Implementing Multi-Tiered Systems of Support in Continuation High Schools
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The problem addressed in this study was that there remains limited research on how continuation schools implement evidence-based, multi-tiered programs (i.e., Multi-Tiered System of Support [MTSS]) to increase students' academic and behavioral success. Through this qualitative study, the effectiveness of communication between the district and school administrators in northern California continuation schools regarding the challenges of implementing MTSS programs was explored. Through purposive sampling, six participants represented the northern California continuation high school population of about 300 schools: three participants held administration experience, and three were teachers who responded to the email invitation. I addressed the research question using narrative design. The stories of individually interviewed participants were analyzed and summarized from a single representative perspective. The process data and interviews were recorded and transcribed using Dedoose software and coded for thematic analysis. All six participants indicated the continuation high school setting was very different from the comprehensive high school setting. They all said communication was an essential factor, and both sides should include more voices, including those of teachers and administrators. I concluded that communication between the district and school administrators in northern California needs to improve to present a practical MTSS implementation framework. The findings of this study will inform and guide administrators to further understand the MTSS implementation framework.