He argued that the field has confused adoption with implementation and engagement with learning, and that the structural solution is outcomes-based contracting: models in which vendors are paid when student reading outcomes improve and held accountable when they don't. Rectanus discussed what outcomes-based agreements look like in practice for district administrators — including monthly progress tracking, intervention timelines measured in weeks rather than semesters, and performance metrics tied to student growth rather than licenses purchased. He pointed to Mississippi and Louisiana as proof-of-concept states that committed to evidence-based, system-level implementation accountability and achieved measurable gains in foundational literacy at scale. The conversation is aimed at district and state leaders navigating the gap between well-intentioned Science of Reading mandates and consistent classroom results — the gap RGR's model is specifically built to close.