This research measured the effectiveness of a program design defined by Timothy Jones of the subject district for an 8th grade academic advisor's school-based program, Consummate Leadership Advocating Student Success (CLASS). CLASS was a program developed to strategically work with At-Risk, minority 6th and 8th grade boys to eliminate any barriers that restrict these young male students from achieving academic and behavioral success. This school-based program addressed the high rates of suspensions and low levels of academic success among young men of color. To promote academic and behavioral success for these young men, an Individual Action Plan (IAP) was developed for each student with the purpose of eliminating behaviors adverse to their academic success. A survey was created to provide insight into student perceptions using variables, such as discipline, social/emotional and academic support from teachers, and sense of safety at school and how these factors affected their academic and behavioral success. Data supported effect of individualized intervention was not statistically significant for behavioral and academic outcomes among At-Risk African-American and Hispanic males in 6th and 8th grades based on decrease in discipline events. Survey data yielded positive correlations between both academic and behavior success and student perception; it also indicated a negative correlation of student perception of feeling of safety with statistical significance. Keywords: 6th graders, 8th graders, African-American males, At-Risk, adolescents, Hispanic males, Intervention, Middle school, Minority, SSBD, Star 360, Title 1.