From Professional Development to Implementation: A District's Experience Implementing Mathematics Tiered Systems of Support

Erica N. Mason, Sarah A. Benz, Erica S. Lembke, Matthew K. Burns, Sarah R. Powell

Research output: Contribution to journalArticle

Abstract

This article is about a school-district-initiated partnership with university faculty and their effort to implement a mathematics multi-tiered system of support (MTSS). In addition to reporting research about MTSS implementation, we describe how this district translated research into practice. We also share the perceptions of key stakeholders about implementing mathematics MTSS in their district. We found that stakeholders identified time and human capacity as barriers to implementation, while the primary facilitator to implementation was identified as the acquisition of concrete strategies and tools supporting instruction. These stakeholder perceptions have implications for other districts with limited resources attempting to implement mathematics MTSS in their buildings through professional development and coaching.

Original languageEnglish (US)
Pages (from-to)207-214
Number of pages8
JournalLearning Disabilities Research and Practice
Volume34
Issue number4
DOIs
StatePublished - Nov 1 2019
Externally publishedYes

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Developmental and Educational Psychology

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