This case study focused on a school action plan, using a planning and implementation process that focused on improving stakeholder involvement and responsibility for student reading achievement at Eisenberg Elementary School. This study examined the impact of the school action process on the development of a new plan compared to other traditional plans in the past. In addition, it identified the changes in stakeholder understanding and involvement of the new process and plan. Lastly and most importantly, this case study evaluated the differences in the reading achievement of students in grades K-5. Research methods included a parent survey, pre and post teacher surveys, semi-structured interviews with stakeholders, grade level team minutes, school action meetings, reading marking period commitments, classroom observations of reading instruction and analysis of student achievement through the use of the state assessment and district level benchmark assessments. Results suggested that the new school action process improved stakeholder understanding, collaboration and ownership of reading goals at Eisenberg. Results also showed significant gains in student reading achievement. The results from this case study indicated that the new school action process was an effective tool for improving student achievement and stakeholder knowledge and responsibility of learning goals. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]