THE EFFECTS OF IMPLEMENTING RESEARCH-BASED INTERVENTIONS WITHIN THE MTSS FRAMEWORK ON K-2 LITERACY

Abstract

Concerns continue to exist in public schools nationwide regarding students who are reading below grade level. The purpose of this mixed methods study was to focus on the components of the MTSS Framework as well as the creation, implementation, and monitoring of research-based, tiered interventions. This study evaluates a comprehensive process, known as the Multi-Tiered System of Support, to remediate students reading below grade level in grades K-2 at Creekside Elementary. Creekside Elementary School, a low-performing school as determined by the State of North Carolina, has received a State Report Card grade of a “D” for the 2015- 2016, 2016-2017, and 2017-2018 school year. As part of this study, the scholarly practitioner employed a tiered system of interventions as recommended throughout the MTSS Framework, along with a uniformed process to collect student data. Throughout the study problem-solving meetings took place, student data was traced using progress monitoring, and interventions were implemented by all K-2 classroom teachers. The findings of this study show that students in the primary grades who are working below grade level have the capability to make academic gains if specific routines and expectations are put in place by school administrators and classroom teachers. These components consist of quality tier I instruction, a sound understanding of the MTSS framework, schoolwide schedules, collaboration and communication, and an effective data collection process.