This dissertation study captured how teachers learn strategies to support students with Individualized Education Programs (IEPs) through the use of Multi-Tiered Systems of Support (MTSS). In the MTSS framework, Tier 1 serves approximately 80–85% of students with high-quality evidence-based core instruction (e.g., science of reading curriculum, social emotional curriculum); Tier 2 serves approximately 10–15% with targeted small-group interventions (e.g., data-informed small-group math/reading groups, check-in/check-out behavior programs); Tier 3 serves approximately 5% with intensive individualized support (e.g., Orton-Gillingham reading intervention groups, individualized behavior plans). Special Education is a separate, legally mandated service outside the tiers for students with identified disabilities under the Individuals with Disabilities Education Act (IDEA). This mixed-methods study utilized surveys, sentence stems, and interviews to explore teacher development in their teacher education and ongoing training throughout their careers. Grounded in the theoretical framework of andragogy (adult learning), the research drew on teacher preparation at the college level as well as ongoing training throughout their professional careers, indicating that teachers did not receive specific training on inclusion, serving students with IEPs, and/or MTSS. The findings indicated that while teachers felt confident in implementing Tier 1 and Tier 2 interventions for both academics and behaviors, their confidence significantly decreased regarding Tier 3 interventions. The study revealed that teachers are eager to be trained and coached in authentic ways to support special education students within the general education classroom, such as ongoing coaching. However, they also identified a critical need for additional resources, personnel such as aides, increased collaboration with specialists, and further training.
","abstract_html":"<p>This dissertation study captured how teachers learn strategies to support students with Individualized Education Programs (IEPs) through the use of Multi-Tiered Systems of Support (MTSS). In the MTSS framework, Tier 1 serves approximately 80–85% of students with high-quality evidence-based core instruction (e.g., science of reading curriculum, social emotional curriculum); Tier 2 serves approximately 10–15% with targeted small-group interventions (e.g., data-informed small-group math/reading groups, check-in/check-out behavior programs); Tier 3 serves approximately 5% with intensive individualized support (e.g., Orton-Gillingham reading intervention groups, individualized behavior plans). Special Education is a separate, legally mandated service outside the tiers for students with identified disabilities under the Individuals with Disabilities Education Act (IDEA). This mixed-methods study utilized surveys, sentence stems, and interviews to explore teacher development in their teacher education and ongoing training throughout their careers. Grounded in the theoretical framework of andragogy (adult learning), the research drew on teacher preparation at the college level as well as ongoing training throughout their professional careers, indicating that teachers did not receive specific training on inclusion, serving students with IEPs, and/or MTSS. The findings indicated that while teachers felt confident in implementing Tier 1 and Tier 2 interventions for both academics and behaviors, their confidence significantly decreased regarding Tier 3 interventions. The study revealed that teachers are eager to be trained and coached in authentic ways to support special education students within the general education classroom, such as ongoing coaching. However, they also identified a critical need for additional resources, personnel such as aides, increased collaboration with specialists, and further training.</p>","abstract_has_math":false,"creators":["Foroughi, Behrose"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Susan Bush-Mecenas","June Hilton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-01T08:00:00Z","date_published":"2026-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:17Z","subjects":["Inclusion","MTSS","PBIS","RTI","Special Education","Teacher Education","Education","Special Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/1098","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Susan Bush-Mecenas","June Hilton"]},{"key":"dc:creator","label":"Author","values":["Foroughi, Behrose"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-06-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusion","MTSS","PBIS","RTI","Special Education","Teacher Education","Education","Special Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/1098"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation study captured how teachers learn strategies to support students with Individualized Education Programs (IEPs) through the use of Multi-Tiered Systems of Support (MTSS). In the MTSS framework, Tier 1 serves approximately 80–85% of students with high-quality evidence-based core instruction (e.g., science of reading curriculum, social emotional curriculum); Tier 2 serves approximately 10–15% with targeted small-group interventions (e.g., data-informed small-group math/reading groups, check-in/check-out behavior programs); Tier 3 serves approximately 5% with intensive individualized support (e.g., Orton-Gillingham reading intervention groups, individualized behavior plans). Special Education is a separate, legally mandated service outside the tiers for students with identified disabilities under the Individuals with Disabilities Education Act (IDEA). This mixed-methods study utilized surveys, sentence stems, and interviews to explore teacher development in their teacher education and ongoing training throughout their careers. Grounded in the theoretical framework of andragogy (adult learning), the research drew on teacher preparation at the college level as well as ongoing training throughout their professional careers, indicating that teachers did not receive specific training on inclusion, serving students with IEPs, and/or MTSS. The findings indicated that while teachers felt confident in implementing Tier 1 and Tier 2 interventions for both academics and behaviors, their confidence significantly decreased regarding Tier 3 interventions. The study revealed that teachers are eager to be trained and coached in authentic ways to support special education students within the general education classroom, such as ongoing coaching. However, they also identified a critical need for additional resources, personnel such as aides, increased collaboration with specialists, and further training.
"]},{"key":"dc:title","label":"Title","values":["How Teachers Learn Strategies to Support Students with Individualized Education Programs Through the Use of Multi-Tiered Systems of Support"]}]}],"canonical_facts":{"dc:contributor":["Susan Bush-Mecenas","June Hilton"],"dc:creator":["Foroughi, Behrose"],"dc:date.available":["2026-06-14T07:00:00Z"],"dc:description.abstract":["This dissertation study captured how teachers learn strategies to support students with Individualized Education Programs (IEPs) through the use of Multi-Tiered Systems of Support (MTSS). In the MTSS framework, Tier 1 serves approximately 80–85% of students with high-quality evidence-based core instruction (e.g., science of reading curriculum, social emotional curriculum); Tier 2 serves approximately 10–15% with targeted small-group interventions (e.g., data-informed small-group math/reading groups, check-in/check-out behavior programs); Tier 3 serves approximately 5% with intensive individualized support (e.g., Orton-Gillingham reading intervention groups, individualized behavior plans). Special Education is a separate, legally mandated service outside the tiers for students with identified disabilities under the Individuals with Disabilities Education Act (IDEA). This mixed-methods study utilized surveys, sentence stems, and interviews to explore teacher development in their teacher education and ongoing training throughout their careers. Grounded in the theoretical framework of andragogy (adult learning), the research drew on teacher preparation at the college level as well as ongoing training throughout their professional careers, indicating that teachers did not receive specific training on inclusion, serving students with IEPs, and/or MTSS. The findings indicated that while teachers felt confident in implementing Tier 1 and Tier 2 interventions for both academics and behaviors, their confidence significantly decreased regarding Tier 3 interventions. The study revealed that teachers are eager to be trained and coached in authentic ways to support special education students within the general education classroom, such as ongoing coaching. However, they also identified a critical need for additional resources, personnel such as aides, increased collaboration with specialists, and further training.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/1098"],"dc:subject":["Inclusion","MTSS","PBIS","RTI","Special Education","Teacher Education","Education","Special Education and Teaching","Teacher Education and Professional Development"],"dc:title":["How Teachers Learn Strategies to Support Students with Individualized Education Programs Through the Use of Multi-Tiered Systems of Support"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:17Z"}