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A Program Evaluation Of High School Teachers’ Perceptions Of Implementing Tier I Instructional Practices Of A Multi-Tiered System Of Supports
Samant, Jay Subhash
Samant, Jay Subhash
Abstract
The purpose of this program evaluation was to examine teachers’ perceptions of their current skills in implementing Multi-Tiered System of Supports (MTSS) interventions at one public charter school in Denver. The problem addressed in this study was the inhibiting conditions to implementing small-group instruction and Khan Academy interventions in the classroom. The findings of this study contribute to the existing literature on providing quality professional development training on MTSS programming to staff, offering ongoing instructional coaching and feedback to ensure data-driven instructional strategies, and protecting collaboration time for teachers by creating professional learning communities. This mixed methods study incorporated staff surveys and teacher interviews, which revealed staff perceiving themselves as having minimal skills in collecting different types of data and needing more substantial support in this area. Progress monitoring and formal data collection on student growth during small-group instructional interventions were found to be inconsistent. Time, student buy-in, and progress monitoring student learning were found to be barriers to successful implementation of small-group instruction. The interviewed teachers perceived the instructional videos and questions from Khan Academy as not always aligning with the ways in which they taught and assessed content knowledge. In addition, the Coronavirus pandemic made it more challenging for teachers to find time to implement Khan Academy in instruction. Consequently, the teachers used different online platforms that are better tailored to students’ instructional needs. The findings of this study may be used to inform and support high school building leaders in creating professional development trainings, ongoing coaching support, and collaboration days that better support teachers in implementing MTSS instructional interventions with fidelity. It is hoped that this will lead to more successful outcomes for high school students.
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2022-01-01
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Education
DOI
https://dx.doi.org/10.25774/w4-ez9h-b277