| While gaps in student performance may always exist, creating a cohesive, district-wide plan that focuses on improving instruction may hold the key to increased student achievement. Efforts to improve teaching and learning have led school districts to focus more on classroom instruction as a way to improve teaching and learning, and ultimately, student performance on state and local assessments. However, understanding how school districts implement instructional improvement plans could be as important as the strategy itself.; The five research questions investigated in this study identified the elements of and the factors influencing a school district's learning design, and further, documented how the design was implemented to connect a district, school, and classroom, ultimately leading to improved teaching and learning.; The elements of the design reflected six research-based components found in high performing schools. These include: standards-based curriculum and assessment, research-based instructional strategies, data-driven decision-making, targeted professional development, achievement-driven structures and support, and academic-centered family and community support. The change strategy utilized by the district was incrementally conducted over a period of three years beginning with school sites that were not meeting academic performance targets. By year three all of the district's elementary school sites were implementing all components of the design, utilizing the Single School Plan for Student Achievement as one method for monitoring site application of the instructional improvement plan. District data indicated that leveraging existing programs, relationships, and exogenous policies helped create a smooth plan for implementation.; Overall the district's design created a system-wide focus, a comprehensive training program for teachers and administrators, and has led to improved teaching and learning as revealed through consistent rising standardized test scores. Recommendations regarding promising practices, district needs, and implications for future research, based on the findings of this study, are included. |
