“Honestly, To Me, It Is a Bit of a Mystery”: Educators’ and Administrators’ Perspectives on MTSS Implementation at Their Schools
DOI:
https://doi.org/10.18666/LDMJ-2025-V31-I1-12428Keywords:
Multi-tiered systems of support, assessment, intervention programming, professional developmentAbstract
Many children experience challenges with learning and behavior. Educators can also face challenges in developing and implementing instructional and assessment systems to help students to improve in skills over time. To help address these issues, many schools have adopted multi-tiered systems of support (MTSS). As more schools attempt to implement MTSS practices, it is important to understand how educators apply them and what could help them more in this process. This study sought educators’ perspectives about MTSS. The research questions were: How familiar are teachers and school administrators with MTSS? What opportunities have they had for MTSS professional development? What do they see as their lingering MTSS professional development needs? For findings, participants perceived the effort devoted to MTSS-related training was insufficient. Participants desired professional learning focused on improving the quality of MTSS in their schools (e.g., research/evidence-based instruction, use of curriculum-based measurement, tiered programming). The authors share implications for practice and future research.
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