Transformational

Leadership on the
Implementation of a
Multi-Tiered System of
Support with
Emphasis on School
Culture
Donna Johnson Heavner
Gardner-Webb University
2015

Chapter 1 Introduction
Theory
Human interactions
Assessing individual student needs
Meeting the needs of students
Behavioral, Cognitive, and Social/Emotional
Theorists
Maslow, Glasser, Aldefers, Bloom, Skinner, Canter,
Bandura, Piaget, Bruner, Ausubel, Jung,

Chapter 2 Literature
Review

Multi-Tiered System of Support (MTSS)

NCDPI and KDPI: instruction, early intervention,
academic supports, curriculum, assessments,
problem solving, communication, and
empowerment
Effective School Culture
Marzano: communication, vision, high
expectations, culture of change, and leadership
Leadership Behaviors with Emphasis on
Transformational Leadership
Burns and Bass: idealized influence, inspirational
motivation, intellectual stimulation, and
individualized consideration

Purpose of the Study

4 Research Questions:
1. What is the impact of a Multi-Tiered System of
Support on a
schools culture?
2. What are the common experiences associated
with a Multi- Tiered System of Support that impact
school culture?
3. Are there identifiable traits within the
organization impacting
the implementation of a
Multi-Tiered System of Support?
4. Are there identifiable leadership behaviors
impacting the potential for and the sustainability
of a Multi-Tiered
System of Support?

Chapter 3 Methodology

Research ParticipantsFour elementary schools in North

Carolina which have implemented and sustained a MTSS.
Collection:
Online survey program (K12Insight.com)
Face-to-face interviews with protocols
Focus groups with protocols
Frequency distribution tables using frequently occurring
themes
Analysis:
Quantitative data--Statistical Package for Social Sciences
(SPSS) and the data analysis provided by K12Insight.
Descriptive statistics--Frequency, number, and cumulative
percentages provided by K12Insight software.
Inferential statisticsChi-Square Test for Likert Scale survey
items using SPSS.

Chapter 4 Findings

Participant Demographics

Data

Number

Gender
Males
7
Females
77
Age
22-32
24
32-42
25
43-52
21
52+
14
Years of Experience
1-3
23
4-6
10
7-9
9
10-15
20
15+
22
Highest Educational Level
Bachelors
44
Masters
37
Specialist
3
Doctorate
0

8.33%
91.67%
28.57%
29.76%
25.00%
16.67%
27.38%
11.90%
23.81%
23.81%
26.19%
52.38%
44.05%
3.57%
0.00%

Percentage

Research Question 1:
Chi-Square Test Results for Questions 5-11 (Beliefs)
All of the questions relative to beliefs about instruction, early
intervention, academic supports, curriculum, assessment, problemsolving, and empowerment had a Chi-Square value of p<0.001.
This shows even more evidence against the null hypothesis .

Survey Question 12: How has the

implementation of a MTSS changed your school?
Themes
Percentage of Responses
Success for all students 35.71%
Data informed decisions 16.67%
Teamwork/collaboration 10.71%
Reflect on teaching
8.33%
More effective grouping 7.14%
Urgency 7.14%
Researched based interventions 7.14%

Research Question 1
Frequency Distribution Table of
Themes Resulting from Focus
Groups
Themes
Percentages
Collaboration
18.46%
Whole Child
10.77%
Accountability
7.69%
Success
7.69%
Targeted Instruction
6.15%
Data
6.15%

Research Question 1
Frequency Distribution Table of
Themes Resulting from
Administrative Interviews
Themes
Percentages of Responses
Collaboration/Team 18.52%
Mindset Shift11.11%
EC Placement 9.26%
All students 9.26%
Data 9.26%
Schedules 7.40%
Vision 7.40%
Coaching 7.40%

Research Question 2
Chi-Square Test Results for Questions 13-17

All of the questions relative to the common experiences associated with a MTSS
including universal screening, intervention, progress monitoring,
communication, and data-informed decisions had a Chi-Square value of p<0.010
or p<0.001. This shows more evidence against the null hypothesis.
Ranking of Impact of Components of MTSS

Implementing interventions 123

Implementing universal screening 162
Implementing progress monitoring 187

Frequency Distribution Table of Themes Resulting from Question 19:

What experiences have you had as your school has implemented a MTSS
you feel have changed your beliefs and behaviors?
Themes
Percentage of Responses
Student Growth/Success 30.30%
Data Informed Decisions 16.67%
Focus on all students 12.12%
Diagnosis 9.09%
Targeting Instruction 6.06%
Teamwork 6.06%
Interventions 6.06%

Research Question 2
Frequency Distribution Table of Themes
Resulting from Focus Groups
Theme
Percentage of Responses
Teacher Efficacy
13.56%
Change Process
11.86%
Collaboration/Teamwork 10.175
Paperwork
8.47%
EC Process
8.47%
Schedule
6.78%
Pilot School
6.78%

Research Question 2
Frequency Distribution Table of Themes
Resulting from Administrative Interviews
Theme
Percentages of Responses
Individualized Staff Development 28.57%
Urgency
9.52%
Problem-Solving
9.52%
Data Informed Decisions
9.52%
Core instruction
9.52%
Gradual Process
7.14%
Progress Monitoring
7.14%
Collaboration
4.76%

Research Question 3
Chi-Square Test Results for Questions 20-34
Questions 20-34 addressed the elements of an effective culture which
include: personal sacrifice, enthusiasm, confidence, high standards,
optimism about the future, challenging assumptions, being innovative,
developmental orientation, continuously improving, individual
consideration, listening attentively, being proactive, sharing a vision,
appreciation of the change process, quality time, and allowing feedback.
All of the questions had a Chi-Square value of p<0.001. This shows more
evidence against the null hypothesis.

Frequency Distribution Table of Themes Resulting from Question

36: Why did your school implement a Multi-Tiered System of
Support?
Themes Percentage of Responses
Required by administration 31.25%
Individualize learning needs
27.08%
Student success
18.75%
Help all students 14.58%
Make a difference 4.17%

Research Question 3
Frequency Distribution Table of Themes
Resulting from Focus Groups
Themes
Percentage of Responses
Collaboration/Teamwork
31.82%
Focus on Whole Child
18.18%
Student Success
6.82%
Targeted Instruction
6.82%
Focus on All Students
4.55%
Buy In
4.55%
Hard Work
4.55%
Growth
4.55%

Research Question 3
Frequency Distribution Table of Themes
Resulting from Administrative Interviews
Themes
Percentage of Responses
High Quality Time
17.24%
Buy In
13.79%
Non-Negotiable
13.79%
Common Goals
6.90%
Paperwork
6.90%
Hiring
6.90%
High Expectations
6.90%
School Level Support
6.90%

Research Question 4
Chi-Square Test Results for Questions 37-43

Questions 37-43 were asked to gain insight on the impact of

Transformational Leadership on the implementation of a MTSS. The
questions included the following elements: visionary leadership ,
admiration, respect, trust, teaching, coaching, data-informed decisions,
fund management, innovation, and support of leadership in others. All of
the question had a Chi-Square value of p<0.001.
Frequency Distribution Table of Themes Resulting from Question 44:
How does your school leader support a Multi-Tiered System of Support in your school?

Themes Percentage of Responses

Knowledge of data 14.29%
Knowledge of/Believes in MTSS 13.33%
Teaming/collaboration 13.33%
Individual Support 12.38%
Funding/resources 10.48%
Problem solving
9.52%
Individualized planning 7.62%
Diagnosis 5.71%
Staff development 4.76%
Scheduling 4.76%

Research Question 4
Frequency Distribution Table of Themes
Resulting from Focus Groups
Themes Percentages of Responses
Data- Informed 15.94%
Coaching 13.04%
High Expectations 7.25%
Problem-Solving5.80%
Knowledge of Students
5.80%
Collaboration/Teamwork 5.80%
Enthusiasm/Passion
5.80%
Urgency 5.80%
Motivational 5.80%
Student and Teacher Success
4.35%

Research Question 4
Frequency Distribution Table of Common
Themes Resulting from Administrative
Interviews
Themes
Percentages of Responses
Knowledge of/Passion for MTSS 23.81%
Non-Negotiable
21.43%
Individualized Staff Development 14.29%
Change Leader
7.14%
Data Informed
7.14%
Schedule
4.76%
Trust
4.76%

Chapter 5
Recommendations

Research Question 1
4 Mindset Shifts:
1. Responsibility for the students in the teachers
classroom to
be shared/owned by all of the
teachers. (John McCook)
2. All students can and should succeed. (Feather
and Dweck) (Meeting the needs from theorists)
3. Data-informed decisions. (Dufour and Eaker)
4. The importance of teamwork, collaboration, and
communication. (Dufour and Eaker)

Research Question 2
All of the components of the MTSS process are important:
universal screening, intervention, and progress monitoring.
(John McCook)
The impact of the implementation of interventions was ranked
number one most often in this study.
There is a shift from student proficiency to academic and
behavioral success for all students.

Data-informed decisions lead to better diagnosis.

Teacher efficacy increases with collaboration in the MTSS.
Staff development should be individualized for the teachers,
grade level, or intervention. (How will this affect me?)

Research Question 3
Lezottes Effective Schools Research
7 Correlates of Effective Schools
1. High expectations for success for all
students and teachers
2. Strong instructional leadership
3. Clear and focused mission which includes
success for all
4. Opportunity to learn/time on task
5. Frequent monitoring of student progress
6. Safe and orderly environment
7. Positive home-school relations

Research Question 4
Leadership is critical to the MTSS process. (McCook)
Effective coaching is needed when implementing the MTSS process
(Jim McKnight)
Professional Learning Communities (Dufour and Eaker)
1. Build professional learning communities
2. Communicate the mission, values, and goals daily
3. Create collaborative structures with focus on teaching and learning
4. Shape the culture to support a PLC
5. Foster an approach that focuses on learning rather than teaching.
6. Encourage teachers to think of themselves as leaders
7. Practice enlightened leadership strategies
8. Establish personal credibility
9. Be fixated on results
10.Recognize continuous improvement requires continuous learning.
Conflict is essential to any successful change effort. Michael Fullan

Limitations
The findings of this study represent only 4 schools
which have successfully implemented a MTSS in
North Carolina.
The sample size of 84 survey responses, 24 focus
group members, and 8 school leader interviews are
relatively small compared to all of the schools in
North Carolina and the United States.
The survey questions and interview questions
gather information through means of self-reporting
and can have potential validity problems associated
with it. Biases may exist.

Future Research
The impact of MTSS at the elementary school, middle
school, and high school level
A longitudinal study of the impact of MTSS on the students
through the elementary, middle, and/or high school years.
The implementation of a MTSS process at a district or state
level
The impact of a MTSS on beginning teacher induction or the
impact of beginning teachers on the implementation of a
MTSS.
The impact of scheduling knowledge on the implementation
of a MTSS
The impact of Title I funds on the implementation of a MTSS.
The hiring practices and processes for principals and
teachers.
Best practice for training for implementation of a MTSS.
Replicate this study with more schools to see if the findings
are consistent

Thank you!
Thank you for your time today
I have learned so much through this process.
If someone sees a Picasso, and they say we are
going to paint like that. That looks really nice. I
want to paint like that. When we pick up a paint
brush we dont even know where to make the first
line. You would want to give up.
Administrative Interview

I hope this research provides insight into the

steps needed to implement and sustain a
Multi-Tiered System of Support.