Mathematics Response to Intervention/Multi-Tiered System of Support (MTSS) Implementation: A Literature Review From the Perspective of Implementation Science

• In Event: Sheraton Roundtable Session Five
  In Roundtable Session: Fostering Mathematical Teaching and Learning for Students With Disabilities (Table 11)

Abstract

Today the Response to Intervention (RTI)/Multi-tiered System of Support (MTSS) educational framework has been recognized and operated as a mechanism to promote equity in the systemic reform in education. The RTI/MTSS framework aims to identify, advance, and engage all the ecological variables to address each and every student’s academic, behavioral, and social-emotional needs. As such, RTI/MTSS framework and its implementation are innately extensive and sophisticated. Many reviews focused on framework construction. However, no reviews examined RTI/MTSS implementation. This literature review aims to fill the research gap by conducting a systematic review of published research regarding the RTI/MTSS framework implementation in mathematics at schools. We adopted the Implementation Drivers framework from Implementation Science to analyze current RTI/MTSS implementation practices.

Authors

• Jingyuan Zhang, East Tennessee State University
  Presenting Author

• Yan Ping Xin, Purdue University
  Presenting Author