Response to Intervention: Educator Perception of a Systematic Framework to Support Reading Achievement and Improve Efficacy

Response to Intervention, a multi-tiered system of supports, utilizes data-based decision making for early identification and intervention, and when implemented with fidelity, results in positive outcomes for student achievement. While RtI has been studied, continued societal changes and individual needs necessitate further research to shed light on current educator perspectives. This qualitative phenomenological study sought to explore educators’ lived experiences of RtI in reading with regard to their knowledge, training received, strengths, and challenges of implementation. An anonymous online survey was distributed to elementary educators in four school districts within Chester County, PA. Data was analyzed to identify significant statements of responses and common themes across research questions. Regarding knowledge, five themes emerged: tiers, differentiated instruction, identification of needs, monitoring student progress, and interventions/intervention plans. Common themes for training received included: training through professional development days, training from other school personnel, training through coursework, colleague collaboration, and specific types of training. In reflection of strengths, participants noted: improved achievement, increased confidence, small group benefit, targeted specific needs, identification/special education, and quality instruction. Finally, common barriers or challenges included: limited resources, student misbehavior, time, staffing, grouping, and attendance. Application for these findings include informing stakeholders on possible improvements to implementation and ways to allocate resources to benefit student reading achievement.