Are All Students Benefiting from MTSS?

Zhang (Chloe)¹, Jimerson (Shane)¹, Weber (Mihya)^1
1University of California, Santa Barbara

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

progress-making, reading, English Language Learners (ELLs), MTSS implementation fidelity

Summary

Including all six-graders from nine elementary schools in a Southern California elementary school district (n=479), the present study seeks to understand the link between MTSS implementation fidelity and ELL and non-ELL students’ growth in reading.

The first paired-sample t-test outcomes indicated a statistically significant mean difference between the baseline and the benchmark standardized reading scores among ELL students from schools with the highest MTSS implementation fidelity, t (15) =-2.72, p=.016, and from schools with low MTSS scores,  t (14) =-2.46, p=.028. However, ELLs in schools with high MTSS implementation fidelity obtained more reading progress, with the mean of benchmark reading being 139 points higher than that for baseline reading.

This result is also applicable to non-ELL students as indicated in another paired t-test examining non-ELL students’ progress-making in these schools. There is a significant mean difference between the standardized baseline and the benchmark reading scores for non-ELLs from MTSS-focused schools, t (127) =-5.22, p<.00, and from schools with low MTSS fidelity, t (92) =-2.88, p=.005. Nevertheless, non-ELLs from schools with high MTSS implementation fidelity made more progress in reading.  

 

 

Auteurs