At Kennett Middle School, about ten percent of students were identified as being below grade level in reading. The purpose of this Educational Leadership Portfolio is to determine a formal process to implement and sustain reading intervention periods. Three major components are identified to guide this portfolio: communication to stakeholders, supports for implementation and sustainability, and professional development. Artifacts have been created to guide decision making and to help determine effectiveness of implementation of this reading intervention program. In the communication to stakeholders component, I created an informative website that allows stakeholders an opportunity to educate themselves on the reading intervention program. Communications to parents and students discussing the reading intervention program and its benefits were created along with a proposal to the board of directors that assists them in understanding the need for the reading intervention program. Moving forward, I recommend hosting an information night for all parents to learn more about the reading intervention periods. Within the component of supports for implementation and sustainability, I created 1.) a master schedule grid that allows me to access the appropriate number of sections and teachers necessary to implement the reading intervention program, 2.) a formalized process for entry into the reading intervention program, 3.) data collection on the growth of student reading levels, 4.) a teacher needs survey, and 5.) a focus group for the reading interventionists. Results from the data analysis artifact conclude that students are making some growth from the beginning to end time points; however, they are declining from the second to third time point. A recommendation is to track the programming being used between the first two time points and also to investigate the timing of the assessment being given. For example, if the second assessment were given directly after winter break, regression may have occurred over the break, which would result in a decline of growth. Survey results showed that the teachers would like more professional development in the area of vocabulary instruction, and my recommendation is to include vocabulary instruction in my professional development plan. The focus group that included the three reading interventionists yielded qualitative results that informed me about student motivation and the importance of making connections with students. A recommendation is to implement formalized checkpoints with the reading interventionists that specifically looks at data for each individual student. Doing so, could lead to even more precise individualized instruction.Lastly, in the professional development component, I conducted a comprehensive literature review that allowed me to determine three specific themes (coaching, disciplinary literacy, and collaboration) that guided the construction of two artifacts, the teacher needs survey and professional development plan. For this professional development component, I recommend building a three-year plan of professional development. This plan will serve as a guide, through the years, for the proper steps to be implemented. It is my hope that by implementing intervention programs for struggling readers, it will afford the students more time with explicit direct reading instruction that allows them to grow as readers. Moderate growth within the initial years of this program would be a success. [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.]