A multi-stage process was used to develop a model of parent involvement that could be effectively implemented in rural schools. The stages were: (1) an extensive review of the literature on existing models of parent involvement; (2) identification of a "typical" rural Montana school district--Conrad; (3) training Conrad teachers and parents in one potential model and obtaining their input on specific involvement activities; and (4) synthesizing the literature review and the Conrad experience to develop a flexible model with various options. The final model concentrated on school climate, school-parent communications, parents as collaborators, participative decision-making, outreach to all families, active encouragement by school administrators, and volunteer participation by parents and community. Key parent roles are as communicator, supporter, learner, teacher, and advisor/advocate. Teachers must take the initiative and be willing to reach out to parents. Principals must be willing to support the program and work with both teachers and parents. This report describes actions and activities for parents, teachers, and principals to fulfill their roles in the model, and outlines the first steps in a parent involvement program. Extensive appendices contain questionnaires, checklists, and worksheets for parents and teachers to use for parent-teacher conferences, parent observations of school and classroom, and home visits; homework tips for parents; telephone tips for teachers; suggestions for using volunteers; and additional resources. (SV)