This article describes outcomes of a self-report study on first-year steps that selected elementary schools in Washington State took in implementing early reading Response to Intervention (RTI) pilot models. Surveys sent to pilot schools requested information on RTI implementation pertaining to curricula, assessments, funding, resource allocation, school-wide reading goals, leadership, and staffing. Results from 27 elementary schools indicate a range of instructional, assessment, and staff-related strategies. Limitations and implications for early reading RTI best practices are discussed. (Contains 1 table.)