This paper describes the model and process developed by the Connecticut education department to assist schools in improving their effectiveness. The report offers an operational definition of the term "effectiveness" and summarizes the research that provides the conceptual base for the model. The characteristics selected from this summary are discussed in terms of a systems perspective that advocates the school as the unit of analysis. The systems approach argues that schools should resist focusing on only one characteristic and that meaningful change must address instruction, curriculum, organizational dynamics, and community involvement in an integrated manner. The model is built upon suggestions from a 1978 Rand document by Berman and McLaughlin that summarizes why some 293 projects receiving federal funds in 18 states varied in their degree of successful implementation. The Connecticut process maintains a voluntary, school-based approach that helps the school examine itself introspectively in relation to effectiveness characteristics so that a meaningful action plan for the principal and faculty can be developed and implemented. To trace progress, data will be gathered from approximately 25 schools at one-year intervals. The goal is to produce change in student achievement patterns by the second year of implementation. The document concludes with a discussion of future directions. A list of 53 references and a diagram of the model and process are appended. (CJH)