After scores on the 2014 New York State English language arts assessment at P.S. 52 Sheepshead Bay School in Brooklyn were unsatisfactory, first-year principal Rafael Alvarez searched for a way to improve academic outcomes for his students, who come from diverse socioeconomic backgrounds and about a quarter of whom are English language learners. Alvarez and his leadership team discussed the large body of research on student improvement and decided to focus on improving student reading using Response to Intervention (RTI). In the course of their partnership, both AIR and the school took away several important building blocks useful to any school or district implementing tiered intervention models. This piece summarizes lessons learned from implementation and useful resources and evidence about implementation.