In this article, we describe the self-directed change made by a rural elementary school in response to a data-based examination of its service-delivery model that revealed its lowest performing students were spending most of their time with the school’s least qualified staff. This mixed-method case study describes (a) why and how the school shifted personnel deployment and utilization, (b) factors that facilitated the shifts in service delivery, and (c) perceived effects of the changes. Findings demonstrate how implementing data-based decision-making through strong collaborative leadership led to recognizing, exploring, and modifying the school’s overreliance on paraprofessionals by increasing the availability of more highly skilled personnel to facilitate more inclusive instruction and collaboration. Participants also described challenges and perceived negative aspects related to change. We conclude with implications for practice, including how this study could inform similar change efforts in small rural schools, and suggestions for future research.

在本文中，我们描述了一所农村小学为响应对其服务提供模型的基于数据的检查而做出的自我指导的变化，该模型显示其表现最差的学生大部分时间都花在学校最不合格的员工身上。这个混合方法案例研究描述了 (a) 学校为何以及如何改变人员部署和使用，(b) 促进服务交付转变的因素，以及 (c) 变化的感知影响。调查结果表明，通过强大的协作领导实施基于数据的决策如何通过增加更多高技能人员的可用性来促进更具包容性的教学和协作，从而认识到、探索和改变学校对辅助专业人员的过度依赖。参与者还描述了与变革相关的挑战和感知到的消极方面。我们总结了对实践的影响，包括这项研究如何为小型农村学校的类似变革努力提供信息，以及对未来研究的建议。