FROM KNOWLEDGE TO PRACTICE: DIFFERENTIATED PROFESSIONAL LEARNING AND FIDELITY OF TIER 2 MTSS INTERVENTIONS IN A RURAL MIDDLE SCHOOL

Abstract

This inquiry addressed the problem of inconsistent implementation of Tier 2 interventions within the Multi-Tiered System of Support (MTSS) framework at a rural middle school in North Carolina. Teachers in grades six through eight experienced challenges implementing Tier 2 interventions with fidelity during designated intervention periods. StallionMiddle School served a diverse student population with persistent achievement gaps in reading and math despite districtwide adoption of MTSS. The complexity of the framework, coupled with time constraints and curriculum misalignment, contributed to uneven implementation across classrooms. The purpose of this mixed methods inquiry was to examine the impact of differentiated professional learning on the fidelity of Tier 2 MTSS implementation and on teacher perceptions of students’ ability to demonstrate academic growth. Differentiated professional learning was designed and delivered through three Plan-Do-Study-Act (PDSA) cycles incorporating teacher surveys, interviews, walkthroughs, and reflective journaling. Findings indicated that differentiated professional learning positively influenced both the fidelity of Tier 2 implementation and teacher beliefs about student growth. Quantitative data showed measurable increases in teacher confidence and consistency in delivering Tier 2 interventions, while qualitative data revealed stronger collaboration, reflection, and alignment of instructional practices. Teachers valued the individualized nature of the professional learning and reported feeling more prepared to deliver research-based interventions with fidelity. These findings were significant because they demonstrated that ongoing, differentiated professional learning can enhance teacher practice, foster collaboration, and promote equitable academic support for students. The results provided meaningful implications for school leaders seeking to sustain MTSS implementation through data-driven, teacher-centered professional learning that builds both capacity and confidence across content areas.