This study evaluated a scheduling methodology referred to as intervention-based scheduling to address the problem of practice regarding the fidelity of implementing Response to Intervention (RtI) in an existing school schedule design. Employing panel data, this study used fixed-effects regressions and first differences ordinary least squares (OLS) regression models to analyze the impact of intervention-based scheduling on student reading achievement and growth. Findings suggest that an intervention-based scheduling design holds promise for addressing the commonly reported concern of implementing interventions with fidelity. Results indicate that students obtained higher rates of achievement and growth in the area of reading while receiving instruction through an intervention-based schedule design. Students accessing Tier 2 interventions demonstrated higher growth rates in reading than those not accessing Tier 2 interventions. However, additional research is required to determine the extent to which intervention-based scheduling may influence other educational settings.