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MULTI-TIERED SYSTEM OF SUPPORTS IN FLORIDA: EXPLORING THE KNOWLEDGE OF PARENTS WITHIN THE MTSS PROCESS

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Date Issued:
2014
Abstract/Description:
In the American public school system, as of 2011, over 8% of students are placed in special education programs. To provide early intervention for struggling students before placement into special education services, three-tier model called Response to Intervention (RtI) was put into effect (FDOE, 2009). RtI (currently known as, Multi-Tiered System of Support-MTSS) is a multi-tiered system for struggling learners that provides increasingly intense levels of academic interventions and assessment (Bryd, 2011). Early intervention is a set of services for students who are at risk of, or who currently have, developmental delays or social emotional problems (Guralnick 2005). MTSS focuses on six core components: (1) evidence-based curriculum, instruction, intervention, and extension; (2) assessment and progress monitoring; (3) data-based decision making; (4) leadership; (5) family, school and community partnerships; and (6) cultural responsivity (Kashima, Schleich, & Spradlin, 2009). The goal of this research is to gain a clearer understanding of parents' perception of the MTSS process, their knowledge of the MTSS process, and their involvement in school-based reading interventions for their children who are receiving intensive interventions at the UCF Reading Clinic. I discovered that overall there was a dissatisfaction with both the communication between the parents and school, and the support that is provided for students. The majority of the parents surveyed recognized the term MTSS but they lacked a deep understanding of the process. Overall, there seemed to be a lack of understanding about how MTSS related to their student and what it meant for their child's education.
Title: MULTI-TIERED SYSTEM OF SUPPORTS IN FLORIDA: EXPLORING THE KNOWLEDGE OF PARENTS WITHIN THE MTSS PROCESS.
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Name(s): Troisi, Stephanie, Author
Little, Mary, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2014
Publisher: University of Central Florida
Language(s): English
Abstract/Description: In the American public school system, as of 2011, over 8% of students are placed in special education programs. To provide early intervention for struggling students before placement into special education services, three-tier model called Response to Intervention (RtI) was put into effect (FDOE, 2009). RtI (currently known as, Multi-Tiered System of Support-MTSS) is a multi-tiered system for struggling learners that provides increasingly intense levels of academic interventions and assessment (Bryd, 2011). Early intervention is a set of services for students who are at risk of, or who currently have, developmental delays or social emotional problems (Guralnick 2005). MTSS focuses on six core components: (1) evidence-based curriculum, instruction, intervention, and extension; (2) assessment and progress monitoring; (3) data-based decision making; (4) leadership; (5) family, school and community partnerships; and (6) cultural responsivity (Kashima, Schleich, & Spradlin, 2009). The goal of this research is to gain a clearer understanding of parents' perception of the MTSS process, their knowledge of the MTSS process, and their involvement in school-based reading interventions for their children who are receiving intensive interventions at the UCF Reading Clinic. I discovered that overall there was a dissatisfaction with both the communication between the parents and school, and the support that is provided for students. The majority of the parents surveyed recognized the term MTSS but they lacked a deep understanding of the process. Overall, there seemed to be a lack of understanding about how MTSS related to their student and what it meant for their child's education.
Identifier: CFH0004699 (IID), ucf:45251 (fedora)
Note(s): 2014-12-01
B.S.
Education, Dept. of Educational and Human Sciences
Bachelors
This record was generated from author submitted information.
Subject(s): MTSS
Multi-Tiered System of Supports
Parent Knowledge
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH0004699
Restrictions on Access: public
Host Institution: UCF

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