This qualitative phenomenological study examines elementary administrators' perceptions of the Response to Intervention (RtI) framework in response to the COVID-19 pandemic learning disruption. Ten elementary campus administrators were interviewed to gain insights into their perspectives and lived experiences regarding the use of RtI at the campus level. Interviews were analyzed and coded using the "theming the data" method by Saldana (2021). Findings from this study indicate that there is a need for campus procedural consistency and fidelity of tiered instruction. Additionally, campus resources have become strained in response to the heightened volume of students experiencing academic challenges after the pandemic. Lastly, participants expressed a need for further staff training on effective RtI practices, procedures, interventions, and tiers of support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]