This mixed-methods study investigated the perceptions educators have during the initial stages of implementing the Multi-Tiered System of Support (MTSS) model. A survey and semi-structured interviews were collected to identify if the perceived barriers found in a rural context were consistent with prior research. Quantitative survey data indicated that participants felt confident about their practicing foundational skills of MTSS, and felt MTSS will benefit both staff and students. However, quantitative survey results also indicated a discrete difference in the data between the answers regarding participant confidence, knowledge, and the answers regarding attitude regarding time, resources, and leadership. Qualitative analysis from the survey and semi-structured interviews identified the following themes; (a) lack of time; (b) lack of training; (c) lack of resources; and (d) personnel buy-in; which are perceived as barriers for K-8 educators who will be implementing the MTSS model. When barriers exist, it can hinder the fidelity of the MTSS adoption, and in turn impact student achievement. (Perry 2019; Werts et al., 2014). These results should be considered when districts plan to implement the MTSS model. The data contributes a clear understanding of how educators feel about the MTSS adoption and what they foresee as issues for the district moving forward.
","abstract_html":"<p>This mixed-methods study investigated the perceptions educators have during the initial stages of implementing the Multi-Tiered System of Support (MTSS) model. A survey and semi-structured interviews were collected to identify if the perceived barriers found in a rural context were consistent with prior research. Quantitative survey data indicated that participants felt confident about their practicing foundational skills of MTSS, and felt MTSS will benefit both staff and students. However, quantitative survey results also indicated a discrete difference in the data between the answers regarding participant confidence, knowledge, and the answers regarding attitude regarding time, resources, and leadership. Qualitative analysis from the survey and semi-structured interviews identified the following themes; (a) lack of time; (b) lack of training; (c) lack of resources; and (d) personnel buy-in; which are perceived as barriers for K-8 educators who will be implementing the MTSS model. When barriers exist, it can hinder the fidelity of the MTSS adoption, and in turn impact student achievement. (Perry 2019; Werts et al., 2014). These results should be considered when districts plan to implement the MTSS model. The data contributes a clear understanding of how educators feel about the MTSS adoption and what they foresee as issues for the district moving forward.</p>","abstract_has_math":false,"creators":["Norton, Chelsea R"],"institution":null,"degree_name":"Education Specialist","degree_level":"Education Specialist","degree_discipline":"Education, Leadership and Public Service","degree_department":null,"school":null,"contributors":["Dr. K.C. Holder"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-10-01T07:00:00Z","date_published":"2022-10-01T07:00:00Z","updated_at":"2026-07-24T03:24:24Z","subjects":["Multi-tiered systems of support","MTSS","barriers","implementation","Curriculum and Instruction","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/732","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. K.C. Holder"]},{"key":"dc:creator","label":"Author","values":["Norton, Chelsea R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-10-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Leadership and Public Service"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Education Specialist"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education Specialist"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Multi-tiered systems of support","MTSS","barriers","implementation","Curriculum and Instruction","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/732"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed-methods study investigated the perceptions educators have during the initial stages of implementing the Multi-Tiered System of Support (MTSS) model. A survey and semi-structured interviews were collected to identify if the perceived barriers found in a rural context were consistent with prior research. Quantitative survey data indicated that participants felt confident about their practicing foundational skills of MTSS, and felt MTSS will benefit both staff and students. However, quantitative survey results also indicated a discrete difference in the data between the answers regarding participant confidence, knowledge, and the answers regarding attitude regarding time, resources, and leadership. Qualitative analysis from the survey and semi-structured interviews identified the following themes; (a) lack of time; (b) lack of training; (c) lack of resources; and (d) personnel buy-in; which are perceived as barriers for K-8 educators who will be implementing the MTSS model. When barriers exist, it can hinder the fidelity of the MTSS adoption, and in turn impact student achievement. (Perry 2019; Werts et al., 2014). These results should be considered when districts plan to implement the MTSS model. The data contributes a clear understanding of how educators feel about the MTSS adoption and what they foresee as issues for the district moving forward.
"]},{"key":"dc:title","label":"Title","values":["BARRIERS WHEN IMPLEMENTING A MULTI-TIERED SYSTEM OF SUPPORTS"]}]}],"canonical_facts":{"dc:contributor":["Dr. K.C. Holder"],"dc:creator":["Norton, Chelsea R"],"dc:date.available":["2022-10-24T07:00:00Z"],"dc:description.abstract":["This mixed-methods study investigated the perceptions educators have during the initial stages of implementing the Multi-Tiered System of Support (MTSS) model. A survey and semi-structured interviews were collected to identify if the perceived barriers found in a rural context were consistent with prior research. Quantitative survey data indicated that participants felt confident about their practicing foundational skills of MTSS, and felt MTSS will benefit both staff and students. However, quantitative survey results also indicated a discrete difference in the data between the answers regarding participant confidence, knowledge, and the answers regarding attitude regarding time, resources, and leadership. Qualitative analysis from the survey and semi-structured interviews identified the following themes; (a) lack of time; (b) lack of training; (c) lack of resources; and (d) personnel buy-in; which are perceived as barriers for K-8 educators who will be implementing the MTSS model. When barriers exist, it can hinder the fidelity of the MTSS adoption, and in turn impact student achievement. (Perry 2019; Werts et al., 2014). These results should be considered when districts plan to implement the MTSS model. The data contributes a clear understanding of how educators feel about the MTSS adoption and what they foresee as issues for the district moving forward.
"],"dc:identifier":["https://commons.nmu.edu/theses/732"],"dc:subject":["Multi-tiered systems of support","MTSS","barriers","implementation","Curriculum and Instruction","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration","Special Education and Teaching"],"dc:title":["BARRIERS WHEN IMPLEMENTING A MULTI-TIERED SYSTEM OF SUPPORTS"],"thesis:degree_discipline":["Education, Leadership and Public Service"],"thesis:degree_level":["Education Specialist"],"thesis:degree_name":["Education Specialist"]},"updated_at":"2026-07-24T03:24:24Z"}