This Striving Readers evaluation examined the impact of a targeted intervention for struggling adolescent readers in participating schools. This study was conducted in nine high schools in nine school districts serving large percentages of at-risk students in Kentucky. The targeted intervention for struggling readers was the Kentucky Cognitive Literacy Model (KCLM) developed by the Kentucky Department of Education. This study examined the implementation of KCLM and its impact on struggling ninth-grade students' reading and writing achievement, self-efficacy with reading strategies, and motivation for reading. The impact research questions that motivated the study design and analysis plan are: (1) What is the impact of Kentucky's Cognitive Literacy Model (KCLM) on the reading achievement of low-achieving readers? (2) What is the impact of KCLM on the writing achievement of low achieving readers? (3) What is the impact of KCLM on the perceived reading strategy use of low achieving readers? and (4) What is the impact of KCLM on the motivation and engagement of low achieving readers? In addition, the following implementation questions were answered: (1) What is the state-level implementation of the professional development training and support for intervention teachers in the project? (2) Which components of KCLM were implemented most frequently by teachers in classrooms? and (3) What was the quality of KCLM implementation in classrooms?