With Response to Intervention (RTI) increasingly used for identification for special education services, interventions are systematically being implemented and evaluated to improve achievement for students with disabilities. This descriptive study provides baseline data on RTI interventions and tiered instruction from 15 school districts (5 large, serving over 39,000 students, K-8; 5 medium, serving between 6,000 and 18,000 students, K-8; and 5 small, serving fewer than 5000 students K-8). Within each size range, we sampled districts to achieve geographic diversity, reporting all interventions they had logged into the easyCBM system for the 2014-2015 School Year. In all, 22,220 interventions were logged and have been analyzed in this study. We present results for two subject areas (reading or math), describing the intensity (frequency, duration, and group size), and strategies used.