Data-driven decision-making and collaboration are core pillars of a multi-tiered system of supports (MTSS); however, timely and accessible data use, as well as data literacy and visualization literacy skills, are challenges school leaders and educators face related to implementing such frameworks. I hypothesized efficient data management systems and data visualization tools enable school teams to predict student learning outcomes, readily communicate, and better understand student data. The purpose of this study design was to highlight a need for more efficient data structures that allow school stakeholders to balance their roles within an MTSS framework more effectively. The context of this inquiry was school stakeholders that incorporate MTSS within a large public-school district. I conducted this study using a mixed methods analysis, through a survey distributed to three stakeholder groups (i.e., teachers, administrators, and school-based specialists). The outcome reflected a need for more efficient data systems and automated visualization tools.
","abstract_html":"<p>Data-driven decision-making and collaboration are core pillars of a multi-tiered system of supports (MTSS); however, timely and accessible data use, as well as data literacy and visualization literacy skills, are challenges school leaders and educators face related to implementing such frameworks. I hypothesized efficient data management systems and data visualization tools enable school teams to predict student learning outcomes, readily communicate, and better understand student data. The purpose of this study design was to highlight a need for more efficient data structures that allow school stakeholders to balance their roles within an MTSS framework more effectively. The context of this inquiry was school stakeholders that incorporate MTSS within a large public-school district. I conducted this study using a mixed methods analysis, through a survey distributed to three stakeholder groups (i.e., teachers, administrators, and school-based specialists). The outcome reflected a need for more efficient data systems and automated visualization tools.</p>","abstract_has_math":false,"creators":["Saia, Domenick"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Carla Sparks","Angela Schmitz","James Lawson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12-01T08:00:00Z","date_published":"2023-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["Multi-Tiered System of Support (MTSS)","Data Visualization","Data Dashboards","Student Information Systems (SIS)","Progress Monitoring","Data Science","Databases and Information Systems","Educational Assessment, Evaluation, and Research","Educational Leadership","Infrastructure","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/784","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carla Sparks","Angela Schmitz","James Lawson"]},{"key":"dc:creator","label":"Author","values":["Saia, Domenick"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-12-25T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Multi-Tiered System of Support (MTSS)","Data Visualization","Data Dashboards","Student Information Systems (SIS)","Progress Monitoring","Data Science","Databases and Information Systems","Educational Assessment, Evaluation, and Research","Educational Leadership","Infrastructure","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/784"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Data-driven decision-making and collaboration are core pillars of a multi-tiered system of supports (MTSS); however, timely and accessible data use, as well as data literacy and visualization literacy skills, are challenges school leaders and educators face related to implementing such frameworks. I hypothesized efficient data management systems and data visualization tools enable school teams to predict student learning outcomes, readily communicate, and better understand student data. The purpose of this study design was to highlight a need for more efficient data structures that allow school stakeholders to balance their roles within an MTSS framework more effectively. The context of this inquiry was school stakeholders that incorporate MTSS within a large public-school district. I conducted this study using a mixed methods analysis, through a survey distributed to three stakeholder groups (i.e., teachers, administrators, and school-based specialists). The outcome reflected a need for more efficient data systems and automated visualization tools.
"]},{"key":"dc:title","label":"Title","values":["Making Data Meaningful: Stakeholder Perceptions on Data Visualization and Data Management Practices Within a Multi-Tiered System of Supports (MTSS)"]}]}],"canonical_facts":{"dc:contributor":["Carla Sparks","Angela Schmitz","James Lawson"],"dc:creator":["Saia, Domenick"],"dc:date.available":["2023-12-25T08:00:00Z"],"dc:description.abstract":["Data-driven decision-making and collaboration are core pillars of a multi-tiered system of supports (MTSS); however, timely and accessible data use, as well as data literacy and visualization literacy skills, are challenges school leaders and educators face related to implementing such frameworks. I hypothesized efficient data management systems and data visualization tools enable school teams to predict student learning outcomes, readily communicate, and better understand student data. The purpose of this study design was to highlight a need for more efficient data structures that allow school stakeholders to balance their roles within an MTSS framework more effectively. The context of this inquiry was school stakeholders that incorporate MTSS within a large public-school district. I conducted this study using a mixed methods analysis, through a survey distributed to three stakeholder groups (i.e., teachers, administrators, and school-based specialists). The outcome reflected a need for more efficient data systems and automated visualization tools.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/784"],"dc:subject":["Multi-Tiered System of Support (MTSS)","Data Visualization","Data Dashboards","Student Information Systems (SIS)","Progress Monitoring","Data Science","Databases and Information Systems","Educational Assessment, Evaluation, and Research","Educational Leadership","Infrastructure","School Psychology"],"dc:title":["Making Data Meaningful: Stakeholder Perceptions on Data Visualization and Data Management Practices Within a Multi-Tiered System of Supports (MTSS)"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}