This case study examined how MTSS is implemented in mathematics, the factors that influence teachers’ instructional choices, and how school leadership impacts MTSS implementation. The sample size consisted of four elementary school teachers and four members of the school’s leadership team. The study focused specifically on mathematics teachers in grades 3-5. A triangulation of data from observations, surveys, document analyses, and interviews revealed three key findings. The first finding revealed that MTSS is not implemented in its true form. The second finding revealed that school directives, district curriculum resources (CRMs), student data, and autonomy drive teachers’ practice and instructional decisions. The third finding revealed that school leadership is striving to improve the MTSS structure for mathematics. Implications for the field of education are discussed, highlighting the need for the fidelity of MTSS mathematics implementation and the incorporation of effective research-based strategies in mathematics interventions.
Chair: Dr. Lisa Brooks
The public is welcome to attend. Please contact Committee Chair (Lisa.Brooks@ucf.edu) for details regarding attendance.
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