TDNet Discover

This capstone study examines the implementation of a multi-tiered system of supports (MTSS) to improve reading and mathematics achievement among students in Grades 9–12 at Doss High School. Although MTSS frameworks have demonstrated effectiveness in elementary settings, their application at the secondary level remains underdeveloped and inconsistently studied. Persistent achievement gaps in literacy and numeracy particularly among economically disadvantaged students, students with disabilities, English language learners, and historically marginalized populations underscore the need for structured, data-driven intervention systems in high schools (National Center for Education Statistics, 2023). Grounded in response to intervention (RTI), systems theory, data-based decision-making theory, and equity frameworks, this proposed study will explore whether a cohesive, tiered model can strengthen academic outcomes in a departmentalized secondary environment. The research will focus on establishing universal screening practices, structured Tier 2 and Tier 3 interventions, consistent progress monitoring, and implementation fidelity across content areas. The problem addressed is the continued below-proficient performance in reading and mathematics among students at Doss High School and the absence of a fully integrated MTSS framework to ensure timely, equitable support. The purpose of the study is to evaluate the effectiveness of MTSS implementation on student achievement, examine the relationship between fidelity of implementation and academic growth, and identify strengths and challenges unique to high school settings. Findings from this study are expected to inform instructional planning, professional development, and systems-level leadership practices at Doss High School and potentially serve as a model for secondary MTSS implementation at the district level. By contributing to the limited body of research on MTSS in high schools, this capstone aims to advance understanding of how tiered, data-informed  frameworks can promote equitable academic success and improved long-term outcomes for  3 secondary students.