Abstract
Administrators face decisions in prioritizing educational needs and goals for schools. Leaders determine the human capacity necessary to implement the Multi-Tiered System of Support (MTSS). Using a nonexperimental quantitative study, the study examines the fidelity of Tier 2 reading interventions at sites with and without MTSS coaches. Coaching is one of the drivers of the science of implementation that produces successful outcomes when implemented with fidelity. Secondary data from six kindergarten through fifth grade elementary schools in a Midwest district were analyzed for the study. The secondary data demonstrates the extent MTSS coaches impacted the implementation of Tier 2 reading interventions. A Chi-Square Test of Independence was performed to assess the relationship between the presence of an MTSS coach and the percentage of interventions that were conducted with fidelity and indicated a significant relationship between the two variables, p = .062. The study determined that 22% more interventions were implemented at sites with MTSS coaches. At sites with MTSS coaches, the average perceived fidelity of interventions was completed at 74% compared to sites without MTSS coaches at 35%. Both groups, licensed and paraprofessionals, reported higher rates of completing interventions with fidelity. The data suggests that coaches increase the perceived fidelity of Tier 2 interventions in a K-5 setting. The study results will contribute to the literature to close the MTSS theory-to-practice gap, support administrators in maximizing human resources, and contribute to determining the impact human capacity has on the fidelity of the framework.
Date Dissertation Completed
11-2023
Document Type
Dissertation
Degree Name
Doctorate of Education
Department
Education Studies
Dissertation Advisor
Meghan Sinning
Dissertation Committee Members
Meghan Sinning, Steven Baule, Danielle Schock
Location
Winona, Minnesota
Recommended Citation
Vollrath, Kari, "Perceived Impact of MTSS Coaches on Tier 2 Reading Intervention Fidelity" (2023). Education Doctorate Dissertations. 21.
https://openriver.winona.edu/educationedddissertations/21
