| Although several school districts in a southern US state use a three-tiered Response to Intervention (RtI) model to supplemental core reading instruction and positively impact student achievement, the model appears to have had nominal impact. The theoretical foundation for this study is anchored in a constructivist approach to education. Three broad research questions guided this inquiry. The questions were focused on K-2 teachers' perceptions of contributing factors associated with limited training on the implementation of RtI, perceptions of RtI Tier I reading interventions and the directives to implement the interventions, and perceptions of potential solutions to problems associated with limited training. Qualitative case study design was used to implement the project study. Six K-2 reading teachers from the district participated in in-depth interviews, and district documents were reviewed. Data analysis strategies included thematic development of potential solutions related to teachers' training needs. The findings revealed a need for quality, sustained training, and accountability measures. As a result, a data-driven, grassroots project was designed to improve teacher training on the implementation of RtI strategies for academic intervention. Positive social change can result from an increase in teacher self-efficacy related to effective teaching practices and instruction, supported by a quality professional training structure, which can lead to reduced failure rates and poor academic performance for K-2 students. |
