Implementation of Multi-tiered Systems of Support in Culturally and Linguistically Diverse Secondary Schools 109 views

Multi-tiered systems of support (MTSS) frameworks are implemented in public schools across all fifty states in the U.S. to organize academic, behavioral, and wellness supports for students. Despite the widespread use of MTSS, research shows that implementing MTSS effectively is difficult, but even more so in secondary schools serving students in grades 6-12. As achievement gaps persist among student groups, research also shows that school leaders experience greater challenges when attempting to design and sustain effective support systems for students from culturally and linguistically diverse (CLD) backgrounds. As such, this study sought to examine the practices of leaders in fully accredited CLD secondary schools to identify key implementation drivers that promoted effective MTSS implementation. This qualitative study included data collected through interviews with leaders at the district and school level, with a closer case study of one middle school that included interviews with staff, observation, and document analysis. Data was analyzed through a conceptual framework that was based on the Fixsen et al. (2005) implementation framework. Findings suggested that leaders at CLD secondary schools prioritize organizational alignment and adaptive leadership practices for MTSS. Cultural responsiveness was also a key theme that appeared as foundational when supporting CLD school communities. Recommendations are provided for school and district leaders aiming to establish and refine MTSS in CLD schools to close achievement gaps for students who have been historically underserved.

EDD (Doctor of Education)

multi-tiered systems of support; MTSS; implementation; culturally and linguistically diverse

English

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2026-03-31