It is intimated that Coburn Accelerated Elementary School would have been successful in improving student achievement regardless of the Comprehensive School Improvement Model we chose to implement. After all, “The main components for success were already inherent in your school community. You have a consistent, committed and dedicated staff. You have high expectations for all students. You are research and data-driven when it comes to best instructional practices. You also have access to some technical expertise from within the district.”

Well-l-l, that may all be true, but these same factors are also present in many other schools and surrounding districts. So, what makes the difference in student achievement gains at Coburn? In this principal’s opinion, there is another element involved. That element is embodied in the philosophy of The Accelerated Schools Model for Comprehensive School Reform. This philosophy has become embedded in the very culture and fabric of our school.

The Accelerated Schools Model goes beyond just focusing on good instructional practices. It places these elements in a context that becomes equally as important as the elements of effective schools by themselves. It becomes “This is how we do business at Coburn!”

Building our school culture upon the three tenants of ASP has been at the core of our successful gains in student achievement. The first one is intentionally building our school culture around a shared vision and mission, a shared set of beliefs and values. We became a unit with singleness of purpose. We have also embraced the tenant of empowering teachers to have input into basic decisions that affect their work. With this empowerment comes responsibility and accountability for those decisions. Teachers are empowered to make reasoned educational risk-taking. Lastly, we have embraced the tenant of building on the strengths of students as well as staff. Consequently, we have taken departmentalizing by content to a whole new level. Teachers as well as students are encouraged to build on their strengths and talents in teaching and learning.

The results speak for themselves.