Date of Award
8-2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Brandi Hinnant-Crawford
Committee Member
Dr. Noelle Paufler
Committee Member
Dr. Pam Stecker
Committee Member
Dr. Natalie Osborne-Smith
Abstract
Nationally, the demand for special education services under the Individuals with Disabilities Education Act (IDEA) has reached an unprecedented peak, serving 7.5 million students (representing 15% of all public school students) in the 2022–23 school year. While national academic discussions regarding socioeconomic hurdles and systemic inequities frequently center on urban environments, minoritized students in rural communities face a persistent and disproportionate over-representation in special education. This trend is driven by complex intersections of geographic isolation, systemic resource allocation issues, and cultural misalignments in assessment practices.
At the local level, Love and Logic Elementary School [pseudonym], a rural K-5 institution, faces a significant localized manifestation of this challenge. An over-representation of students in the Response to Intervention (RTI) framework indicates that the school's current Multi-Tiered System of Supports (MTSS) is failing to meet the foundational learning needs of students at the Tier 1 level. This breakdown in core instruction leads to premature and potentially inappropriate special education referrals. This study investigates the systemic weaknesses contributing to this issue, specifically focusing on inconsistent Tier 1 classroom instruction and an erosion of Professional Learning Community (PLC) efficacy in the early primary grades. Ultimately, this research underscores the critical need to establish a positive, equitable school culture from the first day of kindergarten to build a strong foundation for student success and mitigate unnecessary intervention pathways.
Recommended Citation
Love, Tomeka D., "Unlocking Potential: How High-Fidelity PLCs Protect First Graders from Over-Identification in Tiered Placement" (2026). All Dissertations. 4322.
https://open.clemson.edu/all_dissertations/4322
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Language and Literacy Education Commons, Scholarship of Teaching and Learning Commons, Special Education and Teaching Commons