The purpose of this case study is as follows: (1) to identify change within a single school, (2) to record and to categorize this change, and (3) to analyze this change within the targeted school, over a year, after implementation of a non-collaborative SIP through the perceptions of the instructional staff. This study explained how the Louisiana Needs Assessment (LANA), mined information related to school climate within the six sub-domains: (1) Physical Presence; (2) Contextual; (3) Leadership; (4) Curriculum, Instruction, and Assessment; (5) Coordinated Resources; and (6) System Issues. The data from the LANA surveys (2010 and 2011) answered research questions and associated hypotheses. It explained how the students' percent proficiency in Louisiana Educational Assessment Program (LEAP) and the integrated Louisiana Educational Assessment Program (iLEAP) were used to determine the SIP goals (2010). The scores of the tests were used for comparing year to year changes in student achievements and for a measure of attained SIP goals (2011 scores). Applying Bandura's social cognitive theory (1998; 2001; 2008), the researcher posits that the instructional staff made an agentic choice. The instructional staff chose to implement the non-collaborative SIP instructional mandates with fidelity while sharing instructional strategies in GLM's and collaborative group meetings. The final results: higher student academic achievement on the LEAP and iLEAP tests despite 80% teacher attrition at the school year's end. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]