Closing the achievement gap

Abstract

This qualitative case study provides insight on the organizational changes and experiences that teachers, administrators and support staff at one elementary school in Rhode Island have had with the implementation of a Multi-Tiered System of Supports (MTSS) Framework. The Burke and Litwin (1992) Causal Model of Organizational Performance and Change supported the research and analysis so that a deeper understanding of the organizational structures changes made when adopting the MTSS framework and how those changes in structures, systems and culture contributed to the transformation of academic interventions and behavioral systems. The research question that served to guide this study was: How do the teachers, staff and administration at a PK-4 elementary school in Rhode Island describe the organizational change process and the role it played in successfully implementing an MTSS framework to close the achievement gap? This process included gathering information on the development of current systems through disaggregating data, surveying staff, interviewing leadership and grade level focus teams. The results of this study indicate that changing the organizational structure of a school through the use of a MTSS Framework directly impacts closing the achievement gap. --Author's abstract