The Assessment-Confrontation-Strategizing Model for developing parent and community involvement in school decision-making consists of three stages. In the assessment stage parent perceptions of the permeability of the school's psychosocial boundaries are examined and the differing educational values held by teachers, administrators, and representatives of parents and community members are measured. Representatives of parents and the community face teachers and administrators in a three-way confrontation in the next stage, permitting members of each group to learn how they are perceived by the others and to express how they perceive themselves. In the third stage, force field analysis is used to analyze the forces revealed in the first two stages, to develop objectives, and to generate and rank strategies for meeting the objectives. This report describes the model and the sources of its processes and recounts two successful applications of the model in schools attemptinq to comply with the Education for All Handicapped Children Act. One school was an elementary school implementing mainstreaming with a resource room program. The other was a special school for profoundly to moderately mentally handicapped and multiply handicapped students from three county school districts. (PGD)