Response to intervention (RTI) remains a major issue in both the professional literature and school practice. A series of previous "snapshot" studies traced the development of RTI in state laws concerning identification of students with specific learning disability (SLD). In the last article in this series, Zirkel and Thomas (2010) reported that as of May 2010, 14 states partially or completely required RTI for SLD identification and that most states provided guidelines for implementing RTI. Recognizing the sometimes blurry line between the state law provisions for general education interventions and those for RTI, Zirkel and Thomas (2010) recommended further analysis of such implementation issues in state laws and, with due differentiation, state guidelines. As the next step in this series of snapshots, this study systematically canvasses state laws and guidelines as of February 15, 2011, to address the following implementation questions: (1) Which states provide for general education interventions with or without connection to RTI?; (2) Which states extend RTI to include the behavioral, not just the academic, dimension?; (3) Which states specify an individual written plan as part of RTI implementation?; and (4) Which states expressly include RTI for disability classifications beyond SLD? The author discusses the results of this study and addresses each of the four RTI implementation features in state laws and, with due differentiation, state guidelines. (Contains 1 table.)