Date of Award

2026

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Anthony Annunziato

Second Advisor

Richard Bernato

Third Advisor

James Campbell

Abstract

Multi-Tiered Systems of Support (MTSS) has emerged as a widely adopted framework intended to address student academic and behavioral needs through tiered intervention systems and data-informed decision making. While many school districts have implemented MTSS frameworks, variability in implementation across grade levels and school contexts continues to affect the consistency and effectiveness of these systems. The purpose of this qualitative case study was to examine the implementation of MTSS across the K–12 continuum within a public school district in the northeastern United States. The study explored three central areas: the structural features supporting MTSS implementation, stakeholder perceptions of MTSS effectiveness, and challenges that influence implementation across school levels. The study was guided by Ecological Systems Theory and Fullan’s Theory of Change, which together provide a conceptual lens for understanding how organizational structures, stakeholder interactions, and systemic reform efforts influence educational implementation. A qualitative case study design was used to investigate MTSS implementation within its real-world context. Data were collected through semi-structured interviews with district and school-level personnel, focus groups with educators, and document analysis of district MTSS artifacts including procedural manuals, meeting protocols, and implementation tools. Data analysis followed an iterative qualitative coding process that included In Vivo coding, process coding, and pattern coding to identify themes across data sources. Findings indicated that the district maintained a defined tiered intervention structure supported by standardized documentation, data based decision making practices, and collaborative problem-solving teams. Stakeholders generally perceived MTSS as an effective framework for identifying student needs and guiding intervention planning. However, participants also identified implementation challenges related to differences in organizational structures, scheduling constraints, and access to intervention resources across grade levels. These factors contributed to variability in how consistently MTSS practices were enacted across elementary and secondary settings. The study contributes to the understanding of MTSS implementation by highlighting the importance of organizational alignment, leadership support, and consistent structural supports in sustaining district-wide implementation across the K–12 continuum.

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