Implementing a Multi-Tiered System of Supporlts (MTSS) at the HIgh School Level
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Date
2019-04-29
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Authors
Bowden, Franklin D., Jr
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Publisher
East Carolina University
Abstract
Implementing Multi-Tiered System of Supports (MTSS) at the high school level has been particularly unique and challenging, especially considering that it is an unfunded mandate for North Carolina and is designed to be a unique process for each school. Therefore, there are limited specifics from the state. The literature identifies several issues that impact student success: absenteeism, previous course failures, standardized test performance, multiple out of school suspensions, and alternative school assignments. A universal screener that relies on past data and student performance was used to determine which students needed interventions. The screener looked at the factors suggested by the literature. Additionally, progress monitoring and data analysis are to be used to aid the decision-making process regarding interventions and to continue the process of determining who needs them. Effective professional development, increased teacher buy-in, and the use of improvement science are to be used to ensure the implementation lasts. The existing professional learning communities (PLCs) would be used as the committees for data analysis. Some issues developed that delayed the full implementation process. They included a new principal for the school and two hurricanes that disrupted the community and caused the loss of eight instructional, seven consecutive days at one time. The universal screener was still used, and data were collected. The sensitivity was 54.9%. The specificity was 96.7%. The classification accuracy was 94.3%. Several factors may have impacted the sensitivity to include limited information on rising 9th-graders and giving too much value on the impact of students returning from the alternative school. The screener was only used for one semester and additional use is needed to fully analyze its accuracy. Even so, the screener as currently designed does appear to be a useful tool in identifying students that need interventions. Although intervening circumstances and events occurred that prevented the small-scale proof of practice to be fully implemented, invaluable leadership lessons were learned. Next steps are included as to how to proceed with the implementation.