Program
Special Education M.A.
Number of Pages
52
Year Approved
2026
First Advisor
Meghan Cavalier
Second Reader
Jennifer Severson
Abstract
Multi-tiered systems of support (MTSS) are widely used to guide early intervention and data-based decision making in schools; however, variability in how educators interpret data and apply decision-making frameworks may influence student access to interventions and special education services. This study examined decision-making practices within MTSS and special education systems, with particular attention to eligibility determination, reevaluation, and dismissal processes. Drawing on existing research related to MTSS implementation, equity in special education, and professional judgment in data interpretation, this study explored how educators interpreted student data and applied decision-making criteria within Minnesota school systems. The purpose of this research was to better understand how consistency in decision-making practices influences the identification and support of students with disabilities. Findings from this study aim to inform educational practices that promote equitable and data-informed decision making within MTSS frameworks. This study contributes to the growing body of literature examining consistency, equity, and professional judgment within educational decision-making systems.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Reeves, A. R. (2026). Decision-Making Consistency in MTSS and Special Education: Implications for Equity and Student Outcomes [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1281
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.