MTSS in the Classroom: Special Education Teachers’ Experiences with a Multi-Tiered System of Supports

Abstract

ABSTRACT Five experienced special educators were interviewed to learn about their experiences working in a school district with a fully developed MTSS. The interviews revealed these special educators were highly supportive of tiered supports because they provide strategic and intensive interventions for students who are behind. Nonetheless, these educators also reflected a significant frustration with the amount of additional work they experienced when implementing tiered supports. All five affirmed a district expectation for special educators to work with students without IEPs as part of efforts to prevent the need for special education. The teachers understood tiered supports were a district expectation, but their experience suggested adequate resources to meet students’ needs were not provided. Detailed analysis of the interviews suggested how the current MTSS practices did not take into account systems-level data about student needs. Implications for preparing future general and special educators are discussed.