Abstract
Purpose. The purpose of this case study was to determine then describe, within K-6 non-Title I elementary schools located in Fresno County, California, with three year's consecutive growth on the Academic Performance Index: (1) the before- and after-school reading interventions used; (2) the administrators' and teachers' (a) perceptions of supports and barriers to before- and after-school reading interventions used; (b) consistency and/or inconsistency in their perceptions of supports and barriers to before- and after-school reading interventions used; and (c) recommendations to other educators in schools similar to those identified in this case study. Methodology. This qualitative case study used descriptive research. Focus group, triad, and individual interviews were conducted with teachers, guidance instructional specialists, principals, and an associate superintendent from the Clovis Unified School District. Interview guides designed specifically for the study were used to collect data from the three identified groups. Interview data provided the basis for this researcher to identify key themes. The data were presented in narrative format. Findings. The focus groups perceived before- and after-school reading intervention needed: (1) credential teachers from staff who provided more targeted skill intervention instruction; (2) maximum funding to ensure small group instruction; (3) parents to support their child's participation otherwise attendance and progress was compromised; and (4) site and district administration to assist schools to obtain adequate funding and provide training on evidence-based instructional strategies. Conclusions. Educational leaders seeking to implement before- and after-school reading intervention for elementary students should identify key components based on current evidence-based research and instructional practice. Implementation of intervention should be systematic and standards-driven curriculum based upon formative assessment. Administrators must identify barriers to implementing reading intervention and develop a program with those factors addressed. Recommendations. Recommendation for future research include at least three suggestions: (1) extend this study to school with title I funds; (2) replicated this study with teachers and administrators from other schools across the state; and, (3) replicate this study at both intermediate and high school settings.