From Professional Development to Implementation: A District's Experience Implementing Mathematics Tiered Systems of Support. Issue 4 (3rd September 2019)

• Record Type: Journal Article
• Authors: Mason, Erica N.; Benz, Sarah A.; Lembke, Erica S.; Burns, Matthew K.; Powell, Sarah R.
• Is Part Of: Learning disabilities research & practice. Volume 34:Issue 4(2019)
• Page Start: 207
• Page End: 214
• Publication Date: 2019-09-03
• Subjects: Learning disabilities -- Periodicals; Apprentissage, Troubles de l' -- Périodiques; 371.9
• DOI: 10.1111/ldrp.12206
• Languages: English
• ISSNs: 0938-8982

Abstract

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.