One of four programs funded nationally to test the notion that increased efficiency in the use of student and teacher time would result in higher student achievement, the Cotopaxi/Westcliffe Project was unique in that the two Colorado districts involved were small, rural, and operated on a four-day school week. The 4-year intervention consisted of full day, monthly staff development sessions for both teachers and administrator. Content was drawn from effective schools research and conventional wisdom about educational practice and was intended to improve student achievement by providing inservice to their teachers. Peer observations and teacher support groups facilitated the change process. A research component was in place throughout the project to monitor"time-on-task/engagement rates" and student achievement. Baseline data indicated quite high engagement rates during the life of the project. Achievement scores did not reflect this same degree of increase. This final report presents: (1) a complete description of the project context; (2) content and process of the training provided; (3) effects of the inservice on teachers' behaviors and attitudes; and (4) changes in student engagement rate and achievement. Recommendations for other small rural school districts are offered on the basis of this effort. A technical appendix contains copies of the instruments used to collect data for the evaluation. (Author/NEC)