Behaviorally-designed educational programs are often based on a research tradition that is not widely understood by potential users of the programs. Though the data may be sound and the prediction of outcomes for individual learners quite good, those advocating adoption of behaviorally-designed educational programs may need to do more in order to convince school districts to adopt large-scale implementations of their programs. This article provides an example of a successful approach that suggests quickly gathering local evidence using more familiar evidence-based and experiential methods may increase the likelihood of program adoption. The actual report to the large urban district is included. (Contains 1 table and 3 figures.)