Abstract
Statement of Problem:
Despite the widespread implementation of Multi-Tiered Systems of Support (MTSS) in K-12 education, secondary schools continue to face challenges in effectively implementing research-based strategies to support the academic needs of students. While MTSS is designed to be adaptable across all grade levels, its practical application in middle and high schools is hindered by models that are predominantly developed for elementary settings, leaving secondary educators with inadequate guidance for implementation. The purpose of this project is to synthesize the existing research on the MTSS framework for secondary educators into one place with the objective of getting the research into the classroom. The handbook will guide teachers when considering and implementing high impact strategies for Tier 2 intervention.
Sources of Data:
The sources of data include the research that formed the basis for the development of this handbook and its components. The research consisted of mostly peer-reviewed journals related to MTSS in middle and high school as well as research-based literacy strategies.
Conclusions Reached:
Following analysis of the research, the authors have concluded that more research on the MTSS framework in a secondary setting is needed. Sustaining the MTSS framework at the secondary level requires more than just initial implementation – it demands an ongoing commitment from all stakeholders. Consistency, leadership support, efficient data systems, well-structured teams, and targeted professional development are all essential components in ensuring that MTSS remains a driving force for student success. The handbook provides educators with a synthesis of current research and a bank of research-based strategies. It can also serve as a catalyst for team discussion about the MTSS framework and the structures needed to support it, or as a resource for those who need a reminder of the intentions behind the framework and the types of strategies that should take place during Tier 2 instruction.