Educational attainment is recognised as the most influential social determinant of lifelong physical and mental health, and school engagement predicts later social, emotional and economic wellbeing. However, research has shown significant socio-economic status (SES)-based disparities across all key areas of early childhood development. The use of a response to intervention (RTI) framework can help schools support as many students as possible in the classroom through high-quality evidence-based instruction. Getting it Right from the Start (GIRFTS) aims to evaluate whether a specifically designed RTI approach for oral language and reading instruction targeted to the early years of school can improve children's language and reading when compared with usual teaching practice by the beginning of Grade 2. A measure of organisational readiness for change was included in a 2022 baseline School Staff Training Survey as part of the GIRFTS project and a scoping review was conducted focusing on readiness for change instruments that had been used in educational settings. Based on the findings, recommendations are provided to increase the likelihood of GIRFTS implementation success for all Cohort 1 schools. [This paper was created in collaboration with the Centre for Community and Child Health at the Murdoch Children's Research Institute.]