When you want to raise the quality of a school or group of schools, we have to know the schools in all aspects, in order to develop a coherent educational project with the specific context of each school organization.

 The school improvement can mean a change or process innovation, but should above all try to eliminate the less successful organizational points and design school in order to obtain a better quality.

 Although the main objective of the institutional assessment should be to estimate the level of quality of education to contribute to its improvement, the evaluation process should be conceived equally as appropriate strategy to support research on the effectiveness and the quality of institutions (Tejedor, 2000).

 In this study, the intended objectives are supported in school results and internal self-evaluation of the grouping schools of the previous year.

Thus it is intended, characterize the school grouping checking: the satisfaction of the educational community, the performances of the initiatives implemented in the group for improving educational processes (communication plan, project on indiscipline and school climate, and Office of Student Support), and infer the degree of quality in the school grouping in particular with regard the impact on school results.

 The Law 31/2002 of Portugal, mentions the need to make the internal evaluation of schools and the Decree-Law 75/2008 mentions the need to exist quality in schools. The internal evaluation requires special attention to problems detected in the external evaluation of IGEC (General Inspection of Education and Science) and so, combining the work in carrying out the internal self-assessment and the work produced in this study, exists the illusion that we can improve the school grouping.

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