Date of Award
5-2025
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education in Educational Leadership (Ed.D.)
Department
Education
Committee Chair
David G. Title, Ed.D.
2nd Reader
Kathleen Wallace, Ed.D.
3rd Reader
Linda S. Paslov, Ed.D.
Abstract
This dissertation examined how a high school’s Early Intervention Team (EIT) identifies and supports disengaged students. The researcher focused on applying Team-Initiated Problem Solving (TIPS) protocols within Multi-Tiered Systems of Support (MTSS) to enhance team effectiveness. Grounded in the Improvement Science framework, this study followed the process of identifying a problem of practice, understanding root causes, developing and testing change ideas, and measuring impact. The researcher utilized a mixed methods single-case design to investigate how professional development influenced EIT practices, particularly in meeting foundations and problem solving. During the initial phase, a comprehensive root cause analysis identified key factors contributing to student disengagement, including absenteeism, academic struggles, and behavioral challenges. Next, the researcher implemented targeted professional development sessions centered on TIPS protocols to refine the EIT’s weekly meetings and improve the early identification of disengaged students. The researcher collected data through participant journals, meeting observations, and self-assessed TIPS rubrics to measure the team’s growth in collaboration and consistency. Findings suggest that integrating TIPS protocols strengthened team functioning and increased the EIT’s capacity to address student disengagement proactively. This research highlights the importance of adult practices— particularly meeting foundations and problem solving—in supporting student engagement. Although limited to a single case, the study offers practical recommendations for refining EIT practices and guiding professional development in other schools. Future researchers can build on vi these findings to explore how collaborative frameworks like TIPS enhance team effectiveness across various educational contexts.
Recommended Citation
Siano, C.J. (2025). Improving early intervention team practices: A single-case design. [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/50
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Comments
A dissertation in the Isabelle Farrington College of Education and Human Development presented in partial fulfillment of the requirements for the degree of Doctor of Education.