From October 2006 to June 2011, the Ohio Department of Youth Services (ODYS) implemented Scholastic's Read 180 program in the seven DYS high schools. Read 180, a daily 90-minute structured reading program, is composed of five components -- whole group, individualized learning, computer activities, small group, and wrap up. The program was offered to students randomly assigned to treatment conditions; these students were then assigned to the appropriate high school based on levels of offense. To be eligible, a student had to have a score below grade level (approximately 1000 Lexile points), but above "below basic" level (a Lexile score of 200 or less) at baseline on the Scholastic Reading Inventory (SRI). In the five years of program implementation, this resulted in 1982 youth (1058 Read 180 assigned, 924 traditional English assigned) housed at ODYS, which is a part of the targeted intervention portion of this evaluation. To assess the fidelity of the Read 180 implementation, professional development attendance records, number of minutes in Read 180 instruction, evaluation team observational records, and Scholastic in-class assessments and feedback were collected. PD attendance and number of minutes in Read 180 instruction were the sole data sources for evaluating the fidelity of the professional development and instructional models, respectively. ODYS's targeted intervention implementation study centers on four over-arching evaluation questions: (1) What was the level of implementation and facility level variability of professional development/support for coaches, Read 180 teachers/Aids, and principals in Years 1 through 5? (2) What was the level of implementation and facility level variability of classroom instruction in Years 1 through 5? (3) How did the level of implementation and variability of professional development/support for coaches, Read 180 teachers/Aids, and principals differ across Years 1 through 5? and (4) How did the level of implementation and variability of classroom instruction differ across Years 1 through 5? This report is an addendum to Ohio's Year 4 Striving Readers program evaluation report and contains data gathered and analyzed in year 5 of the project. The narrative here focuses on an update to the targeted intervention -- both program implementation and impact, with the whole school evaluation omitted. The Year 4 report discusses more contextual information (e.g., measures used, psychometric analysis of the primary outcome).