One Elementary School’s Implementation of Response to Intervention (RTI) ERICA S. LEMBKE University of Missouri, Columbia, Missouri, USA CAROL GARMAN Columbia Public Schools, Columbia, Missouri, USA STANLEY L. DENO University of Minnesota, Minneapolis, Minnesota, USA PAMELA M. STECKER Clemson University, Clemson, South Carolina, USA We provide a description of how a culturally and linguistically diverse elementary school in the Midwest implemented core fea- tures of a response-to-intervention (RTI) framework for improving school-wide reading instruction and decision making. A multi-year timeline illustrates how this school implemented additional elements of the RTI framework over time. This multi-tiered system relied on formative evaluation as a core component, including screening several times per year and pro- gress monitoring for students receiving instructional interventions. The principal and staff made decisions collectively about implementation. We summarize student achievement results and discuss implications for the implementation of RTI models in other elementary schools. School faculty, administrators, researchers, parents, and politicians often debate the merits of implementation of the No Child Left Behind Act of 2001 (NCLB; U.S. Department of Education, 2001) and whether changes brought about by this law have had a positive effect on student outcomes. In some instances, administrators and teachers feel punished by mandates Address correspondence to Erica S. Lembke, Department of Special Education, University of Missouri, 311J Townsend Hall, Columbia, MO 65211, USA. E-mail: lembkee@missouri.edu Reading & Writing Quarterly, 26:361–373, 2010 Copyright # Taylor & Francis Group, LLC ISSN: 1057-3569 print=1521-0693 online DOI: 10.1080/10573569.2010.500266 361