Although multi-tiered systems of support (MTSS) is often examined through the lens of school-level intervention systems and the fidelity of tiered academic and behavioral supports, this study approached MTSS from a district leadership and systems design perspective. Rather than evaluating the implementation of specific interventions within individual schools, the study investigated how district-level leadership structures, governance practices, and implementation infrastructure shape the capacity to operationalize MTSS as a coherent framework for advancing equitable student outcomes across a portfolio of schools. By examining district systems, structures, and decision-making processes, the study positioned the district as the primary unit of change and explored how organizational conditions influence the ability of schools to implement MTSS consistently and in ways that support durable equitable access, opportunity, and success for all students. The purpose of this study was to examine how Illinois school districts operationalize MTSS as a systems framework for advancing equity. Using a descriptive research design, the study analyzed district administrator survey responses alongside publicly available statewide indicators, including student achievement data and the Illinois Equity Journey Continuum, to situate district implementation practices within the broader context of statewide equity outcomes.
","abstract_html":"<p>Although multi-tiered systems of support (MTSS) is often examined through the lens of school-level intervention systems and the fidelity of tiered academic and behavioral supports, this study approached MTSS from a district leadership and systems design perspective. Rather than evaluating the implementation of specific interventions within individual schools, the study investigated how district-level leadership structures, governance practices, and implementation infrastructure shape the capacity to operationalize MTSS as a coherent framework for advancing equitable student outcomes across a portfolio of schools. By examining district systems, structures, and decision-making processes, the study positioned the district as the primary unit of change and explored how organizational conditions influence the ability of schools to implement MTSS consistently and in ways that support durable equitable access, opportunity, and success for all students. The purpose of this study was to examine how Illinois school districts operationalize MTSS as a systems framework for advancing equity. Using a descriptive research design, the study analyzed district administrator survey responses alongside publicly available statewide indicators, including student achievement data and the Illinois Equity Journey Continuum, to situate district implementation practices within the broader context of statewide equity outcomes. </p>","abstract_has_math":false,"creators":["Debrah, Joyce"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Elizabeth Minor","Dr. Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-04-01T07:00:00Z","date_published":"2026-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Equitable Design","MTSS","Illinois","Disproportionality","Student Outcomes","Multi-Tiered Systems of Support","Continuous Improvement","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/979","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Elizabeth Minor","Dr. Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Debrah, Joyce"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-05-12T07:00:00Z"]},{"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":["Equitable Design","MTSS","Illinois","Disproportionality","Student Outcomes","Multi-Tiered Systems of Support","Continuous Improvement","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/979"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Although multi-tiered systems of support (MTSS) is often examined through the lens of school-level intervention systems and the fidelity of tiered academic and behavioral supports, this study approached MTSS from a district leadership and systems design perspective. Rather than evaluating the implementation of specific interventions within individual schools, the study investigated how district-level leadership structures, governance practices, and implementation infrastructure shape the capacity to operationalize MTSS as a coherent framework for advancing equitable student outcomes across a portfolio of schools. By examining district systems, structures, and decision-making processes, the study positioned the district as the primary unit of change and explored how organizational conditions influence the ability of schools to implement MTSS consistently and in ways that support durable equitable access, opportunity, and success for all students. The purpose of this study was to examine how Illinois school districts operationalize MTSS as a systems framework for advancing equity. Using a descriptive research design, the study analyzed district administrator survey responses alongside publicly available statewide indicators, including student achievement data and the Illinois Equity Journey Continuum, to situate district implementation practices within the broader context of statewide equity outcomes.
"]},{"key":"dc:title","label":"Title","values":["BEYOND INTERVENTIONS: DISTRICT DESIGN OF MULTI-TIERED SYSTEMS OF SUPPORT AS AN EQUITY FRAMEWORK TO ADDRESS INEQUITABLE STUDENT OUTCOMES"]}]}],"canonical_facts":{"dc:contributor":["Dr. Elizabeth Minor","Dr. Harrington Gibson"],"dc:creator":["Debrah, Joyce"],"dc:date.available":["2026-05-12T07:00:00Z"],"dc:description.abstract":["Although multi-tiered systems of support (MTSS) is often examined through the lens of school-level intervention systems and the fidelity of tiered academic and behavioral supports, this study approached MTSS from a district leadership and systems design perspective. Rather than evaluating the implementation of specific interventions within individual schools, the study investigated how district-level leadership structures, governance practices, and implementation infrastructure shape the capacity to operationalize MTSS as a coherent framework for advancing equitable student outcomes across a portfolio of schools. By examining district systems, structures, and decision-making processes, the study positioned the district as the primary unit of change and explored how organizational conditions influence the ability of schools to implement MTSS consistently and in ways that support durable equitable access, opportunity, and success for all students. The purpose of this study was to examine how Illinois school districts operationalize MTSS as a systems framework for advancing equity. Using a descriptive research design, the study analyzed district administrator survey responses alongside publicly available statewide indicators, including student achievement data and the Illinois Equity Journey Continuum, to situate district implementation practices within the broader context of statewide equity outcomes.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/979"],"dc:subject":["Equitable Design","MTSS","Illinois","Disproportionality","Student Outcomes","Multi-Tiered Systems of Support","Continuous Improvement","Educational Leadership"],"dc:title":["BEYOND INTERVENTIONS: DISTRICT DESIGN OF MULTI-TIERED SYSTEMS OF SUPPORT AS AN EQUITY FRAMEWORK TO ADDRESS INEQUITABLE STUDENT OUTCOMES"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}