Reardon, R. MartinMurray, Elizabeth F2017-06-012017-06-012017-052017-05-03May 2017http://hdl.handle.net/10342/6192The purpose of this project was to evaluate the implementation of the North Carolina Multi-Tiered System of Support (MTSS) model in terms of its potential to positively impact student achievement and to identify barriers to implementation at Downtown Elementary School, Southeastern District's lowest achieving school. The North Carolina State Department of Public Instruction (NCDPI) has identified six critical components necessary for the successful implementation of the MTSS model including leadership, building capacity/infrastructure for implementation, communication and collaboration, data-based problem solving, three-tiered instruction, and data evaluation. The analysis of data for this study, collected primarily through observations of MTSS meetings and interviews of teachers and administrators at the school, revealed that there is a strong need to empower teachers in the data-based problem solving process allowing for deeper engagement in the planning and delivery of the three-tiered instructional model. Results also indicated there was no shared understanding of core instruction or common definition of student achievement. Recommendations included developing a systemic plan for orientation to the MTSS process for new staff members and developing a stronger support collaboration between the district and the school.application/pdfencore instructionmulti-tiered system of supportElementary schools--North Carolina--Winston-Salem--EvaluationAcademic achievement--North Carolina--Winston-SalemDoctoral Dissertation2017-05-30