The purpose of this study was to describe levels of RTI implementation in West Virginia elementary schools. Little is known about the national efforts that states are collectively undertaking to scale up implementation of RTI (Hoover, Baca, Wexler-Love, & Saenz, 2008). West Virginia's elementary schools were required by state policy to implement RTI in reading by July 1, 2009. A wide scale implementation status check has not been conducted since that date. A cross-sectional research design using members of the school's curriculum team to complete the RTI Implementation Inventory was used to provide a description of RTI implementation fidelity. All eight RTI components demonstrated statistically significant results. Fifty-seven of 64 indicators were rated usually or always implemented. Principals most often generally perceived the highest implementation levels, while classroom teachers reported the lowest implementation levels. In five RTI components, higher mean scores were reported in schools in which the faculty demonstrated a belief that RTI benefits all students and in schools that have a school plan for evaluating RTI. Higher levels of implementation in one RTI component were reported by schools with smaller student enrollment and in schools which receive Title I funding. Higher levels of implementation in two RTI components were reported by schools that possess an electronic RTI data management system. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]