A model was developed and implemented that met the needs of entering high school freshmen with school adjustment problems such as poor academic achievement, excessive absenteeism, poor school behavior, and negative school attitudes. A review of literature indicated that the comprehensive high school was not meeting the needs of this group of students. The proposed program included a team of four teachers, supported by special-service personnel, who were scheduled to work with 48 freshmen in a daily time-block arrangement. The program attempted to improve student performance in a number of areas, including discipline, attendance, attitude toward school, and academic achievement. Program development included a needs assessment, teacher recruitment, in-service programs flexible scheduling, curriculum development, and middle-school/high-school articulation. The program was divided into two phases; phase one involved work with the identified students through their freshman year; phase two involved two staff teams working with the identified students in their sophomore year and a second group of new freshmen. A summative evaluation measured the progress of the original 48 freshmen with respect to 17 program objectives. A plan was outlined to institutionalize the model into the school program. (A step-by-step analysis of the development and a set of recommendations for the implementation of the program was presented.) (NRB)