RTI² in Action: A K-12 Analysis of Implementation, Variation, and Resource Use in Rutherford County Schools

Abstract

K-12 education continues to evolve to ensure equity and access for all students. Response to Intervention and Instruction (RTI²) is a data-driven framework designed to deliver individualized academic interventions, monitor student progress, and adjust instruction as needed to facilitate growth. This explanatory-sequential mixed-methods study examines RTI² implementation in Rutherford County Schools (RCS), focusing on intervention staffing, curriculum, scheduling, and variations across schools. Key research questions explore the structure of Tier II and Tier III interventions, the impact of implementation variation on student progression, and the effects of resource investments, particularly the allocation of two interventionists per school. Findings indicate that interventionists play a critical role in student growth, and staffing models, financial resource allocation, and school-level variations significantly influence RTI² effectiveness. While RCS follows a standardized framework, differences in scheduling, data-driven decision-making, and instructional adjustments impact student outcomes. RCS has demonstrated notable student growth, earning a five-out-of-five rating in 2024 from the Tennessee Department of Education. This study underscores the importance of consistent, data-informed intervention practices and resource optimization in improving student achievement.