Relationship Between Implementation and Reading Achievement for Schools Implementing a Multitiered System of Supports Framework

• In Event: AERA Poster Session 2
  In Poster Session: Division H Section 1 Poster Presentations

Abstract

This study examines the relationship between implementation of a state’s multi-tiered system of supports (MTSS) framework focused on reading and student achievement. The MTSS program targets students in grade K-3 and is being implemented in 10 schools across the state with leadership from the State Department of Education. School leadership teams used a collaborative process to document implementation of programming within schools that facilitated conversation around continuous improvement. Results demonstrate moderate to strong associations between implementation domains and student achievement in ELA. A regression analysis indicates that reading achievement for program year 2 is positively associated with MTSS implementation while controlling for baseline achievement. These findings offer evidence of the impact of the state’s MTSS framework on student achievement.

Author

• Tammiee S. Dickenson, University of South Carolina - Columbia