Date of Award


Document Type


Degree Name

Education (Ed.D.)


Administrative and Instructional Leadership

First Advisor

Joan Birringer-Haig

Second Advisor

Cecelia Parnther

Third Advisor

Katherine Aquino


The purpose of this qualitative multiple case study was to understand how culturally responsive actions, behaviors and practices of school building leaders, teachers and support staff during the Instructional Support Team (IST) process impact equitable outcomes for all students within the Multi-Tiered System of Supports (MTSS) process. The participants of the study are the members of two Instructional Support Teams (IST); one elementary team and the other a middle school team. Data was collected through interviews, collected documents, and audio-visual materials. There is little guidance on how to address equitable outcomes of the Multi-Tiered System of Support (MTSS) process and a lack of research focused on culturally responsive actions and behaviors of the Instructional Support Team (IST). The current study provides insight into how culturally responsive practices of IST members impact equitable outcomes for students.