A Program Evaluation of the Multi-Tiered System of Support in Pamlico County Schools

Abstract

Over the past six years, student proficiency in reading has been a problem in the Pamlico County School District. To address this problem an instructional framework known as Multi-Tiered System of Support (MTSS) was implemented. Despite this implementation, students continue to struggle with reading. In an effort to understand why MTSS has been ineffective in improving reading proficiency, a program evaluation was conducted to determine areas of strength and weakness. The CIPP approach to program evaluation was selected for this study. CIPP is a four-part evaluation process that studies the Context, Input, Process, and Product of the program that is being evaluated. The methods for data collection in this study involved surveys and interviews of administrators and teachers in the Pamlico County School District. Archival data such as End-of- Grade test scores were also analyzed. Several themes emerged from the results of this evaluation. These themes included inconsistent leadership, little training for staff members, and staff turnover. Recommendations for improvement were developed from the evaluation. These include the development of a vision for MTSS in the district, proper training for staff members and consistent staffing in the schools.