The accelerated schools process provides a systematic approach to the restructuring of schools. Developed in 1986 by Henry M. Levin, the strategy seeks to provide the best education for all students. During the first stage, the "taking stock" phase, everyone in the school community works together to develop a comprehensive school portrait while incorporating three principles--unity of purpose, empowerment coupled with responsibility, and building on strengths. This paper presents findings of a study that examined the behavioral patterns exhibited during the "taking-stock" process by first-year schools involved in the Louisiana Accelerated Schools Project between 1991 and 1993. Data were obtained from interviews with teachers and principals and observations from 14 first-year accelerated schools, both rural and urban, across Louisiana. Findings indicate that the schools began to build their capacity for educational change by experiencing at the "in-use" level the three principles of unity of purpose, empowerment with responsibility, and building on strengths. First, in every school there was total agreement that both training in the quarterly statewide meetings and the school-site committees were conducive to building on strengths. Second, the integration of students' unique talents emerged with interdisciplinary approaches. Finally, the schools established a sense of community and began to integrate the Inquiry Process into the everyday life of the classrooms. All three principles must be interwoven to create active learning environments for at-risk students. One table is included. (Contains 16 references.) (LMI)