The 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) spurred sweeping changes in how schools service struggling students—those who qualify for special education and those who do not. The reauthorization encouraged research-based instructional models that emphasize the analysis of student progress, and the development of Multi-Tiered Systems of Support (MTSS), that provide more rapid and targeted interventions. Elementary school principals are key instructional leaders in developing these new systems. As the majority of MTSS models are initially organized to support literacy achievement, principals’ Leadership Content Knowledge (Stein, 2003) in literacy may play an influential role in the success of MTSS models. This study-examined relationships between 3 elementary school principal’s literacy content knowledge and the implementation of MTSS within their schools.
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