Students in public education are more at risk now than ever before. Schools were held to increasingly higher levels of accountability and it was the individual student that was held accountable for increasing standards and knowledge. This study addressed the Response to Intervention mandate handed down by federal and state governments. In effort to address this mandate and serve the students in their trust, a Texas school district implemented a RTI program with six initial campuses. The model was created to address interventions that must be in place in order for students to learn grade-level content. The purpose of this study was to examine the effects of the district RTI program, on student performance as measured by fourth grade reading STAAR data, student referrals to Special Education, and the demographic effects of students served in RTI as measured by RTI data. This study also reported the perceptions of campus principals on the implementation of the process. The researcher used Chi Square analysis to determine the significant difference between the independent and dependent variables. The study showed that Non-RTI students continued to perform greater in expected growth than their RTI peers. In addition, this study indicated that Special Education referrals decreased due to the implementation of this program. Ethnicities, ESL, and ECD did not have a significant impact on RTI. Principals reported greater engagement and instruction attributed to the district model. [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.]