Perceptions of Algebra I and English II Teachers Implementing Multi-Tiered System of Supports in High Schools in South Carolina

While teachers typically receive thorough training in their specific curricular areas through state licensure programs, they often do not receive adequate instruction on implementing evidence-based practices and interventions in general classroom settings (Mahoney, 2020). Consequently, there is an increasing concern that high school educators, in particular, may lack the knowledge and support necessary to effectively utilize evidence-based practices and interventions within a multi-tiered framework such as the Multi-Tiered System of Supports (MTSS). Educators who are not adequately trained or do not have a clear understanding of the implementation process and insufficient support from their school or district may struggle to maintain fidelity in MTSS implementation.
Implementing MTSS in high schools can be challenging due to many systemic factors. Leaders sometimes lack clear guidance due to the autonomy and flexibility permitted by different state education departments. This situation requires district and school administrators to navigate the complexities of selecting cost-effective resources, timely data-based decision-making, stakeholder collaboration, and the availability of qualified personnel to implement MTSS effectively (Clark & Dockweiler, 2019). This study utilized a multiple-case study methodology to explore the experiences of three Algebra I teachers and two English II teachers who implemented MTSS in their high schools across three districts in South Carolina. The findings underscore the importance of developing a strategic leadership plan that enables stakeholders to collaborate effectively and comprehensively understand the MTSS framework. The study findings emphasize a need to enhance teacher capacity throughout the MTSS implementation process by providing targeted professional development centered on innovative strategies and essential tools. Results offer valuable insights into the challenges high school English and Math teachers encountered during the implementation of MTSS at their schools and provide recommendations for school and district leaders aimed at creating clear and well-defined MTSS implementation plans.