Shifting from Single-Focused Tiered Systems to the Integrated Multi-Tiered Systems of Support Framework: A Review of State Every Student Succeeds Act  Plans

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dc.contributor.authorGervais, Erica Karcagien
dc.contributor.committeechairCash, Carol S.en
dc.contributor.committeememberJohnstad, Susanen
dc.contributor.committeememberPrice, Ted S.en
dc.contributor.committeememberRhue, Chandra Nichelleen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2024-04-17T16:31:24Zen
dc.date.available2024-04-17T16:31:24Zen
dc.date.issued2024-03-26en
dc.description.abstractTiered intervention models have evolved in the last two decades as growing research emphasizes shifting from single-focused tiered systems such as Positive Behavioral Interventions and Support (PBIS) and Response to Intervention (RtI) to the integrated Multi-Tiered Systems of Support (MTSS) framework. In 2015, federal leaders included the general term multi-tiered systems of support in the reauthorization of the Every Student Succeeds Act. However, little is known about how states interpreted this inclusion into their plans or selected the integrated MTSS framework as a highly effective practice. The purpose of this quantitative, descriptive case study was to conduct a comprehensive review of all 52 state departments of education's ESSA Consolidated State Plans to determine the level of inclusion of MTSS in state policy. Specifically, the study identified the inclusion of MTSS as an evidence-based intervention that state educational agencies use to support school divisions in implementing to improve school conditions for learning, improve educators' skills, and provide effective transitions for students. The study examined the degree to which state leaders included technical assistance in implementing MTSS for schools identified for comprehensive or targeted support and improvement. Data collection consisted of downloading approved ESSA plans from state departments of education websites and reviewing each plan using an identical process. Data were categorized and analyzed using descriptive statistics. The analysis found inconsistency and variability in the tiered systems states selected to include in their state ESSA plan. Most states have not fully shifted from using single-focus tiered systems to the integrated MTSS framework.en
dc.description.abstractgeneralTiered intervention models have evolved in the last two decades as growing research emphasizes shifting from tiered systems focused on behavior or academics to an integrated framework called Multi-Tiered Systems of Support (MTSS). In 2015, federal leaders included the general term multi-tiered systems of support in the reauthorization of the Every Student Succeeds Act. However, little is known about how states interpreted this inclusion into their plans or included the integrated MTSS framework as an effective practice supported by state leaders. The purpose of this quantitative, descriptive case study was to conduct a comprehensive review of all 52 state departments of education's ESSA Consolidated State Plans to determine the level of inclusion of MTSS in state policy. Specifically, the study identified the inclusion of MTSS as an effective practice that state educational agencies use to support divisions in implementing to improve school conditions for learning, improve educators' skills, and provide effective transitions for students. The study examined the degree to which state leaders included targeted support in implementing MTSS for consistently underperforming schools as defined by the state. Data collection consisted of downloading approved ESSA plans from state departments of education websites and reviewing each plan using an identical process. Data were categorized and analyzed using descriptive statistics. The analysis found inconsistency and variability in the tiered systems states selected to include in their state ESSA plan. Most states have not fully shifted from using single-focus tiered systems to the integrated MTSS framework.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:39522en
dc.identifier.urihttps://hdl.handle.net/10919/118595en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectmulti-tiered systems of supporten
dc.subjectpolicyen
dc.subjectimplementationen
dc.subjectleadershipen
dc.subjectstudent outcomesen
dc.subjectEvery Student Succeeds Acten
dc.subjectResponse to Interventionen
dc.subjectPositive Behavioral Interventions and Supportsen
dc.titleShifting from Single-Focused Tiered Systems to the Integrated Multi-Tiered Systems of Support Framework: A Review of State Every Student Succeeds Act  Plansen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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