The purpose of this article is to describe a multicomponent intervention developed and implemented by a consortium of districts in the Pacific Northwest through a researcher-practitioner partnership and the process used for collaboration. The intervention was designed to increase reading proficiency and school engagement for struggling readers in middle school in order to prevent eventual school dropout; however, a rigorous evaluation of intervention impact revealed null effects. The authors provide context for the dropout crisis, describe the partnership that led to the development of the multicomponent intervention framework, and instantiate similarities and differences in districts' implementation of the multicomponent intervention. Project data indicate schools and districts planned to customize interventions to support student success, and schools' selection of specific interventions and practices varied. Results of the collaboration highlight district and school demand for formative data that can be used to improve interventions, including implementation data. The described districts' selected intervention practices and the researcher-practitioner framework provide important information for others seeking to embark on these partnerships and for administrators leading systemic implementation efforts.