An exploration of the influence of funding on the RTI process

This qualitative bounded case study explored the influence of funding on the response to intervention (RTI) process in a midsized West Texas school district. The three questions that guided the research examined the federal mandates influence on the funding of RTI process, school day, and professional development. Eight participants, including campus administrators and a Title I coordinator, were selected purposefully and interviewed. The findings indicated that campuses struggled to fund additional staff, resources, programs, and professional development needed for the RTI process. Some of the implications for practice included: additional funding for staff, resources, and programs to effectively and efficiently implement the RTI process, the classroom teacher should be utilized to provide all levels of intervention, and educators need continued training and professional development in the RTI process.