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From Professional Development to Implementation: A District's Experience Implementing Mathematics Tiered Systems of Support
Author(s) -
Mason Erica N.,
Benz Sarah A.,
Lembke Erica S.,
Burns Matthew K.,
Powell Sarah R.
Publication year - 2019
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12206
Subject(s) - facilitator , coaching , general partnership , stakeholder , faculty development , professional development , mathematics education , school district , perception , medical education , psychology , pedagogy , public relations , medicine , political science , social psychology , neuroscience , law , psychotherapist
This article is about a school‐district‐initiated partnership with university faculty and their effort to implement a mathematics multi‐tiered system of support (MTSS). In addition to reporting research about MTSS implementation, we describe how this district translated research into practice. We also share the perceptions of key stakeholders about implementing mathematics MTSS in their district. We found that stakeholders identified time and human capacity as barriers to implementation, while the primary facilitator to implementation was identified as the acquisition of concrete strategies and tools supporting instruction. These stakeholder perceptions have implications for other districts with limited resources attempting to implement mathematics MTSS in their buildings through professional development and coaching.