The purpose of this monograph is to advance thinking about transforming how schools play their role in addressing barriers to learning and teaching. In the process, the authors discuss embedding and framing the evolving literatures related to improvement and implementation sciences into a general intervention perspective. Part I of this monograph starts by briefly sharing the authors' journey in searching for a better way to address student and schooling problems. Then an analysis of what's wrong with how schools currently provide student/learning supports is highlighted. Part I concludes with discussion of a set of frameworks used as lenses to advance school improvement R&D for transforming how schools address barriers to learning and teaching and reengage disconnected students and families. Part II begins with discussion of four interrelated sets of problems involved in making major system changes in districts and their schools. From this perspective, the authors share how they have wrestled with: (1) reframing how interventions for student/ learning supports are conceptualized; (2) reworking operational infrastructures for initial and ongoing implementation; and (3) working toward large-scale replication and sustainability. It is underscored how essential policy support is related to making substantive and sustainable institutional improvements. Part III stresses that system improvement and implementation is all about intervention. The authors define intervention and highlight that improvement and implementation sciences are intertwined intervention concerns for R&D. The critical role of evaluation and accountability is underscored. Finally, controversies and ethical considerations related to interventions at schools are highlighted.