The purpose of the current study was to determine whether the READ 180 intervention program used in the District's middle schools yielded improvements in reading on the State of Texas Assessment of Academic Readiness (STAAR) Reading scores, the Renaissance Star Reading assessment, and the Scholastic Reading Inventory (SRI) assessment. The READ 180 program focuses on improvements in reading comprehension including language development, word recognition, text fluency, knowledge building, vocabulary, and writing while providing differentiated support levels through small groups, teacher-led instruction and computer adaptive software. The need for effective reading interventions for middle school students, including special education and English learners, are evident according to research and in order to meet Every Student Succeeds Act (ESSA) requirement. Various data sets were analyzed to determine if students participating in READ 180 achieved higher scores on STAAR Reading, Renaissance Star Reading assessments, and SRI assessments. Using an independent samples t-test analysis and Pearson r Product Moment Correlation Coefficient Analysis to analyze the District's middle school data, the researcher compared the mean scores of READ 180 participants to the mean scores of at-risk students who did not receive READ 180 instruction. The results showed that students who participated in READ 180 did not have higher STAAR Reading or Renaissance Star Reading scores. In addition, students who engaged in the adaptive software in READ 180 during COVID-19 school closures did not have a higher SRI score in Fall 2020. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]