ORCID

https://orcid.org/0009-0006-9858-3989

Year

2026

Season

Summer

Paper Type

Doctoral Dissertation

College

Silverfield College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

Department

Education

Committee Chairperson

Dr. David Hoppey

Second Advisor

Dr. Daniel Dinsmore

Third Advisor

Dr. Brittany Hott

Fourth Advisor

Dr. Diane Yendol-Hoppey

Department Chair

Dr. Kristi Sweeney

College Dean

Dr. Daniel Dinsmore

Abstract

This formative program evaluation examined implementation of the Multi-Tiered System of Supports (MTSS) at Rowling Middle High School, a rural secondary school in Northwest Florida. Using the Input and Process domains of Stufflebeam’s Context, Input, Process, and Product (CIPP) evaluation model, this evaluation sought to assess the resources currently in place to support MTSS implementation and the extent to which MTSS procedures were implemented with fidelity across grade levels and target subject areas, namely ELA/English/Reading and Math courses. Data were collected through analysis of the 2025-2026 Rowling master schedule, six classroom observations, six semi-structured staff interviews, individual responses to the American Institute for Research (AIR) MTSS Fidelity of Implementation rubric (2025), and a consensus focus group discussion of the AIR rubric. Qualitative data were analyzed using inductive thematic coding and quantitative rubric ratings were used to support triangulation across data sources.

Findings indicated that Rowling had established several foundational components necessary for successful implementation, including a committed and caring staff, access to district-level support, and established data systems. However, implementation was found to be inconsistent across classrooms, grade levels, and subject areas, with far greater implementation in Intensive Reading settings than math classes. Participants identified gaps in resources including staff knowledge and professional learning opportunities. Structural constraints, including limited staffing, scheduling barriers, and inflexibility in student movement across intervention tiers further limited implementation fidelity.

Recommendations include redesigning professional learning to be ongoing and job-embedded, establishing protected collaboration time, increasing structural flexibility for intervention delivery, and clarifying MTSS roles and expectations. Findings suggest that Rowling’s MTSS program is neither absent nor ineffective, but is still developing. Strengthening alignment across resources, expectations, and daily practice may support more consistent and sustainable MTSS in this rural secondary context.

Download

Share

COinS
 

Accessibility Statement

This item was created or digitized before April 24, 2027, or is a reproduction of legacy material created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the Library provides accessible versions of archival materials by request. If you are experiencing difficulty accessing the information on the site due to a disability, please submit a request through the following form for assistance.