Tools

LEADER 03437cam 2200529Ii 4500

001 ocn988775870;

003 OCoLC;

005 20170914030104.0;

006 m o d ;

007 cr unu||||||||;

008 170602s2017 ncuad obm 000 0 eng d;

035 a| (Sirsi) o988775870;

035 a| (OCoLC)988775870;

049 a| EREE;

090 a| LB1555;

100 1 a| Averitt, Suzanne,e| author.?| UNAUTHORIZED;

245 10 a| Raising student achievement using a multi-tiered system of supports :b| a problem-based organizational study /c| by Suzanne Averitt.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2017.;

300 a| 124 pages :b| illustrations (some color), charts;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 1.23 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2017.;

500 a| Presented to the faculty of the Department of Educational Leadership.;

500 a| Advisor: R. Martin Reardon.;

500 a| Title from PDF t.p. (viewed June 29, 2017).;

520 3 a| Three elementary schools were chosen for this study based on discrepancies in state summative assessment composite scores between schools in similar geographic regions and with similar rates of students receiving free or reduced lunch. As an evidence-based approach to school improvement, this study proposed to implement a multi-tiered system of supports in the context of professional learning communities (PLCs) to close the performance gap between the target schools and analogous schools with which they were paired. A gradual release coaching model was used to assist teachers with the implementation of MTSS during grade level PLCs. At those meetings, a problem-solving method was introduced and teachers learned to analyze data to identify academic weaknesses, brainstorm instructional solutions, and develop action plans to remediate the area of concern. At the conclusion of the study, the results were mixed. Academic performance increased considerably at one school but fell at the other two schools. In addition, after a year of working in PLCs, teachers at the target schools continued to doubt that working collegially had any effect on their students' performance. These findings led to an exploration of Implementation Science to gain a better understanding of the results.;

504 a| Includes bibliographical references.;

650 0 a| Education, Elementaryx| Aims and objectives.=| ^A39760;

650 0 a| Academic achievement.=| ^A8828;

650 0 a| Professional learning communities.=| ^A1000531;

653 a| MTSS;

653 a| multi-tiered system of supports;

653 a| implementation science;

700 1 a| Reardon, R. Martin,e| degree supervisor.=| ^A1280454;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/6194;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 4704184;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4704184-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/2/2017x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4704184-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/2/2017x| ETDz| HERESOURCE;

Raising student achievement using a multi-tiered system of supports : a problem-based organizational study / by Suzanne Averitt.

Author/creator	Averitt, Suzanne author.
Other author	Reardon, R. Martin, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2017.
Description	124 pages : illustrations (some color), charts
Supplemental Content	Access via ScholarShip
Subjects	Education, Elementary--Aims and objectives. Academic achievement. Professional learning communities.

Summary	Three elementary schools were chosen for this study based on discrepancies in state summative assessment composite scores between schools in similar geographic regions and with similar rates of students receiving free or reduced lunch. As an evidence-based approach to school improvement, this study proposed to implement a multi-tiered system of supports in the context of professional learning communities (PLCs) to close the performance gap between the target schools and analogous schools with which they were paired. A gradual release coaching model was used to assist teachers with the implementation of MTSS during grade level PLCs. At those meetings, a problem-solving method was introduced and teachers learned to analyze data to identify academic weaknesses, brainstorm instructional solutions, and develop action plans to remediate the area of concern. At the conclusion of the study, the results were mixed. Academic performance increased considerably at one school but fell at the other two schools. In addition, after a year of working in PLCs, teachers at the target schools continued to doubt that working collegially had any effect on their students' performance. These findings led to an exploration of Implementation Science to gain a better understanding of the results.
General note	Presented to the faculty of the Department of Educational Leadership.
General note	Advisor: R. Martin Reardon.
General note	Title from PDF t.p. (viewed June 29, 2017).
Dissertation note	Ed.D. East Carolina University 2017.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Availability

Library	Location	Call Number	Status	Item Actions
	Electronic Resources	Access Content Online	✔ Available

Raising student achievement using a multi-tiered system of supports : a problem-based organizational study / by Suzanne Averitt.

Click here for more information about this title

Availability