Process Evaluation of a Problem-Solving Approach for Analyzing Literacy Practices within a Multi-Tiered System of Supports Framework

Abstract

A Multi-Tiered System of Supports (MTSS) framework features a structured problem-solving process and the use of assessment data to develop, identify, and evaluate the impact of instruction and intervention to meet the needs of all students proactively. The purpose of this process evaluation was to examine the implementation of a novel problem-solving approach for analyzing literacy practices across the tiers of an MTSS framework (i.e., core instruction, strategic intervention). The aim of the initiative was to build the capacity of teachers to provide effective instruction based on the science of reading in two elementary schools. The findings from this process evaluation study provide evidence that a problem-solving approach for analyzing literacy practices resulted in improvements in the core curriculum, instruction, and intervention supports. Implications for improvement efforts at the school district and state department of education levels are discussed.