Discipline records and reading test scores revealed that students in the Redding Middle School (Middletown, Delaware) were achieving low reading scores while the number of discipline referrals remained high. This report of a practicum project shows how the school's teachers and administrators succeeded in changing the direction of this trend, increasing reading achievement while reducing discipline referrals. School staff developed a master checklist of objectives, activities, and strategies to implement major changes in school organization, staff training, reading programs, and discipline programs. They applied Bloom's theory of mastery learning to improve student competency in reading through sequential instruction, assessment, and achievement feedback. Glasser's theory of reality therapy provided students and teachers with practical problem-solving strategies for dealing with potential discipline problems before administrative intervention. Summative evaluation data show a 20% reduction in referrals and a substantial increase in reading achievement scores (compared to students' reading scores in the four years preceding the project). Ten appendixes provide information about the materials used in the project and the data collected. (Author/RL)