The location of this study is Bulldog Elementary School (BES) (pseudonym) in Suburban School District (SSD) (pseudonym). According to the Read to Succeed Act (2016), students must read on grade level by the end of third grade. Therefore, the students reading achievement level is the problem of practice. This action research study describes the impact of the Response to Intervention (RtI) model within an instructional framework for English Language Arts (ELA) in an elementary level classroom and its impact on student growth in reading by reviewing student universal screening assessment data and progress monitoring using a pre-test/post-test model as well as observational records, intervention checklists, and teacher focus group data as part of the data collection. As the data was analyzed using a concurrent mixed methods approach, the implementation of an RtI block and research-based interventions were found to positively impact student reading skills. Specific instructional strategies used as well as research-based interventions and teacher perceptions of the intervention block were discussed and the implications of the RtI block are addressed as recommendations for future practice and research for curriculum leaders.