts
their students with disabilities. Due to the far reach of the impacts of federal funding,
Dragoo and Cole (2019) points out that the impacts stretch from preschool through
twelfth grade public education along with postsecondary education, employment, and
access to public facilities. This results in protection for those in the educational system
along with those individuals outside of education with disabilities.
The educational services provided through Section 504 allow for individuals with
disabilities to receive accommodations allowing for equitable access to learning. When
disabilities were established as part of the language in the 504 Act, there was concern
over the specifics for which individuals had to qualify. Therefore, the definition of
disability came into question so there needed to be guidelines for who would receive
support. Dragoo and Cole (2019) states that individuals with disabilities is defined as
broad coverage to the maximum extent permitted. This allowed for a vast array of
individuals with countless disabilities to fall under Section 504. Also, the disability must
substantially limit one major life activity at some point (could be in remission or
episodic). There is no language depicting the frequency or occurrence of the impactful
disability for the individual which leaves much liberty for those seeking equal access to

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through Section 504. The U.S. Department of Education (2020) identified examples of
physical or mental impairments that can qualify under Section 504 in saying:
The Section 504 regulatory provisions as 34 C.F.R. 104.3.(j)(2)(i) defines a
physical or mental impairment as any physiological disorder or condition,
cosmetic disfigurement, or anatomical loss affecting one or more of the following
body systems: neurological, musculoskeletal; special sense organs,; respiratory,
including speech organs; cardiovascular; reproductive; digestive; genito-urinary;
hemic and lymphatic; skin; and endocrine; or any mental or psychological
disorder, such as mental retardation, organ brain syndrome, emotional or mental
illness, and specific learning disabilities. (para. 2)
There are not any exhaustive lists with diseases and/or conditions as the lists’
comprehensive nature could be questioned. The U.S. Department of Education (2020)
also identifies major life activity areas that could qualify for Section 504 including
“functions such as caring for one’s self, performing manual tasks, walking, see, hearing,
speaking, breathing, learning, and working.” With these general guidelines around
Section 504 of the Rehabilitation Act, individuals are able to identify qualifying
conditions and receive structured supports and accommodations in their learning or
workplace environment.
Individuals with Disability Education Act (IDEA)
Shortly after the establishment of the Rehabilitation Act and Section 504, the
Education for All Handicapped Children Act (EHA) was put into public law. The EHA
was established in 1975 to “support states and localities in protecting the rights of,
meeting the individual needs of, and improving the results for infants, toddlers, children,

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and youth with disabilities and their families,” (U.S. Department of Education (2020),
“Students Protected Under Section 504” section). This act allowed the entrance of
children with educational disabilities to school settings with the supports needed to be
successful. In 1990, the law was reauthorized and renamed to Individuals with
Disabilities Education Act (IDEA) as it added traumatic brain injuries and autism to the
language of the act. Barker and Johnson (2022) explains the role of IDEA as:
The IDEA mandates a free and appropriate public education for eligible students
with a disability in one or more of the 13 categories, to the greatest extent
possible, for inclusion, so that students with disabilities are educated alongside
their peers without disabilities. (p. 17)
Attorney Andrew Lee produces work to help people understand legal, parental and
parenting concerns regarding IDEA. Lee (n.d.) identified and described components of
the thirteen categories identified by the Individuals with Disabilities Education Act. They
are listed below as:
1. Specific learning disability – learning challenges associated with reading,
writing, listening, speaking, reasoning and mathematics (examples: dyslexia,
dyscalculia, written expression disorder)
2. Other health impairment – limiting a child’s strength, energy, or alertness
(example: ADHD)
3. Autism spectrum disorder – wide range of symptoms impacting a child’s social
and communication skills

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4. Emotional disturbance – individuals with mental health disorders (examples:
anxiety disorder, schizophrenia, bipolar disorder, depression, obsessivecompulsive disorder)
5. Speech and language impairment – difficulties with speech and language
including kids that struggle to express themselves
6. Visual impairment, including blindness – eyesight problem including partial
sight and blindness, but if eyewear rectifies the problem individuals do not qualify
7. Deafness – cannot hear most or all sounds, even with a hearing aid
8. Hearing impairment – hearing loss but not considered under the definition of
deafness, can possibly change over time
9. Deaf-blindness – this is a severe hearing and vision loss where communication
and needs are outside of those under deaf or blind
10. Orthopedic impairment – lacking function or ability with the child’s body
(example: cerebral palsy)
11. Intellectual disability – individuals have a below-average intellectual ability
often resulting in poor social skills, communication, self-care, and/or
communication (example: down syndrome)
12. Traumatic brain injury – an accident or physical force causing brain damage
impacting a child’s abilities
13. Multiple disabilities – children with more than one of the disabilities
identified under Individuals with Disabilities Education Act and needs are not
able to be met within a program that is designed for any single disability. (para. 213)

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These thirteen qualifying categories for Individuals with Disabilities Education Act are
identifiers for those that need specific accommodations to their academic programming.
Under the Individuals with Disabilities Education Act, schools are required to identify,
evaluate, and provide services to students with the thirteen disabilities to see if they
qualify for special education services. As students qualify, schools are required to provide
appropriate instruction for these individuals in the least restrictive environment. The least
restrictive environment is one that provides the most similar educational experience as
those not identified under IDEA and appropriate within the identified disability.
Therefore, educational accommodations, supports and interventions in the regular
education classroom will be part of the programming for the identified students. The
growth of the students towards their established goal(s) is monitored throughout the year
to ensure progress is being made.
In December 2004, the Individuals with Disabilities Education Act was
reauthorized which Congress required the Secretary to delegate to the Director of the
Institute of Education Sciences the responsibilities for studies and evaluations (U.S.
Department of Education, 2020, p. 265). The research being done was to verify the
impacts of implementation of IDEA and identify the progress of individuals with
disabilities. Additionally, with the reform, the nation reaffirmed its commitment to
improving early interventions and education results and functional outcomes for infants,
toddlers, children, and youths with disabilities (U.S. Department of Education, 2020, p.
XV).
The Individuals with Disabilities Education Act held a major impact on
accessibility for students with one of the thirteen disabilities that qualify for services. The

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supports and structures put into place for qualifying students are individualized based on
the student needs and established to create conditions for students to be successful in their
learning environments.
Americans with Disabilities Act (ADA)
In 1990, the Americans with Disabilities Act was established as civil law
protecting against discrimination based on disability. “When Congress enacted the
Americans with Disabilities Act (ADA) in 1990, approximately 43,000,000 Americans
had one or more physical or mental disabilities. That number had grown to approximately
54 million in 2021” (Hunter et al., 2021, p. 273). The number of individuals identified
with a disability continues to climb in the United States. Through the ADA, law was put
into place to help eliminate discrimination due to disability and create conditions for
success. Hunter et al. (2021) made note that Congress specifically found:
•

Physical or mental disabilities in no way diminish a person’s right to fully
participate in all aspects of society.

•

Historically, society has tended to isolate and segregate individuals with
disabilities.

•

Discrimination against individuals with disabilities persists in such critical areas
as employment, housing, public accommodations, education, transportation,
communication, recreation, institutionalization, health services, voting, and access
to public services.

•

Unlike individuals who have experienced discrimination on the basis of race,
color, sex, national origin, religion, or age, individuals who have experienced

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discrimination on the basis of disability have often had no legal recourse to
redress such discrimination.
•

Individuals with disabilities continually encounter various forms of
discrimination, including outright intentional exclusion, the discriminatory effects
of architectural, transportation, and communication barriers, overprotective rules
and policies, failure to make modifications to existing facilities and practices,
exclusionary qualification standards and criteria, segregation, and relegation to
lesser services, programs, activities, benefits, jobs, or other opportunities.

•

Census data national polls, and other studies have documented that people with
disabilities, as a group, occupy an inferior status in our society, and are severely
disadvantaged socially, vocationally, economically, and educationally.

•

The nation’s proper goals regarding individuals with disabilities are to assure
equality of opportunity, full participation, independent living, and economic selfsufficiency for such individuals.

•

The continuing existence of unfair and unnecessary discrimination and prejudice
denies people with disabilities the opportunity to compete on an equal basis and to
pursue those opportunities for which our free society is justifiably famous, and
costs the United States billions of dollars in unnecessary expenses resulting from
dependency and nonproductivity. (p. 273)

With all the work through the Americans with Disabilities Act, entities need to provide
appropriate accommodations for employees with disabilities.
In the educational setting, ADA does not have to directly impact special education
services as individuals can qualify for needs under the Americans with Disabilities Act

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but not qualify under Individuals with Disabilities Education Act. Because schools are a
public entity, they are required to maintain accessibility for all individuals. For example,
this can be ramps, elevators, and specific accommodations around facilities to allow for
equitable access for all individuals. Supports and services need to be met under ADA for
disabled individuals in to ensure they comply with legal parameters. The Americans with
Disability Act continued the movement to make sure all individuals are serviced in all
settings, including educational entities.
No Child Left Behind Act (NCLB)
The No Child Left Behind Act (NCLB) was enacted in 2002. The implementation
of NCLB caused the federal role in holding schools accountable for student outcomes to
be highly increased (Klein, 2015, para. 6). The objective of No Child Left Behind was to
close the achievement gap between learners from diverse backgrounds and experiences.
The measures were through standardized testing. Schools were charged with having all
learners achieve a proficient performance on state created standardized assessments.
Those individuals unable to achieve proficiency were needing supports and interventions
to help close any achievement gaps and meet expectations going forward. The system’s
goal of meeting all learners needs had lofty intentions. Additionally, teachers had to
become highly qualified which means they would need a bachelor’s degree in the
subjects being taught. “States are also supposed to ensure that ‘highly qualified’ teachers
are evenly distributed among schools with high concentrations of poverty and wealthier
schools,” (Klein, 2015, para. 11). These requirements brought some challenges to
schools, but the intentions and implementation of No Child Left Behind put solid
groundwork to support student learning.

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Schools had expectations to meet proficiency with all learners which required
additional supports and equity in access to class content. Carlson (2021, p. 1) states that
“No Child Left Behind succeeded in shifting the focus from inputs to outcomes, shining a
light on performance of different student subgroups, and using reporting requirement to
spur development of more-robust education data system.” Through the evaluation of
performance and focused efforts on holding schools accountable, many interventions and
supports were put into place for individuals to meet the requirements set forth. The use of
data allowed for targeted areas of supports for individuals struggling.
Unfortunately, No Child Left Behind did have some holes for the possible
outcome of helping all students achieve proficiency. First, there were unrealistic goals
and expectations set in policy. Carlson (2021) had clear skepticism with the effectiveness
of policies stating everyone must meet the set standards when he said:
Setting a goal of universal reading and math proficiency by 2014 effectively
ensured we would end up judging accountability, and NCLB more broadly, as a
failure. Even at the time, it was clear we were never going to achieve that goal or
come close to it. And because the law required states to specify a trajectory
toward universal proficiency, the failure judgements wouldn’t be put off until
2014. They would trickle in much earlier. (p. 4)
There was an obvious flaw in policy that everyone would meet the standard.
The second flaw with No Child Left Behind was the narrow focus on reading and
math test results. The educational system has many areas outside of math and reading that
are essential to the learning process. Allowing students to experience other subjects and
activities opens opportunities for growth and engagement. “NCLB’s accountability

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18

system didn’t explicitly say education shouldn’t do these [educational experiences
outside of math/reading] things, but by basing its ratings almost entirely on students’
performance on math and reading tests, it signaled what is valued” (Carlson, 2021, p. 5).
Lastly, the control of the federal government without any leniency made No Child
Left Behind a challenge to be successful. Policymakers enacted strict expectations and
when schools were unable to meet them, there were punitive and inflexible outcomes.
Policymakers believed that their punishments would empower teachers to work harder.
As schools fell below the annual yearly progress expected, schools were at jeopardy for
funding. The belief of this as a motivator for teachers was inaccurate and caused tension
in schools. The inflexibility did not allow for the reality in local districts causing backlash
from performances.
These barriers for No Child Left Behind’s success prevented the set forth
objectives of creating a system to close achievement gaps and support struggling learners.
The intentions and goals of the act were appropriate, but implementation distracted from
the possible successes.
Every Student Succeeds Act (ESSA)
On December 10, 2015, Every Student Succeeds Act was signed into law to
replace and update the No Child Left Behind Act. The work of Every Student Succeeds
Act present two opportunities – moving away from punitive consequences of No Child
Left Behind; opportunity to have state-level efforts including more equitable and
predictable funding for public schools and valid measures of school performance beyond
standardized test scores (U.S. Department of Education n.d.). The purpose of the act was
to “provide all children significant opportunity to receive a fair, equitable, and high-

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quality education, and to close education achievement gaps” (U.S. Department of
Education, n.d.). This impacts all learners from pre-kindergarten to postsecondary.
Every Student Succeeds Act has provisions to ensure success for students and
schools. The Components of ESSA from the U.S. Department of Education are (2022):
•

Advances equity by upholding critical protections for America's
disadvantaged and high-need students.

•

Requires—for the first time—that all students in America be taught to high
academic standards that will prepare them to succeed in college and careers.

•

Ensures that vital information is provided to educators, families, students, and
communities through annual statewide assessments that measure students'
progress toward those high standards.

•

Helps to support and grow local innovations—including evidence-based and
place-based interventions developed by local leaders and educators—
consistent with our Investing in Innovation and Promise Neighborhoods

•

Sustains and expands this administration's historic investments in increasing
access to high-quality preschool.

•

Maintains an expectation that there will be accountability and action to effect
positive change in our lowest-performing schools, where groups of students
are not making progress, and where graduation rates are low over extended
periods of time. (para. 6)

As shown, the focus is on students’ success and growth through Every Student Succeeds
Act. The replacement of No Child Left Behind language needing to meet specific criteria

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of proficient achievement allows for more attainable results and viable accountability
meeting all learners needs.
Every Student Succeeds Act took a different approach than NCLB. “Every
Student Succeeds Act marks an important move toward a more holistic approach to
accountability by encouraging multiple measure of school and student” (DarlinHammond et al., 2016, p. 1). Through Every Student Succeeds Act, states are required to
implement assessments that measure higher-order thinking skills and understanding
“…and allows the use of portfolios, projects, or extended performance tasks as well as
adaptive assessments,” (Darlin-Hammond et al., 2016, p. 5). The variety in measuring
student learning allowed for a more comprehensive approach from the narrowed No
Child Left Behind expectations. Darlin-Hammond et al. (2016, p. 2) continued saying,
“These [measurements] include the mastery of core academic content; the ability to
critically think, collaborate, and communicate; the development of academic mindset;
and the capacity for independent learning.” The law has the following minimum
requirements for Every Student Succeeds Act that are delineated by each state (DarlinHammond et al., 2016):
•

Academic achievement as measured by proficient on annual assessment in
English language arts and math (in each grade 3-8, plus on grade in high school).

•

Another “valid and reliable statewide academic indicator” for elementary and
middle schools, which can be a measure of student growth.

•

The four-year adjusted cohort graduation rate for high schools (states may add an
extended year adjusted cohort graduation rate if they choose).

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•

21

A measure of progress in English language proficiency for English language
learners (in each of grades 3-8, plus one grade in high school).

•

At least one measure of school quality or student success that is valid, reliable,
and comparable across the state and allows for meaningful differentiation in
school performance. These measures may include student engagement, student
access to advanced coursework, postsecondary readiness, school climate and
safety, or other measures. (p. 5)

Through Every Student Succeeds Act, there are more comprehensive evaluative measures
for student success. Those individuals that are falling below the standards set forth, are to
receive targeted supports to help in achievement. Like the No Child Left Behind Act,
Every Student Succeeds Act’s goal is to identify those leaners, or subgroups, that are
underachieving success (as determined by the set standards) and support their learning to
be successful.
What is Multi-Tiered System of Supports?
There is a connection between Every Student Succeeds Act and Multi-Tiered System of
Supports. “The Every Student Succeeds Act refers to Multi-Tiered System of Supports as
an approach for increasing student achievement and teacher effectiveness” (Thurlow et
al., 2020, p. 2). Gamm (et al. 2012) defines Multi-Tiered System of Supports as:
A Multi-Tiered System of Supports is designed so that schools can provide the
appropriate level of instruction and intervention for their students. Using
performance data and monitoring learning rates through MTSS, educators can
make important instructional decisions to meet the needs of students from
different backgrounds, learning styles, and levels of attainment. Also referred to

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22

as Response to Intervention (RtI) in some school districts, MTSS is the umbrella
concept under which both academics and behavior fall. Some educators think of
RtI as applying to academics only; others consider Positive Behavior Supports
(PBS) as applying to behavior only. Still other educators use RtI in the context of
both. The intentional shift in terminology to a multi-tiered system is meant to
integrate both academics and behavior as uniformly critical to student success in
our educational system. (p. 3)
History of MTSS
Multi-Tiered System of Supports is a framework being implemented in school
districts across the United States to address the academic, behavioral, and socioemotional
needs of students. As Castillo et al. (2018, pp. 1-2) says, “MTSS involves organizing
educators’ assessments, instruction, and data-based decision-making practices into
multiple tiers of service that increase in intensity.” Thurlow et al. (2020, p. 3) also adds
that supports are increasingly for behavioral needs as well as academics. Preventions and
interventions are implemented at increasing levels of need to support student
achievement.
Typically, MTSS framework include a three-tier triangular model of support in
which, according to the National Center on Response to Intervention, the largest
area tier is focused on primary prevention, the next smaller area tier focuses on
secondary preventions, and the third smallest area tier is focused on tertiary
preventions. (Thurlow et al., 2020, p. 2).
Figure 1 from the Pennsylvania Training and Technical Network (PaTTAN) portrays the
tiers, process, and areas which the MTSS framework addressed.

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Figure 1
Secondary MTSS Description in PA

23

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Note. Each color in the triangle represents a tier within the MTSS framework while the
academic and behaviors increase in supports with the ascending tiers
(https://www.pattan.net/Multi-Tiered-System-of-Support/MULTI-TIERED-SYSTEMOF-SUPPORTS).
The MTSS framework’s tiered approach to support learners found roots in special
education. According to Sailor (2021, p. 26), there were two lines of study which special
education research focused on for tiered supports. One of which was pedagogy around
behavior problems preventing learning while the other was associated with deficiencies
in learning to read. The research done provided the groundwork back in the mid-1980s
for Positive Behavior Interventions and Supports (PBIS). Sugai and Simonsen (2012)
define PBIS as “a framework for enhancing the adoption and implementation of a
continuum of evidence-based interventions to achieve academically and behaviorally
important outcomes for all students” (para. 1). The work with PBIS allowed for tiered
behavior interventions to support student success and a proactive approach to student
engagement in the learning setting.
The academic focus’ early aim was at reading skills for struggling learners. Data
was collected for student progress which allowed for identification of individuals with
learning disabilities to qualify for special education. The process used for academic
concerns was Response to Interventions (RTI) (Sailor et al., 2021, p. 26). With PBIS and
RtI working together as proactive and interventional supports, there was a desire to
connect these systems in an encompassing framework which helped pave the way for the
Multi-Tiered System of Supports.

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In 1996, Hill Walker published a paper providing the model of concepts and
practices that are MTSS along with the multi-tiered triangle which is synonymous with
MTSS (see Figure 2) (Swenson et al., n.d.). Hill’s interdisciplinary work allowed him to
look at the health and educational needs when completing his work. The green area
represents the large-scale Tier 1 supports while the yellow represents Tier 2 and red Tier
3. The percent of students needing supports decreases as the supports get more intensive.
Approximately 80% of students benefit from Tier 1 supports (the green area). The second
tier of supports, yellow, represent approximately 15% of students. These individuals
require further supports outside of the traditional instructional periods. The 5% remaining
are individuals that need supports in the third tier. These individuals require intensive
supports and often accompany an evaluation for special services. Student data and
feedback are driving forces behind individuals’ movement within the tiers of supports.
Those individuals with their needs not being met within the first tier get moved into more
intensive supports of Tier 2. If there are still further interventions needed for these
learners, they are moved into the most intensive Tier 3 approaches. Figure 2 represents
the original tiered structure that was established.
Figure 2
Original MTSS Triangle

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Note. Each color represents a different tier of support in the MTSS framework with the
green being Tier 1, yellow Tier 2 and red Tier 3
(https://sites.ed.gov/osers/tag/mtss/#:~:text=The%20multi%2Dtiered%20triangle%2C%2
0first,in%20particular%20are%20still%20emerging).
With the work of Hill, the approach to the ‘MTSS triangle’ evolved into many
different factions. Most renditions have language identifying the tiers and interventions
that are associated with the supports. As seen in Figure 3, the Multi-Tiered System of
Supports triangle shows information about each tier of support while also relationships
between the tiers labeled outside of the triangle. The supports listed address the
academic, behavioral, and socioemotional learning needs of individuals as a means to
support and intervene. The early work of PBIS and RTI are encompassed into these
facets along with the addition of social and emotional learning.
Figure 3

IMPACTS OF TIER 1 SUPPORTS ON 9th GRADE ACHIEVEMENT

Example MTSS Labeled Triangle

Note. Interventions increase in intensity as they ascend the MTSS triangle
(https://ceedar.education.ufl.edu/mtssudldi-professional-development-module/mtsschapter/).
Implementing MTSS
As organizations began to look towards implementing a Multi-Tiered System of
Supports, there were many ways in which practices could be put into place. As many
states have taken on the framework as a means to meet student needs, state education
associations have been able to provide supporting resources for districts and learning
communities. The American Institutes for Research has the Center on Multi-Tiered
System of Supports which provides a general guide for implementing the framework.

27

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28

The initial phases of implementing MTSS is to assess the current context and
accurately plan and prepare in ways that support. The American Institutes for Research
(2022, para. 1) suggest MTSS “Teams must examine current capacity and readiness,
develop plans for ongoing professional learning, create structures and processes, conduct
ongoing evaluation and review of implementation to inform continuous improvement,
and engage stakeholders as partners in the work.”
The examination of resources and materials is completed through different needs
assessment tools providing context for current availabilities and those that can be
considered to help support individuals. Additionally, the vision for the program should be
completed through a collaborative effort with stakeholders to allow for buy-in and
development of mutually agreed upon goals. In order for initial steps to have success,
there must be an understanding of the four essential elements of MTSS – screening,
progress monitoring, multi-level prevention system, and data-based decision making (The
American Institutes for Research, 2022, para. 2).
After comprehensive preparation, there is implementation of processes,
assessments, and interventions identified in development. The American Institutes for
Research (2022) states:
Monitoring fidelity of implementation is critical at this phase and teams should
identify and address barriers to implementation through regular teaming and
problem solving. Ongoing professional learning focuses on improving staff’s use
of data, increasing quality of instruction, and refining implementation fidelity of
the four essential components. (para. 3)

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The success of implementation hinges on support of the practices, monitoring work being
done, and continued improvement of practices. Additionally, the collective belief and
buy-in of practices are another major factor for the implementation of the framework. All
the work should revolve around the four essential components of MTSS to ensure the
most effective system.
After planning and implementation, the sustainability and expansion of practices
is the objective when starting MTSS. The American Institutes for Research (2022, para.
4) points to a continued effort on efficacy and efficiency to allow for sustaining practices.
Additionally, addressing the changing needs of the staff, students, state, and federal
demands is a focal point to sustaining efforts. Data analysis and stakeholder engagement
allows for the continued efforts to focus the work on the Multi-Tiered System of
Supports. When there are new staff and shifts in priorities, the infrastructure and aligned
system will be the sustaining force. Actionable steps need to be in place as different
changes occur in order to support the sustained efforts of the system in supporting
students.
Desired Outcomes and Purpose
Groups may look at the implementation process of the Multi-Tiered System of
Supports in a variety of ways, the purpose and outcomes of the framework all focus on
students. MTSS has an “…encompassing emphasis on implementation of education
programs, activities, and teacher development that supports all students…” (Thurlow et
al., 2020, p. 2). The multi-tiered approach to supporting students increases in levels of
intensity as strategies and interventions are used with individuals based on
comprehensive data. MTSS’s first tier of supports looks at best practices in all areas of

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30

the learning environment to meet the needs of all learners. Tier one supports are good for
all learners and meet the majority of students’ needs in the classroom. Specific
individuals with needs or falling within an MTSS team’s criteria are also targeted with
supports in efforts to provide a successful learning experience at the tier two and, further,
tier three levels. The use of data to make decisions about further supports provides an
evidence-based approach to interventions and supports.
MTSS – RTI and PBIS leading to Establishment of MTSS
One aspect Multi-Tiered System of Supports’ (MTSS) work is with the Response
to Intervention (RTI) framework when addressing student academic needs and
experiences. There are three basic features that are imperative to RTI and MTSS
concerning academic work.
The first component is matching high quality research-based interventions to
student’s education and behavioral needs. Second, progress monitoring is used to
assess the need for changes in instruction or goals. Third, student responses from
progress monitoring data is the basis of important education decisions, which
might include additional levels of tiers of instructional intensity or possibly
eligibility for special education. (Bianco, 2010, p. 4)
Averill and Rinaldi (2013, p. 1) point out that since 2004 reauthorization of the
Individuals with Disabilities Education Improvement Act, there was an encouragement to
use the scientific research-based approach of Response to Interventions to support
students with specific learning disabilities. This multi-tiered approach to support student
learning has continued to be foundational for frameworks with which districts implement

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supports. No matter the adjustments to RTI, there is a consistency of universal screenings
and multiple tiers of supports for which students’ needs can be addressed.
Next, MTSS’s behavioral focus is addressed using a Positive Behavior
Interventions and Support (PBIS) framework. The PBIS framework provides a threetiered system that increases supports proactively or in response to student needs. Marx et
al. (2020) defines PBIS as follows:
Positive Behavioral Interventions and Supports is a three-tiered framework for
improving and integrating all the data, systems, and practices affecting student
outcomes every day. PBIS is a way to support everyone – especially students with
disabilities – to create the kinds of schools where all students are successful. (p. 1)
As pointed out by McIntosh and Goodman (2016, p. 4), RTI and PBIS “have been
implemented on a scale of social significance that has evaded many previous attempts at
school reform.” The systems are proven to be effective and continue to be so within
MTSS. The Positive Behavior Interventions and Supports framework has three particular
defining characteristics according to Sugai and Simonsen (2012) that help with its lasting
impacts. The three characteristics from Sugai and Simonsen are:
1. Student outcomes based in practice selection, data collection, and intervention
evaluations. Outcomes are academic and social, individual or small group, and
judged on educational and social value and importance.
2. PBIS framework highlights and adopts a research and evidence based
practices. Practices are school wide, non-classroom, classroom, and individual
student routines.

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3. PBIS has a continuum of behavior systems and practices. They are unified
with universal screenings, continuous progress monitoring, team-based
decision-making rules and procedures, explicit monitoring of implementation
fidelity, and local content fluency and expertise. (para. 6-8)
These layers of PBIS allow for targeted supports for individuals throughout the learning
environment to see them succeed. Using the Positive Behavior Interventions and
Supports framework allows for a tiered approach coinciding with the work of MultiTiered System of Supports.
The third component of the Multi-Tiered System of Supports is the social and
emotional learning (SEL). MTSS provides a structured and supportive SEL experience
for students to improve student achievement. Sailor et al. (2021) provided insights into
the impacts of SEL work associated with MTSS.
Current findings document that SEL Programs yielded significant effects on
targeted social and emotional competencies and attitudes about self, others, and
school. They also enhanced students’ behavioral adjustments in the form of
increased prosocial behaviors and reduced conduct and internalizing problems,
and improved academic performance on achievement tests and grades. (p. 28)
Durlak et al. (2011, p. 405) shares, “Students typically do not learn along by rather in
collaboration with their teachers, in the company of their peers, and with the
encouragement of their families.” These social connections impact the learning of all
individuals and are essential to be successful. Therefore, as a school community is
looking to support all learners’ success, they must be prepared to address the emotional
process as well as the behavioral and academic. Durlak et al. (2011, p. 406) also states…

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“schools have an important role to play in raising healthy children by fostering not only
their cognitive development but also their social and emotional development.”
Multi-Tiered System of Supports brings a framework for organizing and
monitoring the implementation of Response to Intervention, Positive Behavior
Intervention and Support, and Social Emotional Learning. Most often, the school setting
is seen as a place for students to grow academically and behave according to expectations
set forth. Durlak et al. (2011) research noted:
Current findings document that SEL programs yielded significant positive effects
on targeted social-emotional competencies and attitudes about self, others, and
school. They also enhanced students’ behavioral adjustment in the form of
increased prosocial behaviors and reduced conduct and internalizing problems,
and improved academic performance on achievement tests and grades. (p. 405)
Research continues to point to a need in all three areas of the educational experience –
academic, behavioral, and socioemotional. Response to Intervention and Positive
Behavior Intervention Systems alone are not enough to develop students as there is a
need of the third prong in Social and Emotional development according to Durlak et al.
(2011). The consistent use of a tiered system in academic, behavior, and socioemotional
learning with increasing levels of interventions and supports driven by an evidence-based
data shows to be the approach that supports all learners most effectively.
Risk Factors Associated with 9th Grade Students
As students move into the high school setting from middle school, the shifts in
expectations and performance waiver with the many changes that occur. This leads to the
transition having a large impact on student success. “The transition of students from

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34

grade 8 to grade 9 can pose very challenging period marked by socio-emotional changes,
friendship changes, and academic changes,” (Harwood, 2021, p. 56). Oakes and Waite
(2009, p. 1) made note that points to a smooth transition into high as an indicator of
success in high school and beyond. Without direct work in the transition, students have
higher risks of failure and poor performance. Additionally, Erickson et al. (2013, p. 2)
say the transition between middle school and high school is difficult and often leads to
students dropping out. They shared three factors identified are: the social and
developmental adjustments; structural and organizational change; and increased academic
rigor and failure. These challenges continue to resonate for students as they continue in
their secondary learning experiences.
Research by Aromolaran (2021, pp. 86-87) shared that there were two major
themes when looking at the experiences, socioemotional challenges, and negative
feelings. The social challenges stem from the shifts made in friendships. Student comfort
and connections stem from peer relationships and during the transition, this is an area that
changes. Students experience a larger population of students, classroom populations with
a larger variety of learners and a removal of the team approach often experienced in the
middle school setting. These adjustments impact their peer relationships. Additionally,
the negative feelings during transition can be connected through aspects of the changes.
Aromolaran (2021) says:
During the transition to ninth grade and high school, feeling overwhelmed,
anxious, confused, disoriented, and stressed is common outcome of the increased
workloads, negotiating an unfamiliar, larger, school building, and interacting with
the more complex social life of high school. (p. 88)

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35

The academic rigor shifts are large for students. According to Aromolaran (2021),
students described the transition experience as:
They described the coursework in high school as not simple and straightforward
as it was in middles school. They had to work harder at schoolwork than ever
before. They reported they had more homework that was more difficult, they had
more classes making it a challenge to stay organized about the work, and they had
difficulties scheduling their different classes. (p. 88)
As noted, the work academically is perceived as substantially more challenging and
expectations higher. Gilespie (2018, para. 3) pointed out that those who fail a core class
in their ninth-grade year (English, math, science, or social studies) are four times less
likely to graduate high school. Additionally, “…in 2017, the same group concluded that
students who finish freshman year with an F grade point average have only an 18 percent
chance to graduate from high school on time…” (Gilespie, 2018, para. 3).
Oakes and Waite’s (2009, p. 5) research found that students are excited about the
new activities, choices, and friends, but these come with apprehension and often anxiety.
With the population size growth typical of the transition from middle school to high
school, individuals often do not have the same personal experiences with teachers and
staff members. Oakes and Waite (2009, p. 5) concluded their research stating, “…schools
providing a variety of activities that address the concerns of students and their parents
and help make the experience a seamless and successful one. Communication and
collaboration among all parties appear to be crucial for a successful transition.” The
transition process is essential in success and then the supports through academic,

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36

behavioral, and socioemotional are means to allow the greatest chances for student
achievement.
Impacts of Establishing MTSS
As different school systems look to implement a Multi-Tiered System of
Supports, there are many different outcomes. Research suggests that evidence-based
practices (EBPs) implemented in secondary school settings will support the academic
achievement of students with specific learning needs (Scruggs et al., 2010, p. 437). The
researched approaches of effective practices will promote the highest likelihood of
student achievement. Additionally, one of the major factors of effectiveness of MTSS is
the leadership implementing the system. Gamm et al. (2012, p. 8) shared that “leadership
and its continuity when promising reforms are in place have been repeatedly
demonstrated as the key ingredients in improving of public schools in urban districts.”
Carter (2018, p. 63) worked with district leaders through interviews and document
review to identify that implementing an MTSS framework was a way to improve
efficiency and efficacy of school student supports systems and reduce the cost and size of
special education population being served. Another impact identified by Carter (2018, p.
71) was the reduction in special education referrals and better allocation of funds. A
district spends resources on evaluation and working through the identification process.
Using the Multi-Tiered Systems of Supports model enables a district to look at
supporting students at different levels within the classroom and school before going into
the special education evaluation process. The proactive MTSS supports have been able to
save money and resources.

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The work using a Multi-Tiered System of Supports in secondary schools has
shown to better support student achievement in a proactive approach while also enabling
the learning community to be equipped with interventions preventing immediate
evaluation of students. Vermeer (2017, p. 19) did research that showed implementation of
a Multi-Tiered System of Supports framework into a secondary school that had a
reduction in the number of courses failed for a cohort over a three-year period. In the
research, there was one year that had a slight increase, but over the three-year period, the
number of courses failed were cumulatively substantial allowing for graduation rates to
be improved. The use of MTSS in schools continues to provide interventions and
supports for learners at differing levels in order to see them achieve and have successful
experiences.
Conclusion
Throughout the history of our American education system, there have been many
policies and laws put into place to support the learning environment for all learners. Early
actions from the Council for Exceptional Children, which is a national professional
organization promoting equity in access for all children with disabilities and prevent
discrimination, provided some groundwork for learner equity. The continuation of
national work was done as racial barriers were being brought down in the educational
system through the Brown vs. Board court case. The court system eliminated the racial
barriers preventing learners from having equity in schooling. The No Child Left Behind
Act was put into law driving schools to support struggling learners and subgroups in
order to be the standards set by the federal government. As there were needs to continue
to develop an effective accountability system for supporting all learners, the federal

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government enacted Every Student Succeeds Act. ESSA gave the states the power to
establish the standards for which schools would be held accountable. Graciously, the
punitive reprimand from No Child Left Behind was eliminated with the enactment of
ESSA and a more encompassing approach to student achievement was used to measure
school success and learners’ needs being met. All the policies and varying levels of work
has built the case to have an inclusive environment that promotes student achievement for
all learners.
As school communities look to support equitable access and support all students
achieving, the Multi-Tiered System of Supports has been a framework embraced to
provide a structured approach to support the efforts of many different school-based
supports. Through the Multi-Tiered System of Supports, the work of a Response to
Instruction and Intervention and Positive Behavior Interventions and Supports come
together to create a comprehensive approach to supporting student achievement. As RTI
provides the tiered structure for academic supports, the work falls in line with everything
MTSS works towards academically. Additionally, student supports through a Positive
Behavior Intervention System falls under the work of the behavioral objectives through
the MTSS framework. These coupled systems now have an aligned approach that also
brings together socioemotional work for student achievement in MTSS. As a MultiTiered System of Supports is implemented, student academic, behavior, and
socioemotional interventions are intentionally developed to support the learners in the
school environment and as they transition into post-secondary plans.
As students transition from eighth grade to ninth grade, there are more risk factors
and barriers for success than other transitions in a child’s educational journey. With an

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39

increase in rigor, social expectations, and educational expectations, students in ninth
grade are at greater odds of under achieving. As seen, success in ninth grade points to the
success of students throughout their high school career. There is a need for a focus on
ninth grade achievement and to provide a systemic approach to meet their needs. Using
the Multi-Tiered System of Supports framework provides a great guide and plan to
reduce the risk factors of ninth grade failure while increasing the probability of success in
the high school setting.

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Chapter III
Methodology
With the escalated need to support all student learning for ninth-grade students,
the use of the Multi-Tiered System of Supports is a proven vehicle to positively impact
student achievement. With the many variables at play for learners in ninth grade, a
focused efforts on Tier 1 supports allowed for evaluating impacts of the strategies on
student achievement and teacher perception of the effectiveness of implementing Tier 1
supports in their classroom.
The study collected, analyzed, and reviewed qualitative and quantitative data
based on the teacher perceptions of success, tier one supports used in classes, and ninthgrade student grades in their academic level courses. The grades of students were
compared to previous years’ grades. These grade data points were brought together with
the teacher perceptions of implement Tier 1 supports, impacts on student passing rates,
and the most effective tier one supports for students achieving a passing grade.
Purpose
Northern High School in the Northern York County School District has
implemented a Multi-Tiered System of supports framework during the 2022-2023 school
year. The framework was implemented because of the perpetual concern over student
achievement, behavior, and social connections. With the many interventions and supports
previously implemented, there lacked a continuity of data and systems in place to support
collective student achievement. Additionally, there is an evident concern over student
success in ninth grade as ninth grade is the year that has been the point of most transitions
for students coming from the middle school to the high school. Students coming from the

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41

middle school are given more liberties in the high school building through moving about
the hallways. Additionally, academic demands increase substantially from the middle
school level to the high school level causing levels of stress for students. These huge
adjustments for incoming ninth-grade students adds a level of risk for success coming
into their high school experience.
Early in the educational system, supports for inclusive environments have been a
focal point to create equitable learning environments. Many laws and court cases have
highlighted the need for the educational setting to support all learners from various
backgrounds. Working with individuals identified with learning needs under Individuals
with Disabilities Educational Act to those impacted by Section 504, student
accommodations are being put into place for their success. These specific student
populations are able to be targeted in supports within the traditional classroom setting.
Additionally, accountability systems have been established by government entities with
goals to provide all learners with standardized competencies. Through No Child Left
Behind and now, Every Student Succeeds Act, standards have been established for
learners to meet allowing schools to show equitable growth and learning. These systems
cause a need for school systems to continue to plan supports for all learners in the
classroom.
With the many legal demands, different programs have been created to help meet
the needs of learners in the educational system. Response to Interventions (RtI) and
Positive Behavior Intervention Systems (PBIS) were both effective measures taken by
many schools to meet the climbing demands of students. The Response to Interventions
system allowed for targeted academic supports for learners while the Positive Behavior

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Intervention Systems had focused efforts on interventions around behavior concerns.
With these systems at play, the Multi-Tiered System of Supports (MTSS) was developed
as a comprehensive framework to meet students’ needs. The Multi-Tiered System of
Supports was established as an umbrella that is able to house Response to Intervention
and Positive Behavior Intervention Systems and many other supports systems in one
framework to track all needs. Through the one MTSS framework, student needs are more
collectively monitored and addressed. The use of MTSS has shown an effective means to
meet student needs and address individuals’ academic, behavioral and social and
emotional learning.
With the continued success of a Multi-Tiered System of Supports, Northern High
School has implemented the framework in efforts to address student achievement. Seeing
the continued concerns over ninth-grade academic achievement and research showing the
higher needs of supports in this academic year, there is a concerted effort on ninth-grade
students’ academic performance in the form of grades. The impacts of the Multi-Tiered
System of Supports framework and students’ achievement will be the focus of the
research by working with the Multi-Tiered System of Supports team, observing and
interviewing teachers of ninth-grade academic courses, and a data review plan of student
academic success.
The research will first investigate the perception of ninth-grade core academic
teachers on Tier 1 supports in their classrooms. With the start of the MTSS framework,
there will be a concerted effort on strategies that impact student learning at the Tier 1
level. Perceptions of the impacts at the beginning and end of the year will allow for initial

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impressions and final reflections on the impacts of the varying Tier 1 strategies in the
learning environment.
As well as teacher perceptions, the impacts of Tier 1 strategies on student passing
rates for the ninth-grade academic courses will analyzed through grade reviews. With a
concerted efforts on Tier 1 supports, the passing rates over the past three years were
compared to the 2022.
The final area of investigation was observations of Tier 1 strategies used in the
academic core classrooms. Through observations of the implementation of the Tier 1
supports and use of different strategies, the qualitative data was used to compare to the
academic success of the students.
Through the collection, analysis, and review of collected data, the following
research questions were used:
1. What are ninth-grade teacher perceptions of Tier 1 MTSS supports before
implementation and after?
2. What is the impact of MTSS framework on ninth-grade student passing rates?
3. What are the most effective MTSS Tier 1 strategies for students to achieve
passing grades?
Setting and Participants
The Northern York County School District is located in south central
Pennsylvania. The school district can be found in the northwestern area of York County.
The Northern York School District is located between three cities which are Gettysburg,
York, and Harrisburg. The majority of attendees are from the community of Dillsburg
where there are approximately 2,500 people reside. The district has eight municipalities

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and a total population of about 24,500 (Northern York County School District, 2023,
para. 1). The Northern York County School District spreads over approximately 119
square miles. It is composed of five townships, eight municipalities, and three boroughs
(Northern York County School District, 2023, para. 1).
Within the Northern York County School District, there are six school buildings.
The high school houses ninth through twelfth grade students, a middle school that
comprises of sixth through eighth grade students, and four elementary buildings with
kindergarten through fifth grade students. Additionally, there are approximately seventy
to eighty students that attend the Cumberland-Perry Area Career and Technical Center
where they are able to receive training within specific trades. The district’s student
population is approximately 3,500 students with just under 1,100 students in the high
school.
The Northern High School includes one principal, two assistant principals, one
nurse, and four counselors. There are approximately sixty-five professional staff
members creating a student to teacher ratio of 20:1. Additionally, there is an online
program that is available for students in grades six through twelve. The online program is
offered in conjunction with the Capital Area Online Learning Association. The local
program’s name is Northern Online Academy (NOLA). Local teachers oversee the core
courses and many elective courses in the NOLA program. Those courses that are not
overseen by local teachers have teachers provided from the specific vendor to oversee the
coursework.
At Northern High School, ninth-grade students are given the option of academic
level courses or honors level courses in the core subject areas (English, Math, Science,

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and Social Students). The honors courses are offered in English, Science (through an
Honors Biology class), World Cultures, and Math (taking Geometry or Algebra II
course). Those participating in the ninth-grade honors courses had to have a teacher
recommendation from their eighth-grade teacher and met the prerequisite course or
performance needed to enroll in the courses. Students not participating in the honors
courses are all in the academic level.
The academic level at Northern High School is considered college preparatory
course work. Standard courses are for students not looking for post-secondary education.
The standard level courses were eliminated for ninth-grade students in the 2018-2019
academic year. Standard level courses still available to students in 10th-12th grade in the
core subjects. The purpose of this transition was to allow students an equal opportunity to
prepare themselves for their future. As students enter high school, their first year would
allow them the experience of academic courses and preparatory work for further
education if desired. All students are in a pathway to permit any career pathway going
forward from their ninth-grade year. In the academic level courses, teachers work to meet
learners of different levels needs and provide a rigorous learning experience within their
experiences. With the rigorous demands on all learners in ninth grade core courses
through honors or academic levels, students are able to select standard level courses
going forward in their following years knowing that they are not preparatory for post high
school educational experiences. This equitable opportunity for students in ninth grade
was met with a decrease in office referrals and a more accountable ninth grade learning
experience.

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Since the shift in the ninth-grade course selection removing standard level core
courses, there has been a rising concern over instructional practices that meet all learners
needs within the classroom with a disparity in ability. Through feedback and continued
collaborative work, teachers were looking for professional learning experiences that
would equip them with instructional strategies and tools that would allow for better
differentiation and personalization in the classroom.
Working through a cohort of teachers in partnership with administration, a MultiTiered System of Supports was created with targets on Tier 1 academic supports in the
classroom. These instructional strategies have come to meet the specific needs that
teachers have voiced based on their experiences in the de-leveled courses. The collective
efforts of the high school staff are to be intentional about specific supports within the
classroom to meet all learners’ needs and see an improvement in student achievement
with the ninth-grade students.
Intervention and Research Plan
Throughout the history of supports within the educational system, there has been
a continued growth in supporting all students. Throughout the shifts in educational needs,
the identification of specific supports for learners that struggled became apparent.
Therefore, rights were established for minorities and individuals identified with
disabilities. Through legal processes, disabilities under Section 504 and under Individuals
with Disabilities Act, student inclusion and supports are necessary for the learning
environment. No longer are educators able to provide broad stroke educational
experiences for all students, but there are requirements for all learners to receive learning
experiences based on their needs.

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The Northern York County School District has a structured Multi-Tiered System
of Supports framework established within the four elementary buildings in the district. As
the successes of student achievement are noted and targeted supports established,
secondary leaders identified a need to implement the system as well to track student
learning and address specific individual needs within the classroom more effectively.
With a lacking targeted support system in the middle and high school settings, the MultiTiered System of Supports framework was the best method to implement going forward
to help meet the many demands and needs of the learners.
With the implementation of a Multi-Tiered System of Support at Northern High
School in Northern York County School District, research focused on the largest forms of
supports which target Tier 1 supports during classroom. Due to the transition in building,
increases in expectations, and social demands, the ninth-grade students are of high-risk of
failure. Due to the high risk of this student population, ninth-grade student core courses
are the focus group of the research to support the student group at highest risk. The
supports enabling student achievement in the classroom align with the Tier 1 supports
from the Multi-Tiered System of Supports framework which drove the research. Looking
at specific Tier 1 supports in the classroom through observations and gathering feedback
from teachers regarding their perceptions of those tier one supports were essential data
pieces. Additionally, the student achievement in the form of grades during the academic
year are telling of the effectiveness of those strategies implemented regularly in the
classroom.
In order to formalize the research, the focus was student success and teacher
perceptions within the Multi-Tiered Systems of Support framework. Quantitative and

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48

qualitative data was collected for these areas of focus. The researcher started with a focus
on ninth-grade students in their core courses because of the many variables at play
transitioning from the middle school while also academic success is often tied to
continued success throughout their high school experience. To proceed with research, the
Institutional Review Board approved the research plan, materials, and process, to allow
for continuation and validity of the research plans.
A proposal for the research with all research plans was created for the Institution
Review Board to review for context and approval of the action-research. The context for
the research, purpose, and objectives were all provided by the researcher for the board to
have a comprehensive understanding of the process. The risks for all parties involved in
the action-research were also disclosed in the proposal for further understanding.
Financial components of the action-research were another component as well of the
proposal given to the Institution Review Board. The Institution Review Board provided a
letter of acceptance upon review (Appendix A).
Part of the supplemental materials given for review were also a letter of approval
(Appendix B) provided by the Northern York County School District to conduct actionresearch at Northern High School while understanding conditions and potential risks.
This letter was received from the Northern York County School District Superintendent,
Mr. Steve Kirkpatrick. The letter acknowledged that teachers were volunteering for the
participation in action-research, data would be collected confidentially, there was lowrisk in the action-research, and that interviews were going to be conducted at the
beginning and end of the year. Additionally, consent and disclosure forms (Appendix C
and Appendix D) were submitted to have teacher participation in classroom observations

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and interviews regarding perceptions of Tier 1 supports in the classroom. The forms were
provided to teachers to be signed acknowledging the action-research. Information
regarding voluntary participation, process of the research plan, and information about
whom the participants are able to contact if there were concerns or questions about the
research plan. Additionally, clear language was used in the forms to provide
understanding that their participation can be withdrawn whenever they would desire as
this is completely voluntary. Each teacher was provided these forms for review and
needed to return them to the researcher in order for the research to take place. These
forms and letters were all part of the Institution Review Board’s files reviewed to permit
the action-research. The Institution Review Board had to approve the materials prior to
teacher reviews and evaluation of participation plans.
Throughout the academic year, teacher observations were a data point that
allowed for identifying Tier 1 supports being implemented in classroom instruction
regularly. The data collected were noted before instruction, during instruction, and after
instruction. These areas are focused due to the nature of engaging students throughout the
entire instructional timeframe. Additionally, Tier 1 supports were categorized as
impacting academics, behavior, or social and emotional learning. These three areas were
coded during observational periods and often had overlapping identifiers. Two teacher
observations per marking period were completed to acquire the qualitative data from the
classroom and see numerous opportunities for implementation of strategies in the
learning environment. Additionally, grades on summative assessments were collected
throughout the academic year in their academic core courses to look at passing rates on
assessments. Historical grades from the previous two years were gathered from the

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50

student information system for the same courses and used to compare to the current
academic passing and failures rates.
Aside from the observational data and grade comparisons, interviews were
conducted with the participating teachers from the ninth-grade core academic courses.
Teacher interviews were conducted in the first part of the academic year. The questions
allowed for teachers to share commonly used Tier 1 instructional strategies and
perceptions of the effectiveness of those strategies. The initial interview was conducted
prior to the start of concentrated professional development during the academic year
about Tier 1 supports and also prior to the end of the first marking period to get an
understanding of teacher perceptions and beliefs.
During the last month of school, the same interview was used again to discuss
perceptions of Tier 1 supports during instruction of class, and which supports had the
most impact on student achievement. This interview provided another set of qualitative
data to compare to the beginning of the year and brought to analysis with the tier one
supports that were frequently used and academic success of the students. The perception
adjustments and effectiveness in reflection were all part of the goal from the teacher.
Additionally, the impacts on the student learning outcomes were noted based on those
perceptions. All action-research was completed during the course of an academic year
spanning from September 2022 to June 2023.
With the use of grades as data, interview feedback, and observational evidence,
there are no fiscal implications throughout the research process. All work was done
without any needs of financial support or impacting the district or building’s finances.
Professional development throughout the course of the year was conducted to support

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51

Tier 1 instructional strategies in the classroom, but there were no financial needs to allow
for these trainings to occur. Additionally, no resources were needed to be brought in or
used in the professional learning and implementation of the action-research project.
Methods of Data Collection
A mixed-method approach to data collection was used throughout the actionresearch process. Qualitative and quantitative data were collected throughout the actionresearch for analysis. Qualitative data was collected through interviews of participating
teachers in ninth-grade core academic courses. Additionally, classroom observations
were conducted with a focus on Tier 1 supports as part of the class period. Quantitative
data was collected through acquiring grades on summative assessments during the 20222023 academic year. These grades were pulled from the gradebooks of each participating
teachers’ students. Additional quantitative data was collected through student overall
grades in ninth-grade core academic courses for the past three years. These were
compared to the current, 2022-2023, academic year in an effort to gauge the impacts of
the focus on Tier 1 supports during instructional class periods.
The previous grades for students from the past three years provided a baseline in
performance of ninth-grade students in their academic core courses – English, Earth and
Space Science, World Cultures, and Algebra 1. These historical academic performances
gave insights into traditional failure rates in the recent years. This allowed for comparison
to the 2022-2023 academic year performance when there was a focus on a Multi-Tiered
System of Supports and Tier 1 supports being intentionally implemented for all learners
in the class. The comparative results would show the impacts of the performance on
student achievement and passing rates with the intentional implementation of supports.

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52

The student overall grades were used as the specific data point for comparative analysis
with the historical grades that were acquired.
Teachers participating in the research were given a number code to keep
confidentiality and used within all documentation. The teachers participating were then
interviewed about their perception on the impacts of Tier 1 supports within classroom
instruction and the supports that make the most impact on student achievement. The same
interview questions were used at the end of the research timeframe to gauge perception
changes from the focused work with the Multi-Tiered System of Supports at the Tier 1
level that have been implemented. Throughout the course of the academic year,
professional development opportunities were provided to the teaching staff to support the
work of implementing tier one supports that help meet the learning needs of all students.
These embedded professional learning opportunities allowed for teachers to continue to
grow in their understanding of impacts and also equip them with further strategies.
Therefore, the same interview questions being asked at the end of the year were to gauge
further understanding and beliefs in the impacts throughout the course of the year. The
interview questions were as follows:
1. What subject area do you teach?
a. English
b. Social Studies
c. Mathematics
d. Science
2. Approximately what percent of 9th grade students pass your courses?
a.

90-100%

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53

b. 80-89%
c. 70-79%
d. 60-69%
e. 50-59%
f. Below 50%
3. What are your perceptions of MTSS Tier 1 supports in the classroom?
4. What Tier 1 strategies are implemented in your classroom?
5. What is the frequency of specific strategies (daily, weekly, monthly, quarterly,
semesterly, one attempt)?
6. What do you believe are the Tier 1 strategies have the strongest impact on student
achievement?
7. What do you believe are the Tier 1 strategies have the weakest impact on student
achievement?
8. What are reasons that students are academically successful in your classroom?
9. What are reasons that students struggle academically in your classroom?
10. Are there any other additional thoughts you’d want to share?
Each participating teacher was interviewed during non-instructional times and allowed to
provide supporting evidence as they deemed appropriate.
Within each of the four marking periods during the academic year, two
observations were conducted of the participating teachers’ classes. Observational data
was collected on Tier 1 supports being implemented in class. The documentation of
supports was separated into before the instructional time, during the instructional times,
and then at the end of the instructional period. As Tier 1 supports were identified within

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each time of class, the student response to the Tier 1 support was documented as well.
The observational effectiveness was noted to identify whether it would be considered a
successful strategy at that time. Additionally, each Tier 1 strategy implemented during
class was identified as targeting behavior, academics, or social-emotional learning. Some
Tier 1 strategies embedded during classes overlapped their impacting areas and these
were noted with more than one label. The data collection was organized into a
spreadsheet that contained the following information:
1. Teacher Number – used for confidentiality and anonymity
2. Marking Period Observations – four marking period throughout the academic year
and two observations per marking period
3. Period which the Observation was Conducted
4. Tier One Supports Implemented
a. Targeted Areas of Impact – academic, behavior, social and emotional
learning
b. Observed Effectiveness of the Strategy
These organized pieces of qualitative data were used in comparison with the quantitative
data collected. The data collection sheet that was used had the following components:
1. Teacher Code:
2. Date:
3. Period:
4. Beginning Class
a. Tier 1 Supports
b. Perceived Effectiveness

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c. Student Engagement (eye contact/body language, following procedures,
without distractors)
5. During Class
a. Tier 1 Supports
b. Perceived Effectiveness
c. Student Engagement (eye contact/body language, following procedures,
without distractors)
6. End Class
a. Tier 1 Supports
b. Perceived Effectiveness
c. Student Engagement (eye contact/body language, following procedures,
without distractors)
7. Notes:
A source of quantitative data collected during the year was student performance
on summative assessments during the academic year. This information was broken down
by marking period to evaluate performances with conjunction of the Tier 1 supports
being implemented in the classrooms. Student identifiers were removed, and a coding
system was used to identify students to provide confidentiality. To acquire the summative
assessments for the academic year, a report was run through, Schoology, the school’s
learning management system, to export all grades into a spread sheet. The data was coded
and summative assessments left for analysis while all other graded assignments were
removed from the data points.

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A final piece of quantitative data collected was student final grades in the core
academic courses over the past three academic years – 2019-2020, 2020-2021, and 20212022. To collect this data, a comprehensive report was completed through the district’s
student information system, Sapphire, which allowed for final grades for every student
enrolled in courses during those specific years. The comprehensive data needed to be
reviewed to pull out the specific data points from the three previous years. The data was
pared down for each year. The data contained the following information:
1. Student Number – coded number to provide confidentiality
2. Year – academic year for which the data was collected
3. Grade Level – grade of individuals in the courses
4. Course – Algebra 1, Earth and Space Science, English 1, and World Cultures
5. Teacher Name
6. Grade Number – numerical value of the final grade
7. Pass/Fail – indicating if students passed the course or failed it
The collected data was separated further to identify the data that directly relates to
teachers participating in the action-research to assist with to developing comparative
results from previous years and the current, 2022-2023, academic years. The data set that
was pulled out had the following identified areas for focus:
1. Teacher Code
2. 19-20 Academic Year
a. Passing
b. Failing
c. Percent Passing

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3. 20-21 Academic Year
a. Passing
b. Failing
c. Percent Passing
4. 21-22 Academic Year
a. Passing
b. Failing
c. Percent Passing
This data was used to compare to academic performance for the 2022-2023 school year.
Throughout the data collection and analysis process, there were no financial
requirements and needs. The collection of quantitative data was acquired through reports
within the already existing learning management system and student information system.
The observational data collected was during instructional time periods of the school day
and required no financial needs as well. There were no budgetary requirements for the
action-research.
Validity
Validity for the action-research is a vital component to the authenticity of the
work done. Due to a mixed-methods approach to the data collect and analysis, there must
be mixed methods of validity to the research as well. Conducting qualitative and
quantitative research throughout the process provided opportunities to support the
findings with valid methods.
During the analysis, the researcher used evaluative validity for the qualitative data
collected during the action-research. All research being presented will need to be done in

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an unbiased way to share the data reliably. Additionally, all interview data will not be
judged by the researcher in the collection process. The qualitative research collected
through observations will not be judged or evaluated in acquisition, again, providing a
reliable and valid analysis of the collections.
While looking at the quantitative data, validity will be provided based on the
outcomes of testing. Therefore, the collection of assessment scores within the core
academic ninth-grade courses this academic year and the historical performance of
students in the course from the past three years results in benefits and are not detrimental.
The results can be furthered used to support student learning and achievement within
classroom instruction. The goal being to see students be supported during instruction and
have academic success because of the supports embedded. The academic performances
are indicators of success from this year’s focus on Tier 1 supports and are compared to
historical performances that didn’t have a similar focus.
Another source of validity and increased rigor is the triangulation of data from the
different sources. Using the observational data, assessment scores and historical
performances, the verification of the data through the multiple measure assuring that the
objects of student achievement based on tier one supports was the focus and supported
through the data collected in the action-research process. The researcher’s ability to
validate the action-research is key to the success and reliability of the research.
Summary
The researcher’s approach to the action-research provided a clear understanding
of how to complete the process. Through interviews, classroom observations, data
extraction from current gradebooks and using the student information system to gather

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historical grades, the researcher has engaged in a comprehensive approach to address the
questions driving research:
1. What are ninth-grade teacher perceptions of Tier 1 MTSS supports before
implementation and after?
2. What is the impact of MTSS framework on ninth-grade student passing rates?
3. What are the most effective MTSS Tier 1 strategies for students to achieve
passing grades?
The interview experiences at the beginning and end of the academic year enabled data
that address the first question regarding teacher perceptions of Tier 1 supports. The focus
on Tier 1 in the classrooms and seeing them with observations allows for a coupling with
grades to see academic performance and passing rates for the core ninth-grade academic
classes. Lastly, the most commonly used strategies with the highest passing rates in the
courses allowed for further solidification of the last question regarding effective
strategies being implemented. Ultimately, the researcher was able to conduct effective
valid research to support the objectives of the entire project.

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Chapter IV
Data Analysis and Results
The primary goal of the research was to investigate the impacts of Tier 1 supports
on 9th grade academic achievement. One area of focus was the teacher perceptions of Tier
1 support through the Multi-Tiered System of Supports framework. Teacher perceptions
provided qualitative data around Tier 1 strategies perceived as effective and their beliefs
in Tier 1 having an impact on student achievement. Additionally, student grades
throughout the academic year were used to identify the passing rates of individuals in
comparison with previous years. The Northern York County School District teachers
were provided professional development on Tier 1 strategies that would contribute to
student academic success. Thus, the passing rates of students are a focus for the success
of implemented strategies. Due to the focused efforts on Tier 1 supports in the classroom,
grades from the 2022-2023 academic year would reflect impacts of intentional
implementation of instructional strategies. The strategies used most frequently in
classrooms coupled with the high passing rates of students showed the most effective
strategies for student achievement. The specific questions that were answered through the
research are:
1. What are ninth-grade teacher perceptions of Tier 1 MTSS supports before
implementation and after?
2. What is the impact of MTSS framework on ninth-grade student passing rates?
3. What are the most effective MTSS Tier 1 strategies for students to achieve
passing grades?

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Results
Throughout the course of the year, teachers in the Northern York County School
District were charged with an intentional focus on Tier 1 strategies embedded in their
instructional practices to support student learning and academic achievement. The
teachers participating in the research project were observed for the implementation of
Tier 1 strategies, interviewed at the beginning and end of the year for their perceptions of
Tier 1 strategies and effectiveness, and student passing rates were collected from the
three previous years and the 2022-2023 academic year.
During the 2022-2023 school year, participating teachers were interviewed during
the first marking period and again near the end of the year. In the interview, teacher
perceptions of Tier 1 supports through an MTSS framework were discussed. Appendix E
provides the interview questions used.
Teacher perceptions were gathered at the beginning of the year prior to
professional development implemented at Northern York High School through teacher
interviews. Each participating teacher were asked their specific perception of MTSS Tier
1 supports in the classroom during interviews as seen in Appendix E number 3. Table 1
shows the participating teachers’ response(s) to the question about their perceptions. At
the end of the year, the teachers’ second interview was held with the same questions used
in the beginning of the year as seen in Appendix E. The responses from teachers shifted
from the beginning of the year and can be seen in Table 2.
Table 1
Teacher Perceptions of Tier 1 Supports at the Beginning of the 2022-2023 Year

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Table 2
Teacher Perception of Tier 1 Supports at the End of the 2022-2023 Year

The academic success of ninth-grade students is a major concern and another
major component of data collection. Ninth-grade student success was defined as passing
courses. Ninth-grade student grades were collected from the academic level courses Algebra I, Earth and Space Science, English I, and World Cultures. The student passing
rates are seen in Table 3. These percentages were calculated through the number of
students passing the course compared to those enrolled in the specific courses during the
specified academic years.
Table 3
Three Year Student Passing Rates for Ninth-grade Core Courses

IMPACTS OF TIER 1 SUPPORTS ON 9th GRADE ACHIEVEMENT

The student passing rates for the 2022-2023 year were collected as well for
comparative analysis due to a focused effort from teacher on implementing Tier 1
supports in their classrooms. The passing rates from the 2022-2023 school year can be
seen in Table 4. Grades in the courses were comparable to previous year’s scores with
higher passing rates in Academic English and lower passing rates in Academic World
Cultures courses.
Table 4
Ninth-grade Student Passing Rates for Core Courses in 2022-2023

Data for each teacher participating in the research was acquired for their specific
academic core course. Table 5 shows the passing percentages for each teacher
participating in the research over the past three years. As noted, some of the research
participating teachers did not teach the course over the past three years which provided
fewer specific data points for them.
Table 5
Teacher Specific Passing Rates for Ninth-grade Core Courses Over Three Years

63

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In Table 6, the 2022-2023 data for passing rates for the teachers participating in
research. The passing rates over the past three years for the specific teachers participating
in the research were numerically compared to their passing rates in the 2022-2023 school
year to see in the intentional implementation of Tier 1 supports would positively impact
student learning.
Table 6
Teacher Specific Passing Rates for Core Courses in 2022-2023

Another point of data that was acquired for comparison was the student
performance on participating teachers’ assessments. Quiz and test scores were pulled out
for comparison throughout the year. The assessment scores each marking period are
shown for quarter one in Table 7, quarter two in Table 8, quarter three in Table 9, and
quarter 4 in Table 10.
Table 7

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First Quarter Teacher Assessment Average Scores in Percentages

Table 8
Second Quarter Teacher Assessment Average Scores in Percentages

65

IMPACTS OF TIER 1 SUPPORTS ON 9th GRADE ACHIEVEMENT

Table 9
Third Quarter Teacher Assessment Average Scores in Percentages

Table 10
Fourth Quarter Teacher Assessment Average Scores in Percentages

66

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During teacher interviews, teachers were asked about the most impactful Tier 1
supports and the ones that have the least impact (Appendix E). The most impactful Tier 1
supports as perceived as teachers at the beginning of the year are in Table 11. The
perception from teachers shifted and are in Table 12 for the most impactful Tier 1
supports as of the end of the year. In addition to the strongest impacts, teachers were
asked which Tier 1 supports have the weakest impact on students and results can be seen
in Table 13 for the beginning of the year and Table 14 for the end of the year.
Table 11
Teacher Perception of the Most Impactful Tier 1 Supports Beginning of the Year

IMPACTS OF TIER 1 SUPPORTS ON 9th GRADE ACHIEVEMENT

Table 12
Teacher Perception of the Most Impactful Tier 1 Supports End of the Year

Table 13
Teacher Perception of the Least Impactful Tier 1 Supports End of the Year

68

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Table 14
Teacher Perception of the Least Impactful Tier 1 Supports End of the Year

Teachers were observed two times each marking period. The observations were
used to identify Tier 1 supports being implemented before the instruction, during
instruction, and after instruction. The positive impact on the learning environment was
gauged by student response through verbal and nonverbal cues. In particular, when a
teacher would intentionally use a Tier 1 strategy, the students completing the expectation
would be considered successful. Another example of a successful strategy would be
students being able to complete tasks without prompting or further instructions needed.
Conversely, ineffective strategies were observed through students not responding or
unable to complete or disengage in expected activities despite the Tier 1 supports being
implemented. Each teacher had specific strategies that were used most frequently having

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a positive impact on the learning environment. Tables 15, 16 and 17 show strategies that
were used more than 3 times during observations and had positive impacts on students.
Table 15 shows each teacher’s most used strategies before instruction; Table 16 shows
the most common strategies during instruction; Table 17 shows the most common
strategies used by teachers after instruction. The most ineffective strategies used during
the observational data collection time periods are in Table 18. These are the culmination
of all teachers for each instructional period.
Table 15
Tier 1 Strategies Resulting in a Positive Impact on Students Before Instruction

Table 16
Tier 1 Strategies Resulting in a Positive Impact on Students During Instruction

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Table 17
Tier 1 Strategies Resulting in a Positive Impact on Students After Instruction

Table 18
Culmination of Tier 1 Strategies with Ineffective Results During Class Periods

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The use of historical student grades, current student grades in the 2022-2023
academic year, teacher interview and teacher observations, assisted in addressing the
research questions.
Discussion
As teacher interviews were conducted, the perceptions of Tier 1 supports from the
Multi-Tiered System of Supports framework were able to be shared. During the
beginning of the year, all teachers had positive things to say about the intentional use of
Tier 1 supports aside from T104 and T105. These two teachers had wavering views as to
the effectiveness on student achievement and viability of implementing them with
authenticity. No teachers shared that the intentional supports would be disruptive or a
preventative to student achievement which shows that there is a belief in effectiveness to
some degree. At the end of the year, teacher perceptions shift slightly with three teachers,
T103, T104, and T108 having skeptical comments. T104 seemed to have a consistent
concern over impacting all students and that the intentional supports only benefit few
despite the goal of engaging all learners for success. Teachers T103 and T108 both

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shifted perspective to a student option belief. They both shared concern over student
impacts and engagement in them for their success. Through the interview process, the
teachers participating had an overall more negative perception of Tier 1 supports having a
positive impact in student learning.
Over the past three years, passing rates for the ninth-grade core academic level
courses have not been consistent. In all four content areas – Algebra I, Earth and Space
Science, English I, World Cultures – the 2020-2021 academic year saw a drop in passing
rates. This was the year that COVID had the largest impact on student learning as
Northern York County School District worked on a hybrid schedule with students
alternating in-person instruction days. If the 2020-2021 year’s passing percentages are an
outlier, the passing rates from the current, 2022-2023, year can be more appropriately
compared to the other two historical academic years – 2019-2020 and 2021-2022.
Considering this adjustment, the Algebra I passing percentage in 2022-2023 was
88.0% compared to 89.8% and 90.8% in 2019-2020 and 2021-2022 respectively. The
passing percentages for the 2022-2023 year are slightly lower than 2019-2020 and 20202021. These results would show that intentional implementation of Tier 1 supports during
the 2022-2023 year did not positively impact passing rates for students. One possible
contributor could be the addition of lower-level students into the academic level course.
During the 2022-2023 academic year, administration eliminated a leveled Algebra I
course for lower achieving students and pushed those individuals into the academic level.
This increased the number of students in those courses and may be a contributing factor
to the drop in passing rates from previous years.

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In Earth and Space Science, the passing rate was 89.2%. In the two comparable
academic years, 2019-2020 and 2021-2022, student passing rates were 93.1% and 89.1%
respectively. This shows a 0.1% increase in student passing rates during this year. The
slight increases can be considered minor as the variation of passing between the
comparing years were 4.0%. Therefore, the intentional work with Tier 1 supports do not
to have impacted student passing in the academic Earth and Space Science course.
English I had a notable increase in student passing rates, 11.8%. The previous
comparable passing rates from 2019-2020 and 2021-2022 were 87.7% and 81.4%. The
increased scores appear to show student passing rates were impacted by instructional
changes from the Tier 1 supports being implemented.
The World Cultures passing percentages plummeted relative to comparable years of
2019-2020 and 2021-2022. The passing rates this year were 83.3% whereas previously
they were 90.3% and 91.9%. These results point to some contributing factor to a
significant decrease in student performance in this course.
Looking at specific teacher passing rates for their courses, four of the seven
participating teachers had higher passing rates than the average for their course during the
2022-2023 school year. This indicates that the majority of teachers involved in the
research were able to provide supports that allowed for greater passing rates than others
in the grade level.
Aside from overall passing rates, student assessment performance data was used to
look at overall performance due to the implementation of intentional supports from Tier
1. T101 had students perform similarly in the first two marking period with about 77%
passing rates on assessments and then saw a drop for the last two marking periods with

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69.4% and 72.5% in marking periods three and four respectively. T102 had an increase
each marking period throughout the first three marking periods of the year with 66.9%,
69.7%, and 72.8%. In the last marking period, the passing rate dropped to the lowest for
the year with 61.7%. T103 had a drop in under 1% each marking period starting at
60.2% from the first to the third, but the last marking period showed the highest passing
rate of 71.5%. T104 had a 66.0% passing rate in the first marking period which dropped
to a 63.7% in the second marking period. From there it climbed consistently to 65.5% and
ending with the last marking period at 71.3%. T105 had 76.9%, 77.3%, 69.1% and 69.6%
passing rates over the four marking period. T107 started with the highest percentage of
passing students with 69.2% passing and then dropped to the lowest with a ready increase
at 51.2%, 54.1% and 59.3%. Lastly, T108 had a 75.7% passing rate in the first marking
period, 28.9% in marking period two and 72.0% in the third marking period. T108 had no
assessments in the last marking period.
With the variation in student passing rates on assessments during each marking, it
shows that there was no connections between the continued use of Tier 1 supports
implemented in the classroom throughout the year and student performance on
assessment. There was belief that throughout the year teachers would continue to use
strategies to help students perform on assessments showing their learning, but the data
did not support that belief for the participating teachers.
The last research question regarding most impactful strategies being used in the
classroom has a varying result. All strategies being used did not impact student passing
rates enough to see any results in cumulative student grades or through their assessment
scores throughout the year. Despite the lack of impact on passing, there were supports

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used in the classroom that engaged students more than others. The common strategy used
before instruction was teacher connecting to students in a personal way. This strategy was
most repeated among the strategies that were used with all teachers. During instruction,
small group conferencing held the highest impact on student engagement. All teachers
had small group conferencing with students resulting in productivity and engagement in
the classroom. In the end of class, after instruction, there were not many consistently used
strategies summarizing or engaging students. Many teachers appeared to lack an ending
to class summarizing or engaging students into the end. The least impactful strategies
used throughout instructional timeframes were when teachers would make collective
announcements, reminders, and requests. These did not engage students and were often
ignored. Throughout the interview process, T101 was the only teacher that named the
most impactful observed strategy during the second interview as having some of the most
positive impacts. All teachers did not identify the observed ineffective strategy most used
during the interview process.
Summary
In conclusion, the data was able to provide an encompassing approach to the
impacts of Tier 1 supports being implemented from the Multi-Tiered System of Supports.
The impact on student passing rates seems to be ambiguous, but there were definite
strategies that held higher impacts on student engagement and performance in the
classroom.
With interviews at the beginning and end of the year for participating teachers, the
overall perceptions of Tier 1 strategies became more negative towards their impacts.
Additionally, with the intentional implementation of Tier 1 strategies in the classroom,

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there has not been a notable impact on students passing rates of ninth-grade academic
core courses compared to the three previous years. Through observational data, the most
engaging and impactful Tier 1 strategy in the classroom was small group conferencing.
Through the use of small group conferences, students were more inclined to complete
tasks and engage in the classroom.

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Chapter V
Conclusion and Recommendation
The purpose of this research study was to determine the impacts of Tier 1
supports from a Multi-Tiered System of Supports on ninth-grade student achievement in
their academic level core courses – Algebra I, Earth and Space Science, English, World
Cultures. The Northern York County School District’s High School focused on Tier 1
supports being intentionally implemented in the classroom for students to find success,
the research looked at the impacts of those intentional practices and actions throughout
the academic year. In particular, there were three focal points to identify impacts of Tier
1 supports on ninth-grade student achievement. Teacher perception of Tier 1 supports in
the beginning and end of the 2022-2023 academic year were gathered through an
interview with participants. The teacher perceptions were to identify teacher buy-in and
perceived effectiveness towards student achievement. The passing rates of students were
the second focus point for the research. Quantitative data was used to look at the passing
rates of students on assessments during the 2022-2023 academic year as a measure of
student success due to the implementation of Tier 1 supports. Another quantitative data
set that was used to measure impacts of Tier 1 supports on passing grades were the
students’ overall performance in the core academic courses compared to the last three
years. The third focal point of the research was to identify the most impactful Tier 1
supports impacting student passing courses. Using observational data, each participating
teacher was observed twice a marking period during the 2022-2023 school year to
identify the most impactful Tier 1 supports on student passing.
Research Conclusion

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The overall findings indicate that the first year of implementing a Multi-Tiered
System of Supports at Northern High School was not successful in influencing ninth
grade passing rates. The teacher perceptions of the effectiveness of Tier 1 supports in the
classroom slanted more negatively from the beginning to the end of the year. The
implementation of MTSS did not impact student passing rates for ninth-grade students in
the academic level core courses as the passing rates over the last three years were
comparable to the 2022-2023 academic year. Lastly, there were no strategies identified
that would contribute most to students passing courses.
Research Question 1
Q1: What are ninth-grade teacher perceptions of Tier 1 MTSS supports before
implementation and after?
For change to happen, those implementing it must believe in the outcomes. The
Northern York County School District High School started the 2022-2023 academic year
with professional development and collective planning to have intentional
implementation of Tier 1 supports through an MTSS framework for student success. The
teacher buy-in to the process is essential to the effectiveness of the work. Therefore, the
perceptions of teachers were a key component to the success of the work. During the
beginning of the year interviews, teachers were energetic and held a positive position
towards the impacts of supports.
The desire was for all participating teachers to see the possible impacts of Tier 1
supports at the beginning of the year with hope that they would be impacting students
passing assessments and the overall course. Additionally, the belief was that teachers
would be confident in the effectiveness and impacts on student achievement at the end of

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the year after conscientious implementation of supports. Through implementing different
Tier 1 supports, teachers would be able to find the most impactful supports impacting
student achievement. During the beginning of the year, teachers held positive regards for
the effectiveness of the work of Tier 1 supports and at the end of the year, the perception
took a dip in belief. There was an evident shift from believing that working to implement
Tier 1 supports to help students were less effective and student buy-in was a large factor
to success.
The more negative shift in perception brought on surprise as the fade from
enthusiasm was not expected. There could be many reasons for the shift of perceptions
from the participating teachers in the research. A positive approach was taken going into
the year with high hopes of successfully engaging all learners, but as the year goes on and
student’s performances waivered, the beliefs shifted. This was evident through the data
collected in the interviews with each teachers’ perception as seen in Table 1 and Table 2.
With the dwindled perception of the effectiveness of Tier 1 supports in the
classroom, Northern High School needs to provide specific strategies to engage students
that continue to support student learning. When teachers continue to use ineffective
strategies or see students not performing well, there needs to be a shift to proven effective
strategies for students to have them achieve. As teachers continue to struggle with student
engagement and achievement, the belief in effective strategies dips until they are able to
consistently engage students in meaningful learning experiences with those effective
strategies that have shown to be effective. There was an imbalance in what teachers
perceived as effective and the actual supports that positively impacted the learning
environment. An alignment in intentional work and those strategies that were observed as

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engaging learners would help with student success and could further instill the belief that
Tier 1 supports positively impact student achievement.
Northern High School could help with the work by allowing teachers to share out
those effective strategies that have been successful and administration sharing out
observed and research-based strategies that engage learners most effectively. Providing
direction for teachers and supports within specific strategies could also positively impact
teacher perceptions of the effectiveness of their work.
Research Question 2
Q2: What is the impact of MTSS framework on ninth-grade student passing rates?
After reviewing passing rates for ninth-grade academic core courses for the past
three years and comparing them to passing rates for the 2022-2023 school year, the
implementation of a Multi-Tiered System of Supports has not impacted the passing rates
for students.
Looking at the data from the 2019-2020, 2020-2021, and 2021-2022 school year,
there was an obvious dip in the passing rates for the 2020-2021 school year. This made
comparative analysis more challenging because the passing rates were outside of
expected results. A major contributing factor to this was Northern High School worked
on a hybrid schedule for students where they came to school in person two days of the
week and were virtual the other three days of the week. This hybrid schedule was put into
place because of the COVID restrictions that were put into place. Additionally, during
this time, teachers were learning how to use the learning management system, Schoology,
for the first time and struggled to effectively provide materials for students throughout
the year. The hybrid schedule was a barrier to students receiving instruction and

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accountability in learning. This was a major factor in the reduced passing rates in 20202021 making comparative analysis more difficult.
To more effectively compare the passing rates for successes of implementing
MTSS at Northern High School, data being collected needs to be from years with a
consistent schedule unlike the 2020-2021 academic year. Using the 2018-2019, 20192020 and 2021-2022 academic passing rates compared to those when MTSS was
implemented, 2022-2023 and beyond, would provide a more comparable foundation for
the success. With the current data, the impacts of MTSS are not impacting passing rates.
The participating teacher passing rates provided a barrier to appropriate
evaluation of effectiveness of MTSS as well. With only three teachers having taught the
same academic core class for the past three years, there wasn’t sufficient data for a more
comprehensive analysis of each teacher’s successful implementation. Without
comparative passing rates from previous years, the effectiveness after the first year of
implementation isn’t possible. To continuing research about the effectiveness of Tier 1
supports on passing rates, the teachers must be teaching the same course for multiple
years. Additionally, the participating teachers remaining with the same courses would
allow for further investigation in success after the first year of the implementation of
MTSS.
Another conclusion from the passing rates that needs considered is the adjustment
to the Algebra I course. The 2022-2023 academic year was the first year that eliminated a
lower level of Algebra I and consolidated all students taking Algebra I in ninth grade to
one academic level. This adjustment inhibited historical data for teachers as they taught
the lower level of Algebra in the past. Additionally, the passing rates for the 2022-2023

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year had a larger student population of ability than historically seen which is a
contributing factor to more disparity in passing rates from the past three years.
The passing rates for student during the 2022-2023 academic year where a MultiTiered System of Support was implemented did not have an impact on students passing
their academic core courses outside of traditional passing rates. This result was not
expected as the belief of MTSS providing strategies to engage learners and the ability to
target supports for specific struggling learners was not effective in increasing passing
rates. Data showed consistency of passing rates, aside from the 2020-2021 academic
year, and coincides with the findings in this study.
Assessment passing rates were another source of unexpected results throughout
the research process. With the intentional implementation of Tier 1 supports to promote
student learning and engagement, the assessment passing rates were lower than course
passing rates. The marking period with the highest passing rates on assessments was the
first marking period and teacher T101 at 77.9% passing summative assessments. The
passing rate for T101 for the 2022-2023 academic year was 88.2%. Another participating
teacher, T108 had no summative assessments during the fourth marking period. This
difference in assessment passing rates and course passing rates was evident with all
participating teachers. There was an evident consistency in students’ assessment passing
rates being much lower than the overall course passing rates. The results raise concern at
Northern High School for how assessments are being used, student preparation for
assessments, and the balance between assessments representing student ability versus
work completion.

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Due to the lack of continuity between assessment scores and passing rates, the
Northern High School administration and district leadership need to look at assessment
practices and how students are prepared for the assessments. With the intentional work of
MTSS, students should be able to find more success on assessments rather than have a
disparity between scores and passing rates.
The assessment and student passing rates results cause a need for Northern High
School leadership to approach MTSS and Tier 1 supports in a differently. With the goal
to positively impact student achievement, results have not aligned with those
expectations. Therefore, leadership needs to provide research-based strategies and
evaluate how learning is measured with teachers to support the success of students.
Through training in research-based strategies and effective ways to evaluate learning,
student achievement would be more directly impacted.
Research Question 3
Q3: What are the most effective MTSS Tier 1 strategies for students to achieve
passing grades?
Through teacher interviews, the most effective strategies for student success were
asked and results can be seen in Table 11 for the beginning of the year and Table 12 for
the end of the year responses. There was hope that a common strategy would be
identified by the participating teachers, and it would be similar at the end of the year
interview with data showing effectiveness as well. The teacher perceptions of effective
Tier 1 strategies changed from the beginning and end of the year. The only consistency
was found in T104 projecting “immediate feedback” as an important Tier 1 strategy for

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student success and then reinforcing that belief at the end of the year. Otherwise, there
weren’t any similarities among initial and end of the year interview responses.
All Tier 1 strategies being used did not impact student passing rates enough to see
any results in cumulative student grades or through passing summative assessments
throughout the year. With the lack of specific strategies directly impacting student
passing, there were Tier 1 strategies that were observed in classes that allowed for a
larger impact on student engagement and participation.
During the observations of participating teachers, the effective strategies at the
beginning, during and after instruction were different. Before instruction, the most
effective Tier 1 strategies on student engagement can be found in Table 15. Among all of
them, personal conversations with students were a common thread among three of the
seven teachers as a means to engage students before the instructional time. Another
commonly used and effective strategy was reiterating directions and expectations. The
repetition of information allowed learners to engage in the expected outcomes and
allowed for an effective strategy to be commonly used by three of the seven participants.
During the instructional timeframe, the most effective Tier 1 strategy used by all
participating teachers to engage students was small group conferencing. As observations
occurred, all the teachers used small grouping of students at different points of the year.
During that timeframe, the teachers would conference with groups of students to gage
questions, completions, and needed supports. Aside from designated group work,
teachers also were observed during instructional times pulling small groups for specific
work in the content area while others worked independently or with small groups.
Without a doubt, small group conferencing was the Tier 1 strategy that had the biggest

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impact on student engagement during the instructional timeframe of class. This strategy
did not directly transfer into a higher passing rate on assessments or passing the course
but did provide the most productive results.
At the end of the instruction timeframe of a class period, teachers often did not
engage students. Two of the seven participating teachers used strategies to engage
students into the end of the time, but the other five teachers did not use any strategies to
further engage learners. The lack of closing activities, summarizers, or engagement
practices was a large surprise to see throughout the observation process. As class periods
come to an end, teachers allowed students to pack up and participate in leisure activities
on their own. There wasn’t a conclusive component to the lesson. The three strategies
that were used by participating teachers effectively to keep students engaged were
positive reinforcement for the work complete into the end of the period, connecting
personally with students, and collective repetition of directions going forward. Going
forward, the time after instruction needs to be an area of fucus to continue engagement
and summarize courses.
Conversely, throughout the year, observations showed ineffective strategies to
engage students. The collective work as a class in review, modeling, note completion,
and redirection, hold the least impact on engaging students throughout the class period.
As teachers look to make global comments and work with students, individuals disengage
and occupy themselves with phones, other work, and peer interactions. The goal of
collectively completions before, during, and after instruction held the least engagement.
Additionally, all participating teachers made last minute announcements to students at the
end of instruction and they were ignored. When the instructional timeframe ended,

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students completely disengaged from teachers resulting in ineffective announcements and
request as the end of class.
Overall, there weren’t any Tier 1 strategies that had an impact on student passing
rates. The impact on student engagement in classes was observed throughout the year, but
this did not directly impact passing rates. Each participating teacher was able to
effectively engage students during class periods. Going forward, the learning from a class
period needs to be used in planning for the following days’ instructional plans. If teachers
can get students engaged in learning throughout the class, but there isn’t a measure of
what has been learned at the end of that class period or specific review at the beginning
of the next class, there is a lack of knowledge of student learning. For students to be
successful on assessments and in the overall class, they need to be able to show their
learning progress within lessons to aid in teacher preparation for the following day. When
teachers do not evaluate the effectiveness of student learning from a lesson, the next day
may not reinforce needed concepts or extend from where the students had learned. There
needs to be a conscious effort on evaluating student learning during the process and
adjust teaching based on needs. The lack of concluding and summarizing activities
showed a lack of student progress from instruction and left uncertainty of student needs
going forward. Consistently using strategies assessing student learning at the end of
instruction allows for more effective instruction the following day.
At Northern High School, there needs to be a focused effort on effective Tier 1
strategies to engage students. This would couple with a forthright understanding of those
Tier 1 strategies that do not engage learners. Additionally, teachers need to be equipped
with specific means to evaluate student learning during a class period and how to use the

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data to inform instruction going forward. Equipping teachers with effective instructional
Tier 1 strategies to engage learners throughout the class period and then evaluate their
learning to meet the needs the following day should impact student passing rates in
positive ways. Knowing what your students understand and were able to achieve
throughout the instructional period allows for specific work for students to continue the
learning process.
Financial Implications
Throughout the research process, there were no financial implications for the
Northern York County School District. The implementation of a Multi-Tiered System of
Supports and the professional development were all completed with resources and
personnel within the district. Therefore, the outcome of the research does not directly
reflect a financial implication on the district.
Going forward, to better equip teachers with resources and strategies, an outside
trainer and supports could leverage an already established system. Teachers have
expressed a desire to have further training on instructional strategies that are effective
within their content. Using district personnel and resources have been a challenge to meet
this need. Going forward with supporting the MTSS structure, bringing in professional
development and instructional supports would help teachers more directly in their work
to implement Tier 1 supports for student success in their content. Additionally, feedback
has been shared that teachers would rather have experts from specific areas come to
speak on effective strategies rather than district leadership. The work of an outside
agency or support would be well received by teachers to support students.

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Reflective Planning
Looking at the implementation of a Multi-Tiered System of Supports framework,
there was a dwindling belief and buy-in from staff as the first year progressed. As seen in
the teacher interview data, teacher perceptions of effectiveness of supports seemed to
dwindle and become student dependent rather than teacher dependent on student
engagement and effectiveness of strategies. The district’s implementation was driven by
student performance and continued needs for support to be able to pass classes and
achieve in the classroom setting. Without formal training from a representative or
professional that has extensive experience, teachers expressed concern over
implementation and effectiveness on impacting students.
Going forward with MTSS at Northern High School, there needs to be a review of
the process and actionable results to provide more clarity in expectations and work with
referrals of struggling students. Additionally, the Tier 1 supports being implemented in
class are varied and based on the research, had varying effective impacts. Therefore,
going into the next school year, there needs to be a clear expectation as to instructional
supports being implanted in the classroom and the effectiveness documented to support
student learning. Working with teachers, the documentation of specific strategies used for
a designated amount of time can help collective efficacy among staff and continuity in
student experience. With designated department meeting times during the year, the
individual teacher data can be reviewed and collective improvements to instruction can
be identified within the school. Additionally, the modeling and support from
administration is essential for the success of this work if outside representatives cannot be
used. Through professional learning and continued collective work, administration need

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to have clear expectations, specific look-for strategies in the classroom, and direct
feedback to encourage the process and gain positive results. A collective buy-in will be
essential to meeting students’ needs and seeing the desired impact on student
achievement.
Implications for Future Research
Future research on the impacts of Tier 1 supports through an MTSS framework on
student achievement should manipulate the number of variables impacting the research.
The work in this research had a vast array of Tier 1 supports that could be used and seen
through instructional time frames. Additionally, the historical data for teachers were not
applicable to all participants due to the inconsistency of schedules each year. The
comparative data was minimal due to the lack of teachers that had taught the same class
each year. Using teachers with the same course loads annually will allow for better
analysis of impacts of supports.
Further research should also focus on specific Tier 1 supports in the classroom to
evaluate impacts on engagement and student achievement. The variety of supports being
used created inconsistency in the classroom. Students having a consistent strategy used in
the classroom daily for a specific time frame, like a month or 6 weeks, can show the
effectiveness on student achievement with that specific support during the time frame.
Teachers used small group conferencing in effective ways, but it wasn’t used
consistently. With research showing a positive impact of small grouping, seeing that
work used more consistently during a timeframe could show the effectiveness on student
engagement and passing rates.

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Another area for further research is the alignment of assessments throughout the
research. Teachers provided differing numbers of assessments and with one participating
teacher not having any summative assessments in the last marking period. If there is a
designated number of assessments expected and with a specific format for students, the
instructional supports could more effectively be evaluated. One teacher provided an open
note test that resulted in higher passing scores than other assessments by the students.
Inconsistencies in assessment styles, questioning, and expectations adds another variable
to student achievement that impacts the effectiveness of Tier 1 supports being used in the
classroom.
Summary
In conclusion, ninth-grade student achievement is an indicator of student success
in their high school career. Through the intentional use of Tier 1 supports in the
classroom there is hope that students will be more engaged and have better achievement
in their classes. With an MTSS framework, the structure and supports are put into place
to assist students in their educational experiences. The MTSS framework was put into
place with supports in mind for all learners. Throughout the first year of implementation,
the use of Tier 1 supports in the ninth-grade core academic classrooms did not impact
student passing rates positively or negatively. Also, the different strategies being used by
teachers to engage students and involve them in the learning process did not impact
student passing rates on summative assessments. The most effective strategies used in the
classroom to engage students in their work and content were identified through
observational data. Using small grouping and conferencing with students, teachers had a
notable increase in student engagement, participation, and work completion.

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Additionally, through the observational data, collective requests and expectations
throughout the instructional time frame, students are more likely to disengage and not
participate in expectations. Teachers’ perspectives did not align with the observed results
and their beliefs waned as the year went on as to the effectiveness of Tier 1 supports in
the classroom. The teacher belief of student passing rates impacted by Tier 1 supports
shifted from teacher ownership to students opting not to engage resulting in strategies no
longer being effective. To continue the work around Tier 1 supports from an MTSS
framework to impact student achievement, there needs to be a narrowed focus on
strategies being used, assessment continuity, and effectiveness measured in more than
just grades. The use of aligned assessment and measurement tools to evaluate student
learning effectiveness will enable further results in the research. All the work being
completed is directed toward students passing core courses to continue in their progress
towards graduation and opportunities beyond the high school setting.

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cation_masters

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Appendix A

Institutional Review Board
250 University Avenue
California, PA 15419
instreviewboard@calu.edu
Melissa Sovak, Ph.D.
Dear Ryan,
Please consider this email as official notification that your proposal titled
“IMPACTS OF TIER 1 SUPPORTS THROUGH MULTI-TIERED SYSTEM OF
SUPPORTS ON NINTH-GRADE STUDENT ACADEMIC ACHIEVEMENT”
(Proposal #PW22-027) has been approved by the Pennsylvania Western
University Institutional Review Board as submitted.
The effective date of approval is 10/10/2022 and the expiration date is
10/09/2023. These dates must appear on the consent form.
Please note that Federal Policy requires that you notify the IRB promptly
regarding any of the following:
(1) Any additions or changes in procedures you might wish for your study
(additions or changes must be approved by the IRB before they are
implemented)
(2) Any events that affect the safety or well-being of subjects
(3) Any modifications of your study or other responses that are
necessitated by any events reported in (2).
(4) To continue your research beyond the approval expiration date of
10/09/2023, you must file additional information to be considered for
continuing review. Please contact instreviewboard@calu.edu
Please notify the Board when data collection is complete.
Regards,
Melissa Sovak, PhD.
Chair, Institutional Review Board

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Appendix B

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Appendix C

Dear Faculty Member,
As a teacher at Northern High School who works with ninth-grade students in the academic core
classes that have been de-tracked, you are being asked to participate in a research study. Your
participation will be in the form of two interviews regarding perceptions on tier one supports
through the multi-tiered system of supports.

What will I be asked to do if I take part in this study?
If you agree to participate in this study, you will be asked to participate in two interviews about
your perception of tier one supports through the multi-tiered system of supports. The
interviews will be conducted in the first marking period and then again about eight months later
to identify any changes in your perception after implementation throughout the academic year.
The questions will be the same for each interview. There will not be any audio or video
recording of the interview.
Where will this study take place?
The interview will take place in Northern High School’s office conference room or school
counseling conference room.
How long will the study last?
The study is projected to last throughout the 2022-2023 academic year. The interview will last
approximately 15-20 minutes in the first marking period and then again approximately 8 months
later for a total time of approximately 30-40 minutes.
What happens if I don’t want to participate?
Your participation is voluntary. You may elect to participate in the study or not. There is no
penalty if you choose not to participate.
Can I quit before the study ends?
You can withdraw from the study at any point by notifying the researcher. There is no penalty
for withdrawing. The researcher will not ask why you opted out.
What are the risks?
There are minimal risks to this study. You will not be asked questions of sensitive nature. Some
discomfort may be felt when providing feedback that could be conceived as negative in nature.
Participants are reminded that they are not required to answer any questions of which they
choose. Also, participants can stop participation at any time.
How will I benefit from participating?

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If you participate in the research study, you will assist the researcher in better understanding
the teacher perceptions of tier one supports used in the classroom and their efficacy. This may
allow for improved strategies to implement tier one supports in the classroom and
advancement of the effectiveness of the multi-tiered system of supports.
Will my responses be kept confidential?
If you participate in this study, all responses will be kept confidential. Only the researcher will
have access to the responses. No names will be part of the findings. A coding system will be
used by the researcher to track results and omit any identifiable information.
Who do I contact if I have questions about this study?
If you have questions about this research project, please contact the primary researcher, Mr.
Ryan Edwards (edw2329@pennwest.edu; 724-689-9735) or Dr. Todd Keruskin, faculty advisor
(tkeruskin@pennwest.edu; 412-670-7398).
I have read this form. Any questions I have about participating in this study have been answered.
I agree to take part in this study and understand that taking part is voluntary. I do not have to
take part if I do not wish to do so. I can stop at any time for any reason. If I choose to stop, no
one will ask my why.
By signing below, I agree to participate in this study. By doing so, I am indicating that I have read
this form and had my questions answered. I understand that it is my choice to participate, and I
can stop at any time.

By signing below, you agree to participate in the interview for the purpose of the research study.

____________________
Signature

___________________
Printed Name

________
Date

Approved by the PennWest Institutional Review Board. This approval is effective 10/10/2022
and expires 10/09/2023.

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Appendix D
Disclosure and Consent for Teacher Participants
I am conducting research investigating the impacts of tier one supports through multitiered system of supports on ninth-grade academic course student achievement. With the
high-risk concern for ninth-grade students, their success is being monitored with the
direct implementation of tier one supports. To gather teacher perception and feedback, an
interview is going to be conducted at the beginning of the academic year and again at the
end of the academic year by the researcher using the same questions. You will be asked
about your perception on the implementation of tier one supports and their effectiveness.
I will also ask questions to gather your subject area and average percent of students that
pass your course. Additionally, classroom observations will be conducted twice each
marking period during the 2022-20223 academic year. The observation will be focused
on tier one supports being implemented during the class period and student responses to
those supports.
You are invited to participate in the research study because you are a teacher who works
with ninth-grade students in the academic core classes that have been de-tracked at
Northern York High School. The research will be throughout the 2022-2023 academic
year.
The interview will take approximately 15 to 20 minutes to complete and will be
conducted in the Northern High School office conference room. There will not be any
recording of video or audio during these interviews. There is no harm to participants as
this is exploratory research and data will be kept confidential by being in a locked office
or results carried by myself. I will be the only one with access to these records.
Observations will occur in your classroom during one of your academic level ninth-grade
classes. It will be for the duration of the period. There will be no harm to participants in
the observations as it is part of the exploratory research with data being kept
confidentially by being locked in an office or carried by myself. I will be the only one
with access to these records.
Any unforeseeable risks will be divulged immediately. If there is any harm, please report
them to myself or the faculty advisor in order to appropriately handle them.
There are potential benefits to you from participating in the research. Benefits can be
both short and long term. A possible benefit is the development of targeted professional
development plans.
Privacy is important and all information will be handled by myself and handled in a
confidential manner. I will report results of the research in a way that does not identify
you. I will be using a coding system to remove all identifiable components. The results
will be presented as a published study and potentially in journals or periodicals.

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You do not have to be part of the study. If you do not want to participate, please do not
sign the next page. If you do agree, you can stop participating at any time. If you wish to
withdraw, just tell me. Otherwise, please sign the following page to indicate your
participation in the research study through the interview and observations.
If you have questions about this research project, please contact me, the primary
researcher, Mr. Ryan Edwards (edw2329@pennwest.edu; 724-689-9735) or Dr. Todd
Keruskin, faculty advisor (tkeruskin@pennwest.edu; 412-670-7398).
Approved by the PennWest Institutional Review Board. This approval is effective
10/10/2022 and expires 10/09/2023.
I have read this form. Any questions I have about participating in this study have been
answered. I agree to take part in this study and understand that taking part is voluntary. I
do not have to take part if I do not wish to do so. I can stop at any time for any reason. If I
choose to stop, no one will ask my why.
By signing below, I agree to participate in this study. By doing so, I am indicating that I
have read this form and had my questions answered. I understand that it is my choice to
participate, and I can stop at any time.
By signing below, you agree to participate in the interview for the purpose of the research
study.

________________________
Signature

______________________
Printed Name

________
Date

By signing below, you agree to participate in the observations for the purpose of the
research study.

________________________
Signature

______________________
Printed Name

________
Date

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Appendix E
Ninth-Grade Core Teacher Interview Questions
*This interview is for the research being conducted by Ryan R. Edwards
(edw2329@pennwest.edu; 717-432-8691) with data being used to analyze perceptions of tier
one supports from the beginning and end of the academic year. This research has minimal risk.
Identifying information will be removed and participation is voluntary allowing for
confidentiality and anonymity. All results will be kept on an external hard drive that is locked up
or on the persons of the researcher. If there are concerns over the research process, please
reach out to Dr. Todd Keruskin, Faculty Advisor (keruskin@pennwest.edu; 412-670-7398).
11. What subject area do you teach?
a. English
b. Social Studies
c. Mathematics
d. Science
12. Approximately what percent of 9th grade students pass your courses?
a. 90-100%
b. 80-89%
c. 70-79%
d. 60-69%
e. 50-59%
f. Below 50%
13. What are your perceptions of MTSS Tier 1 supports in the classroom?
14. What Tier 1 strategies are implemented in your classroom?
15. What is the frequency of specific strategies (daily, weekly, monthly, quarterly,
semesterly, one attempt)?
16. What do you believe are the Tier 1 strategies have the strongest impact on student
achievement?
17. What do you believe are the Tier 1 strategies have the weakest impact on student
achievement?
18. What are reasons that students are academically successful in your classroom?
19. What are reasons that students struggle academically in your classroom?
20. Are there any other additional thoughts you’d want to share?