|In response to the reauthorization of IDEA, in the spring of 2005, the West Virginia Department of Education (WVDOE) initiated a project to implement a Response-to-Intervention (RtI) approach to the identification of students with specific learning disabilities. The present study evaluated to what extent the Tier 1 approach provides effective instruction to reach mastery in Phonemic Awareness and Phonics in Kindergarten through 3rd grade. The research design for this study was a program evaluation. The participants in the West Virginia RtI pilot project included approximately 150 teachers from Kindergarten through 3rd grade, 11 principals, 11 project coordinators, and 9 special education directors representing the 11 pilot schools participating in the project. The pre-post survey design was utilized. Analysis of survey data from the 11 schools did not reveal any significant changes over time. Results of this evaluation could not substantiate increase in student reading or increase in teacher skills due to RtI implementation.