Date of Award

Summer 8-9-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Leadership Studies

Committee Chair

Daniel P. Hall, Ph.D

Committee Member

Lucinda Spaulding, Ph.D.

Committee Member

Roger Jones, Ed.D.

Abstract

Educators are focused on helping students achieve academic success. One method that has gained popularity in recent years is multi-tiered systems of support. Tiering systems of support is not a new concept in the field of education. Tiering systems of support rely on the basic concepts of a Response to Intervention (RTI) model for academic and behavioral support. In an RTI model, the level of intervention is increased based on the effectiveness of the intervention on an individual student’s progress toward an established goal. Tiered systems of support create a structured RTI model with leveled systems of support that can be utilized school-wide for all students. In this study, I examined the impact of a specific Tier 3 support system called Intervention Design Specialists utilized by three high schools in a Central Virginia public school division. Intervention Design Specialists are individual staff members who work with an identified population of students to improve social, academic, and behavioral outcomes in a public school setting. To gauge the effectiveness of this program, I conducted a collective case study involving all high schools in Bedford County, Virginia. The study identified four main themes that had a significant impact on students. Respondents claimed that the IDS program created a safe place for students, helped students develop skills, produced intentional intervention plans, and built positive relationships. These factors among others have helped students in Bedford grow academically and socially while improving behaviorally.

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