Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Teaching, Leadership & Professional Practice

First Advisor

Jared Schlenker


Disproportionate representation of African American students in Federal Setting III special education programming as well as disproportionate disciplinary removals of this same population were in part the catalyst for the Suburban Midwestern School District to implement a systematic Multi-Tiered System of Support (MTSS) framework district wide to ensure the district was meeting the needs of all learners. The researcher utilized the Suburban Midwestern School District as a case study to investigate how systematic and consistent implementation of a MTSS can reduce disproportionate identification, evaluation, and representation of subgroups within special education and simultaneously studied the perceptions of staff implementing the framework. Three research questions guided this study: (1) To what extent is this District implementing a district wide MTSS framework? (2) What are the perceptions of stakeholders of MTSS and whether they believe MTSS can impact student outcomes? (3) What are the implications and consequences of systematic and effective implementation of a Multi-Tiered System of Support? Through this case study, the researcher reviewed both qualitative and quantitative secondary data from the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota as well as observations by the researcher of the current Student Support Team (SST) process within buildings in order to answer the research questions above. As a result of this study and consistent work in the District, a MTSS Process Guide (Artifact III) was developed as a guiding document for the district to utilize to ensure systematic implementation of a MTSS framework in the year 2023-2024 and beyond. Overall, the goal of this study was to identify areas of strength, areas for growth and improvement, and provide a pathway forward to ensure fidelity of implementation and sustainability to ensure positive outcomes for all learners

Available for download on Thursday, January 23, 2025