The purpose of this case study was to determine the perceived alignment of standards and practices that are prescribed by the International Baccalaureate Organization to the Coherence Framework which was developed by researchers Michael Fullan and Joanne Quinn. The field setting was a high needs and low wealth school district that is identified as Title I in the northeastern region of the United States. The direct focus was on six elementary schools that adopted the International Baccalaureate Primary Years Program (IB PYP) for school transformation and reform. With the number of local, state, and national demands, the intentional and coherent changes established within an educational framework prove significant implications as to a system that would yield academic success. Questions were developed to collect data concerning practices that focused direction, cultivated a collaborative culture, deepened learning, and secured accountability. The participants were instructional leaders of the participating schools. They spoke to the adoption of IB PYP as they sought authorization. Documents were received to ensure that findings and perceptions were succinct. Practices that are required for IB PYP authorization caused there to be evidence in all four domains of the Coherence Framework. This indicates that the work required to exhibit the research-based principles for leading, teaching, and learning with in an IB PYP school must be established with vision, collaboration, deeper conceptual understanding, and a method of holding education leadership and educators accountable. Beyond the elements of the Coherence Framework, the participants also illuminated that reflection is foundational in using IB PYP to develop coherent change within a school. Goal must aways be in the forefront of the minds of the practitioners, and constant reminders allow the learning community to embrace the charge to find success as a unit. It is recommended school districts, especially those states within the northeastern region of the United State, intentionally use reflection and the Coherence Framework to develop action plans for transformation and reform. With impending plans for a shift towards performance-based learning, which is a criterion with in the IB PYP standards and practices, instructional and transformative leaders would reap greater gains with the use of the framing the changes to align to the Coherence Framework with benchmarks that include deep and meaningful reflection. Change and effects of change are most effective when more members of the community take ownership of the work, these two frameworks promote such ownership. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]