A case history of organizational development in the Kent, Washington, school district from August 1967 to April 1972 is presented in 14 chapters and numerous appendixes. The first section contains a summary, the theoretical scheme, and the principles used in building the cadre of organizational specialists. Chapters 5, 6, and 7, concern interpersonal "first-level" skills; conditions facilitating interpersonal responsiveness among teachers, communication in schools with collaborative teaching structures, and preconditions necessary before training produced constructive adaptation. Chapters 8 and 9 concern "second-level" skills that serve to enhance the functioning of systems; collaborative decision-making among teachers, and power-sharing between principals and teachers. Chapters 10, 11, and 12, move to "third-level" skills--the capacity of the school for performing as an entire system; a substudy of the school as a processor of innovations, the work of the cadre as an agent of constructive adaptation, and the cadre as a system in itself. Chapter 13 probes the strengths and weaknesses of the data, research design, and analysis techniques used in the study. Chapter 14 contains a summary of the project and recommendations. (Author/MLF)