Abstract
Response to Intervention (RTI) was created to support student’ growth in reading while reducing the number of students requiring testing for disabilities. The aim of this study was to examine teacher perceptions of Tier 2 RTI reading interventions. Specifically, this study examined perceptions of professional development, data and progress monitoring, resources and support surrounding reading interventions. A quantitative, descriptive research design was utilized in this study. A total of thirty-six participants completed the survey. Results of the study help to support teachers as they continue the self-less act of shaping our future leaders.
 Keywords: MTSS, RTI, reading interventions, teacher perceptions
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