This article is about a school-district-initiated partnership with university faculty members and their effort to implement a mathematics multitiered system of support (MTSS). In addition to reporting research about MTSS implementation, the authors describe how this district translated research into practice. They also share the perceptions of key stakeholders about implementing mathematics MTSS in their district. The authors found that stakeholders identified time and human capacity as barriers to implementation and that the primary facilitator to implementation was the acquisition of concrete strategies and tools supporting instruction. These stakeholder perceptions have implications for other districts with limited resources attempting to implement mathematics MTSS in their buildings through professional development and coaching.
Mason, E. N., Benz, S. A., Lembke, E. S., Burns, M. K., & Powell, S. R. (2019). From professional development to implementation: A district’s experience implementing mathematics tiered systems of support. Learning Disabilities Research & Practice, 34(4), 207–214.