One common error plagues the staff development planning process. This error is the general failure to provide a way to transfer new information and skill to the classroom. Activities that target the application of skills learned in staff development or inservice activities are commonly referred to as "followup" activities. This study explores the topic of followup activities for staff development and devises a model to facilitate decision-making in the followup planning process. Investigation into and refinement of the working definitions of staff development, followup activities, and effectiveness precede an explanation of the staff development contextual variables: (1) purpose; (2) content; (3) culture; and (4) participants. A list of followup activities is compiled, defined, and arranged on three criteria: (1) from cognitively simple to complex; (2) from resource-light to resource-intensive; and (3) from those requiring little personal or professional risk to those requiring substantial personal or professional risk. A draft for review is appended, along with review letters and questionnaires. (26 references) (LAP)