NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1055321
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2325-3223
A Comparison of the Incidence Rate in MTSS Tiers
Rackaway, Andrea
Academic Leadership Journal in Student Research, v1 Spr 2013
The Multi-Tier System of Supports (MTSS) is an evolutionary educational method recently introduced to schools in Kansas. As part of an ongoing investigation into the deployment and effectiveness of the MTSS system, this pilot study established initial participation rates in the program. This project sought to define the incidence rate among males and females in MTSS tiers in the study region. The study also sought initial teacher satisfaction with support for their development and training into the new MTSS system. A survey consisting of 13 items was sent to 600 randomly selected elementary public school teachers in the Kansas First Congressional District. As expected, students placed in Benchmark constituted the highest number of participants. Students across MTSS tiers in Central and Western Kansas schools are distributed according to MTSS guidelines and are gender neutral. An implication of this study is that it is vital for effective instruction in reading and mathematics to approach instruction based on students' assessment results which are gained by frequent progress monitoring and assessment. A second implication is the need for leaders in school districts to provide teachers with MTSS professional development during their first through third year of teaching.
Fort Hays State University. 600 Park Street, Hays, KS 67601. Tel: 785-628-5578; Fax: 785-628-4479; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kansas
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A