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In this applied research study, I aimed to improve reading growth among at-risk, low-performing fifth and sixth-grade students at West Upper Elementary School, which was designated as a Comprehensive Support and Improvement school. I employed a data-driven decision-making framework, introduced the iReady reading computer program, and used high-quality instructional materials to address students' ongoing literacy issues. The research revealed a slight decline in the lowest reading percentiles by integrating quantitative and qualitative data collection methods through a Plan-Do-Check-Act cycle for continuous improvement. However, significant gains emerged in lower performance tiers, including significant decreases in the number of students at the lowest levels and increases among higher-performing students. The findings highlight the critical role of ongoing professional development, practical data usage, and collaboration among educators in fostering a culture of continuous enhancement in reading instruction.