Because demographic and social changes in rural communities also affect small and rural school environments, schools must consider the impact of community change and plan accordingly. Rural school administrators, who are visible and respected, know how to work with groups, and understand the local community, are well qualified to provide their communities with planning leadership and management and to guide problem solving efforts. Rothman has defined three problem solving models, seldom seen in their distinct form, that are often used in growing, static, and declining communities: the community development model, in which the community works as a whole; the social planning model, in which the power structure sponsors fact-finding by professional planners; and the social action model, in which parts of the community seek to reallocate community power and resources. Communities experiencing rapid growth often have overcrowded schools and problems with school finance and administration. Communities experiencing decline often face the reduction or elimination of educational programs or personnel, increased taxes, or school consolidation. Early response to demographic and social community change is essential. An effective change process for small towns must consider broad based planning, trusted implementation assistance, and an institutional base to sustain the change effort. (SB)