This 3-year study attempted to design a program that would provide the optimum conditions necessary for schools, universities, and other agencies to try new practices and study their quality through research and evaluation; and in which creative, innovative teachers would be supported rather than frustrated. Innovations were introduced as effectively as possible in 26 schools; and the impact on the schools, the community, and on regional agencies was studied. The report is divided into (1) action and (2) research. The first section traces the project planning and operation from the time teachers introduced new practices until the regional model was conceived. The research section presents findings on the forces at work in the schools and in the community. (Author)