"Success for All" (SFA) is one of the best known and thoroughly evaluated school reform models. Further evaluation of the initiative is especially important for two reasons. First, the program model has continued to evolve over time, with a greater emphasis placed on the use of engaging technology in the classroom and on the deployment of school district personnel trained by SFAF to provide professional development services and technical assistance to schools along with SFAF coaches. Second, many school reading programs have also modified their practices since earlier SFA evaluations were conducted. MDRC, a nonprofit, nonpartisan education and social policy research organization, is conducting the evaluation of the i3 scale-up. The data reported here come from the first of a series of three reports from that evaluation. That report examines the implementation and effects on student learning of SFA during the 2011-2012 school year, the first year that the program was put in place. The evaluation employs an experimental design, in which 37 schools in five school districts participating in the scale-up effort were assigned at random to a program group and a control group. The study results reported instructional logs and principal and teacher surveys point to key ways in which reading instruction in SFA schools and control schools differed. Reading lessons in SFA schools were more likely than those in control schools to emphasize comprehension. Teachers in SFA schools were also more likely to emphasize aspects of instruction that are hallmarks of the SFA program: grouping and regrouping of students for reading from first grade on by ability level and across grades, and, from kindergarten on, regular use of cooperative learning techniques and close adherence to a highly scripted curriculum. "Success for All" is maintaining its effectiveness. Tables and figures are appended.