This research aimed to review how a large unit school district can differentiate the Multi-Tiered Systems of Support (MTSS) framework specifically for the elementary level to increase the growth and achievement of all elementary students within the district. A deep dive into publicly available student achievement data for Parkside School District was completed as part of the research and data collection. Additionally, school and district staff were given an in-depth survey about different aspects of the MTSS framework in Parkside School District. All of this data was analyzed and interpreted. The results showed that there is a need for the elementary MTSS framework within Parkside to be differentiated for increased student success. Increased communication and professional development about Parkside’s elementary MTSS framework, clearly defined expectations and staff roles within the MTSS framework, and developing a resource allocation model to flexibly support the framework were the primary recommendations.
","abstract_html":"<p>This research aimed to review how a large unit school district can differentiate the Multi-Tiered Systems of Support (MTSS) framework specifically for the elementary level to increase the growth and achievement of all elementary students within the district. A deep dive into publicly available student achievement data for Parkside School District was completed as part of the research and data collection. Additionally, school and district staff were given an in-depth survey about different aspects of the MTSS framework in Parkside School District. All of this data was analyzed and interpreted. The results showed that there is a need for the elementary MTSS framework within Parkside to be differentiated for increased student success. Increased communication and professional development about Parkside’s elementary MTSS framework, clearly defined expectations and staff roles within the MTSS framework, and developing a resource allocation model to flexibly support the framework were the primary recommendations. </p>","abstract_has_math":false,"creators":["Ernst, Zachary R"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Donald Angelaccio","Angela Elkordy","James Fitzpatrick"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-04-01T07:00:00Z","date_published":"2025-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:28Z","subjects":["MTSS","Elementary","Unit District","Equity","District Leadership","Curriculum and Instruction","Educational Leadership","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/877","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Donald Angelaccio","Angela Elkordy","James Fitzpatrick"]},{"key":"dc:creator","label":"Author","values":["Ernst, Zachary R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-04-11T07:00:00Z"]},{"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":["MTSS","Elementary","Unit District","Equity","District Leadership","Curriculum and Instruction","Educational Leadership","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/877"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research aimed to review how a large unit school district can differentiate the Multi-Tiered Systems of Support (MTSS) framework specifically for the elementary level to increase the growth and achievement of all elementary students within the district. A deep dive into publicly available student achievement data for Parkside School District was completed as part of the research and data collection. Additionally, school and district staff were given an in-depth survey about different aspects of the MTSS framework in Parkside School District. All of this data was analyzed and interpreted. The results showed that there is a need for the elementary MTSS framework within Parkside to be differentiated for increased student success. Increased communication and professional development about Parkside’s elementary MTSS framework, clearly defined expectations and staff roles within the MTSS framework, and developing a resource allocation model to flexibly support the framework were the primary recommendations.
"]},{"key":"dc:title","label":"Title","values":["An Elementary Review of Multi-Tiered System of Support"]}]}],"canonical_facts":{"dc:contributor":["Donald Angelaccio","Angela Elkordy","James Fitzpatrick"],"dc:creator":["Ernst, Zachary R"],"dc:date.available":["2025-04-11T07:00:00Z"],"dc:description.abstract":["This research aimed to review how a large unit school district can differentiate the Multi-Tiered Systems of Support (MTSS) framework specifically for the elementary level to increase the growth and achievement of all elementary students within the district. A deep dive into publicly available student achievement data for Parkside School District was completed as part of the research and data collection. Additionally, school and district staff were given an in-depth survey about different aspects of the MTSS framework in Parkside School District. All of this data was analyzed and interpreted. The results showed that there is a need for the elementary MTSS framework within Parkside to be differentiated for increased student success. Increased communication and professional development about Parkside’s elementary MTSS framework, clearly defined expectations and staff roles within the MTSS framework, and developing a resource allocation model to flexibly support the framework were the primary recommendations.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/877"],"dc:subject":["MTSS","Elementary","Unit District","Equity","District Leadership","Curriculum and Instruction","Educational Leadership","Elementary Education"],"dc:title":["An Elementary Review of Multi-Tiered System of Support"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:28Z"}