In October 2010, WestEd's Strategic Literacy Initiative (SLI) won an i3 "Validation" grant to scale up and validate the Reading Apprenticeship (RA) model in three core secondary content area classes: U.S. history, biology, and English language arts. SLI's proposal stated two goals. Goal 1: To transform academic literacy teaching and learning in high school subject areas so that students are able to achieve high standards. Goal 2: To build LEA capacity to disseminate, support, and sustain academic literacy improvement in high school subject areas within and beyond their regions. Goal 1 is being addressed through a longitudinal randomized control trial (RCT) conducted in approximately 40 schools in Pennsylvania and California. Goal 2, the focus of this paper, is being addressed through the Scale-up Study, a formative evaluation of the scale-up process. This five year study spans four states: Utah, Michigan, Indiana, and Pennsylvania (schools other than those participating in the RCT). During the grant period, four consecutive cohorts of teachers and schools have been invited to participate in the RAISE initiative. This report focuses on the first cohort of RAISE teachers and schools, who were introduced and trained in Reading Apprenticeship during the 2011-12 school year. Using longitudinal teacher survey data (from AY 2011-12 and 2012-13, and 2013-14), this report first examines trends over time of key indicators that participants are taking up RAISE activities and indicators of scale-up outcome variables. Then, this report examines if changes in the indicators of participation in RAISE activities from the first year (AY 2011-12) to the third year (AY 2013-14) predict changes in scale-up outcomes over the same period of time. [For "Year 2 Interim Report of RAISE Scale-Up Study," see ED583145. For "Year 1 Interim Report of Reading Apprenticeship/RAISE Scale-Up," see ED583146.]