RAISING STUDENT ACHIEVEMENT USING A MULTI-TIERED SYSTEM OF SUPPORTS: A PROBLEM-BASED ORGANIZATIONAL STUDY

Abstract

Three elementary schools were chosen for this study based on discrepancies in state summative assessment composite scores between schools in similar geographic regions and with similar rates of students receiving free or reduced lunch. As an evidence-based approach to school improvement, this study proposed to implement a multi-tiered system of supports in the context of professional learning communities (PLCs) to close the performance gap between the target schools and analogous schools with which they were paired. A gradual release coaching model was used to assist teachers with the implementation of MTSS during grade level PLCs. At those meetings, a problem-solving method was introduced and teachers learned to analyze data to identify academic weaknesses, brainstorm instructional solutions, and develop action plans to remediate the area of concern. At the conclusion of the study, the results were mixed. Academic performance increased considerably at one school but fell at the other two schools. In addition, after a year of working in PLCs, teachers at the target schools continued to doubt that working collegially had any effect on their students' performance. These findings led to an exploration of Implementation Science to gain a better understanding of the results.