“…Because numerous well‐designed studies have documented the positive effects of high‐quality Tier 2 and 3 reading interventions (Gersten, Newman‐Gonchar, Haymond, & Dimino, ), critics have argued that the results of Balu et al's () national evaluation speak more to widespread problems with RtI implementation than to the efficacy of the tiered interventions themselves (Arden, et al, ; Fuchs & Fuchs, ; Gersten et al, ). As reiterated by Arden et al () and others (e.g., Fixsen, Naoom, Blasé, Friedman, & Wallace, ), “ how implementation occurs matters just as much as what is being implemented” (p. 271).…”