The P–2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. The initiative began in 2016/17 and served 23 percent of all district elementary schools by 2018/19. The district designated 26 of the 115 elementary schools implementing the initiative in 2018/19 to receive enhanced supports, including intensive, site-based coaching, to support students’ independent reading. This study compared the reading achievement of students who attended schools that received the enhanced supports (priority schools) with the reading achievement of students who attended similar schools that received only the initiative’s standard supports (nonpriority schools). It also examined differences between priority and nonpriority schools in teachers’ and administrators’ participation in professional development sessions and looked at the successes and challenges of implementation. (author abstract)