National Assessment of Educational Progress (NAEP) data have indicated that many secondary students lack sufficient literacy skills, and that students who receive free/reduced lunch, students from rural settings, and students with disabilities are particularly low-performing (National Center for Education Statistics, 2015). Despite some encouraging progress in validating instructional practices to address the literacy weaknesses of younger children, many adolescents continue to fail to master reading competencies necessary to successfully respond to the demands of secondary schools, succeed in post-secondary educational settings, or compete for meaningful jobs in the workplace (Faggella-Luby & Deshler, 2008; Hock & Deshler, 2003; NAEP, 2015). Therefore, at-risk secondary students require comprehensive interventions to attend to literacy needs and keep them in school. This paper details the evaluation of an intensive reading strategies intervention to address the needs of low-performing adolescents with and without learning disabilities in three districts in one state. Specifically, this report describes the evaluation of one year of outcomes for students participating in Xtreme Reading classes, including significant results with regard to gains in reading performance.