Date of Award

August 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Shannon Grave

Abstract

The overarching goal of a Multi-Tiered Systems of Support (MTSS) framework is to ensure equitable and high levels of learning for all students. This study utilized two cycles of action research through implementation science to support practices of a North Dakota school district to improve district level alignment, procedures, and practices to improve academic achievement growth. District leadership paired with building leadership to develop a MTSS handbook based on evidence-based practices that could be shared in subsequent years to continue full implementation and continually providesupport for positive changes for their students.

The school district studied was comprised of eleven elementary schools. The AIR Multi-Tiered System of Support (MTSS) Fidelity Implementation Rubric (2025) was used for determining strengths and weaknesses within their MTSS structures. It also served as measurement of fidelity growth throughout the study. Both quantitative data and qualitative content analysis data from interviews, observations and artifacts was used to find evidence of the use of effective MTSS practices. Clearly defined MTSS indicators paired with professional development and collaboration helped establish the initial implementation phases and practices for later full implementation recommendations.This study aimed to generate a comprehensive understanding of what effective MTSS practices should involve for the full implementation phase and recommendations and considerations for future success. The findings were developed into a handbook geared towards improving systematic educational practices that enhance student outcomes by offering actionable insights for stakeholders that could be continued by all those involved in future years.

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