Reading Interventionists Using Individualized Learning Plans and Instruction: A District Leader’s Response to Address Unfinished Teaching Opportunities in Reading

Abstract

The action-research study explores a district leader’s experience implementing district-wide individualized learning plans (ILPs) and individualized instruction to enhance student outcomes in reading. The study utilizes collective leadership practices by collaborating with reading interventionists throughout. In addition, this study provides an alternative to the technology-based personalized learning and high-dosage tutoring models.