Certified Educators' Perceptions of Math Response to Instruction and Intervention Implementation in Rural Tennessee Middle Schools: A Qualitative Study

Response to Instruction and Intervention (RTI2) implementation presents unique challenges in rural middle schools, particularly in mathematics instruction. While extensively studied at the elementary level and in reading instruction, limited research exists on math RTI2 implementation at the middle school level, especially in rural settings. This qualitative interpretive study examined certified educators' perceptions of math RTI2 implementation in rural Tennessee middle schools. Data was collected via a questionnaire from 25 certified educators across nine rural Tennessee districts who provided math instruction during designated intervention time. Through systematic coding and analysis, three primary benefits emerged: improved academic performance on state assessments, increased student confidence and skill mastery, and advantages of small-group instruction. Key barriers included non-math certified teachers leading intervention groups, time and resource constraints, and student engagement challenges. Results indicate a critical need for enhanced professional development and support systems, particularly for non-math-certified educators tasked with providing math intervention. These findings contribute to the limited literature on rural middle school math intervention and provide insights for improving RTI2 implementation in similar settings.