Multi-Tiered System of Supports (MTSS) as an instructional framework are becoming more and more commonplace in the United States educational milieu. Practitioners and policy makers have begun to recognize its potential to address the educational needs of every student while reducing the number of students that are removed from the classroom. The inclusive and all-encompassing nature of MTSS has spurred debate regarding its usefulness and implementation. This qualitative case study sought to identify processes and strategies that could lead to the effective implementation of multi-tiered support systems to increase teacher efficacy and confidence. Teachers and administrators participated in an action research study to answer the following research questions:1. How can school leaders support implementing a multi-tiered system of supports to impact instructional capacity and teacher confidence? 2. How can teachers effectively implement a multi-tiered system of supports to impact instructional capacity and teacher confidence? 3. What is learned by action research design and implementation teams as they collaborate to implement an effective multi-tiered system of supports? Using a theoretical framework of instructional leadership to create interventions, the action research design and implementation team completed three action research cycles to conduct the research. The data collected consisted of survey results, interview responses, and research artifacts. An analysis of the data collected and reviewed literature suggested that when administrators give teachers clear goals, support and resources, designated to implement MTSS, and maintain consistent visibility and involvement, teachers are more confident in their abilities to apply MTSS to their instruction. Teachers are also able to produce better results with MTSS when they meet and collaborate on a consistent basis to review assessment data and create corresponding interventions for their students. Finally, when action research is used with consistency and fidelity by administrators and teachers, barriers in communication and misperceptions are removed, and both parties work toward a more allied and productive outcome.

INDEX WORDS: Multi-Tiered System of Supports (MTSS), Response to Interventions (RTI), and Professional Learning Communities