In January 2008, the school-wide data for Alice Birney Middle School in North Charleston, South Carolina were concerning. According to the Measures of Academic Progress (MAP) Reading data, 40% to 48% of the students fell below the 25th percentile at each grade level. The authors realized that these students were not all undiagnosed special education students, but at-risk learners who needed explicit reading instruction if they were to make gains academically or behaviorally. Thus, they began collecting data in March 2008 to plan for academic intervention as part of a response-to-intervention (RTI) service delivery model. This article presents a short description of the RTI implementation efforts at Birney Middle School. The authors hope that providing this information will assist other middle schools interested in forging ahead with an RTI implementation initiative. Implementing RTI within Alice Birney Middle School has been demanding in terms of time, resources, and energy; however, the benefits have been considerable. The increase in MAP data for the 2008-2009 school year was astounding.