Teacher autonomy with reading interventions in an RTI model

Response-to-Intervention (RTI) is a system in which students who fall below benchmark are provided with a targeted intervention to help supplement learning. RTI, which requires the use of evidence-based materials delivered in a prescribed manner, inherently places constraints on teacher autonomy. Therefore, the goal of this study was to investigate teacher autonomy by allowing teachers to adapt and implement a Tier 2 reading intervention, while also exploring overall concerns with autonomy in an RTI system and teacher perception of the impact these materials had on student learning.

Data collection involved gathering teacher opinion through individual interview, survey, and a focus group, intervention procedure information through observations, and student reading progress by tracking sight word knowledge and oral reading fluency. These data helped answer the research questions related to how teachers adapted reading materials, intervention practicality, teacher concerns regarding access to evidence-based materials, and the extent to which the materials helped students.

Findings showed that while each teacher adapted the reading materials differently to fit student need, all felt similarly about intervention practicality and their autonomy in a larger system. Overall, teachers discussed intervention practicality in terms of ease of delivery because their time and resources were limited, which also affected student growth in reading. Within the RTI system, concerns about autonomy related to district operations and governing forces. Looking ahead, school administrators should find ways to empower teachers in order to build their autonomy and legislature should consider teacher involvement when addressing system-level change.