Date of Award

Spring 4-16-2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

School of Education

First Advisor

Peggy Hickman, Ph.D.

Second Advisor

Priscilla Jeter-Iles, Ed.D.

Third Advisor

Anna O'Rourke, Ed.D.

Abstract

This qualitative research answers the question, “What are considerations, challenges, and successes of urban elementary school leaders when designing academic Multi-Tiered System of Supports (MTSS) infrastructure?;” and the sub-question, “How does school leadership develop a consensus on academic MTSS practices?” This research gathered insight on the importance of the consensus process in customizing MTSS practices to a school’s unique needs and in avoiding the caveats of a one-size-fits-all approach. As a result, the key recommendation is schools need to reach a unified consensus on explicit MTSS practices for clarity and quality control to be most efficacious. This process was not found at any locations, as evidenced by the extent of challenge findings and the lack of interview responses about agreement and unique structures. This was exacerbated by ambiguity in literature and limited research on the role of consensus in MTSS. When properly accomplished, this agreement process could eliminate all contradictions and vagueness that exist in a school setting’s practice, as a unified determination should resolve ambiguity through explicit structures. This collaborative consensus process on how MTSS infrastructure should be designed in a school is an important step that was missed, and is critical for schools to be aware of and have the capacity to accomplish.

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