Defined Curriculum
     This component is the foundation of the instructional program. It addresses both vertical alignment (course objectives) and horizontal alignment (integrated instruction).
     In many states this component is being heavily influenced by curriculum standards that are set forth by the state's department of education. Districts must ensure that local curriculum and textbooks align with the state standards. While the teaching of a core curriculum is a clear expectation, it must not stifle the individuality of the classroom teacher. A defined core curriculum simply ensures the appropriate level of standardization to address mobility and diverse local interests.

Classroom Instruction
     The act of teaching is widely accepted as both an art and a science. There is no single way to produce 'good art' and so the most effective teaching uses an eclectic approach to instruction. The complementary nature of such techniques as direct instruction, mastery learning, cooperative learning and thematic instruction is more likely to produce results that will exceed the use of any single approach.

Assessment of Achievement
      A multiple data source is required to obtain and accurate picture of student achievement. Criterion referenced instruments should be used to measure students' progress toward meeting specific curriculum standards. Norm referenced instruments give an indication of how local student's academic performance compares to peers in other locations. Lest we forget that the school experience is more than what test scores show us, give consideration to such data as scholarships received, the quality of extra-curricular programs and parent/student satisfaction.

Program Evaluation
     The data gathered in the assessment component are powerful indicators of the effectiveness of the district's programs. Only through on-going analysis and adjustment will programs improve. The internal process should be supplemented through an external accreditation process.

Personnel Evaluation
     An instructional system that includes exemplary documents and procedures is of no value unless highly competent people are present to implement the system. An evaluation system that measures the performance of administrators and teachers against an established set of standards is a critical aspect of the model. Such a system must communicate the organization's values, recognize outstanding performance, provide opportunity for growth and address poor performance.

Improvement Plans
     When the data analysis conducted in the program evaluation component is complete, specific plans designed to improve the effectiveness of the organization must be developed and implemented. All who are involved in the instructional program must play an integral role in this process. Ownership across the board is critical.

Educator Support
     Administrators and teachers alike must be involved in on-going professional development activities. To be most effective, these activities must be internally directed, specifically related to the organization's