In collaborative schools, regular and special education teachers meet regularly to analyze and make decisions about instructional practices and services to meet the needs of all students. This paper explores the effectiveness of a school development model in helping small rural schools adopt three characteristics of collaborative schools: (1) a schoolwide team approach in which all school professionals engage in cooperative planning and problem solving; (2) ongoing individual professional development; and (3) inclusionary instructional practices. The school development model consists of an eight-step process: define the problem; analyze the problem; brainstorm solutions; select the best solution; develop an action plan; implement the action plan; develop teacher-leaders; and evaluate the action plan. This process was implemented over a 4-year period in four small elementary and secondary schools in northern rural Vermont. Annual surveys of teacher participants revealed that the model: (1) was effective in creating change in schools; (2) was adaptable to various settings; (3) increased teacher participation in instructional decision making; (4) was dependent on the principal's support; (5) increased teacher collaboration and team teaching; (6) fostered peer leadership skills; (7) increased the use of various inclusionary instructional practices; and (8) required a significant commitment of time and resources. This paper includes an outline of inclusionary educational strategies aimed at teachers and students. (SV)