THE EFFECTS OF IMPLEMENTING RESEARCH-BASED INTERVENTIONS WITHIN THE MTSS FRAMEWORK ON K-2 LITERACY
Author
Briney, Paul J
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.
Date
2021-03-26
Citation:
APA:
Briney, Paul J.
(March 2021).
THE EFFECTS OF IMPLEMENTING RESEARCH-BASED INTERVENTIONS WITHIN THE MTSS FRAMEWORK ON K-2 LITERACY
(Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/9045.)
MLA:
Briney, Paul J.
THE EFFECTS OF IMPLEMENTING RESEARCH-BASED INTERVENTIONS WITHIN THE MTSS FRAMEWORK ON K-2 LITERACY.
Doctoral Dissertation. East Carolina University,
March 2021. The Scholarship.
http://hdl.handle.net/10342/9045.
September 28, 2023.
Chicago:
Briney, Paul J,
“THE EFFECTS OF IMPLEMENTING RESEARCH-BASED INTERVENTIONS WITHIN THE MTSS FRAMEWORK ON K-2 LITERACY”
(Doctoral Dissertation., East Carolina University,
March 2021).
AMA:
Briney, Paul J.
THE EFFECTS OF IMPLEMENTING RESEARCH-BASED INTERVENTIONS WITHIN THE MTSS FRAMEWORK ON K-2 LITERACY
[Doctoral Dissertation]. Greenville, NC: East Carolina University;
March 2021.
Collections
Publisher
East Carolina University