Our Proven Transformation Model

Title I School Improvement Grants are approved for a small number of reform models, including the proven School Transformation model Failure Is Not an Option (FNO) from the HOPE Foundation.

It is the ONLY model that is supported by BOTH the NEA and the American Association of School Administrators. Why? Because it works – not only in bringing about success for students, but in sustaining that success through a powerful approach to collaboration that shifts cultures and builds leadership capacity at all levels.

The Failure Is Not an Option Model (FNO) from the HOPE Foundation, a 501 (c) (3) non-profit organization, is a transformational model based on the award-winning book, Failure Is Not an Option^®: Six Principles That Guide Student Achievement in High-Performing Schools by Alan Blankstein, now in its 2nd edition.

There are two formats of the model: 

• The Intensive School Reform (ISR) is a year-long reform process involving customized work with individual schools in need of improvement
• The Courageous Leadership Academy (CLA) builds leadership capacity district-wide, and is proven to close achievement gaps within and between schools.

Success: New York City, NY

One example of the success of the ISR is Renaissance Middle School I.S. 192 The Linden in New York City.  Under the guidance of principal Harriett Diaz, who partnered with HOPE and our Intensive School ReformModel in 2007, Renaissance has moved from a “D” rating to an “A” rating in 2009.

Success: Philadelphia, PA

Pottstown School District, near Philadelphia, PA, had the following gains after implementing the processes learned in a 2 year participation in the Courageous Leadership Academy:

• All district schools (7) made Adequate Yearly Progress (AYP) in 2009 (first time in district history)
•  Improved achievement of special education sub-group; Lincoln Elementary for instance (2008-09) increased by 29.8% proficient or advanced in math, 26.8% proficient or advanced in reading
• Significantly reduced special education evaluation request by 68%. Between 2006-07 the request went from 140 to 125; 2009-10 the request went from 122 to 44
• Consistently improved the graduation rate
• Significantly reduced time outs of classroom for disruptive behavior by 78%.