Planning, developing, implementing, and sustaining organizational change, such as Response to Intervention (RTI), is a complex endeavor. This brief is designed to give practitioners guidance based on the implementation activities of middle school practitioners across the country. The authors recognize that secondary schools must consider many unique features when implementing RTI (e.g., student class schedules, grading requirements, course credits, and curricular focus) (National High School Center, National Center on Response to Intervention, & Center on Instruction, 2010). Thus, the stages and processes of implementation need to be considered carefully when practitioners expand RTI from elementary to secondary settings (Fuchs, Fuchs & Compton, 2010). A description of the authors' approach to collect descriptive data from middle schools that were implementing RTI is appended.