To improve the existing junior high school's academic and activities programs as well as the school environment, a school superintendent and a middle school consultant teamed with others to effect the transition of a 7-9 grade junior high school plan to a 6-8 grade middle school plan in Augusta, Kansas. The overall plan was basically simple and straightforward: assess needs, develop alternatives, educate participants, collectively decide courses of action, gain support, push for reform, initiate phasing-in plans, finalize decisions, evaluate progress, and share findings. The consultant examined all academic records in reading and mathematics for students then in grades 4-9. The school nurse supplied data for heights and weights for these same students. Principals and their assistants, at all grade levels, were interviewed for insights into both academic and social growth characteristics of these students. The consultant and superintendent met with several groups of school and community people to assess attitude, concern, and interest in school improvement. Based on the students' characteristics and the concerns of the school and community members, a series of concerns and recommendations emerged. The basic planning model used in the organizational change is presented along with some general principles of operation that should be followed in making a transition to a different organization of classes in a district. (MLF)