Since the passage of the Individuals with Disabilities Education Improvement Act (2004), public schools have been permitted to use a response to intervention model to address academic and social problems of students and identify students with disabilities. As the collective educational community tackles implementation of response to intervention in mainstream public schools, minimal attention has been provided to juvenile justice school settings. The purpose of this paper is to provide juvenile justice professionals with guidance on how to implement response to intervention in their school setting. Emphasis is placed on the long-term facilities and the use of a multidisciplinary approach. Suggested guidelines and unique considerations are discussed and a student scenario is provided to illustrate response to intervention implementation. (Contains 2 figures.)