The below data highlight the cohort of 7th grade middle school students receiving both pull- outs and push- in/ co-teaching support for the 2016- 2017 school year. Students participated in reading intervention pull- outs through the program in the 2016 to 2017 school year. Students were selected based on their identified need for intensive reading support based on their past STAAR scores, reading levels, or current classroom performance. Their growth was assessed by the State of Texas Assessments of Academic Readiness (STAAR) 7th grade reading test held in May 2017, and these results were compared within this case study to the cohort’s performance on the 6th grade reading 2016 STAAR. Progress measure trends in the APL Tutored Cohort and Non- Tutored Cohort were compared between the students’ 6th grade STAAR reading results in 2016 and their current 7th grade STAAR reading results in 2017. Results point to the effectiveness of a combination of pull- out and push- in tutorials as a method for growing lower performing students within tutorials, and complementing the existing classroom instruction. Both cohorts showed improvements in progress measure migrations, and the tutored cohorts showed significant improvement in migration of students from progress measure 0 to 1 & 2.