Twenty-first-century students require support beyond the traditional confines of public K-12 education. Students are arriving at the doors of schools with challenges outside of the learning environment that impact their ability to achieve academic success. This dissertation conducts a program evaluation of a multimodal intervention program at a middle school that serves a cross-section of socioeconomic students with varying needs to provide resources beyond those of the traditional school to assist with academic success. This research examines the impact of multimodal out-of-school interventions on a parent's/guardian's view of the school, students' grades and test scores, and the impact of teacher-student relationships on achievement. A mixed-methods research model was used in this dissertation. Participants consisted of parents of students and teachers who were involved in the multimodal intervention program. Data were collected utilizing a questionnaire with open-ended and closed-ended questions, a teacher focus group, and a review of student data over a span of three school years. The research indicated that multimodal interventions are necessary as the programs create bonds between families, students, and teachers, allowing for a richer learning experience for all stakeholders. The interventions enable teachers to understand the challenges and desires of students and families and adapt strategies and provide support to meet student needs to achieve academic success. This study indicated that teachers value opportunities to connect with students as these give them the opportunity to lead and connect and support their innate drive to be great. The student data indicate that the program stabilizes most students academically, and in most cases, while working with the teachers in that school environment, improvement is noted. Limitations to the research are that parents and students who often need the support indicated by the adverse childhood experiences (ACEs) rationale are hesitant to volunteer and often need to be included despite this reluctance. (CDC and Kaiser Permanente, 2013) The findings showed that intervention beyond the traditional school day is beneficial to all stakeholders regardless of the student and the middle school's socioeconomic status. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]