AUGMENTING THE ADJUSTMENT OF NEW PUPILS TO NEW SCHOOL SITUATIONS WAS A MAJOR CONCERN OF THE ORIGINAL PROPOSAL TO THE FORD FOUNDATION. SCHOOL COUNSELING SERVICES WERE PROVIDED AT DESIGNATED ELEMENTARY AND JUNIOR HIGH SCHOOLS TO RECEIVE, STUDY, COUNSEL, AND PLACE STUDENTS. THE RESOURCES WERE MADE AVAILABLE TO OTHERS ALSO. COUNSELORS AT ALL THREE PROJECT SCHOOLS ASSUMED MAJOR RESPONSIBILITY FOR FACILITATING COMMUNICATION BETWEEN HOME AND SCHOOL. THEY CONDUCTED EVENING DISCUSSION GROUPS, ADULT SCHOOL COURSES, AND HOME VISITS. APPROXIMATELY 90 CHILDREN WITH ACUTE BEHAVIOR PROBLEMS PARTICIPATED IN INTENSIVE INDIVIDUAL AND GROUP COUNSELING PROGRAMS WITH THE PROJECT COUNSELOR, WHO RECEIVED REFERRALS DIRECTLY FROM TEACHERS WHENEVER THE SITUATION DICTATED. IN THE JUNIOR HIGH SCHOOL, FIFTEEN BOYS WERE SEEN REGULARLY BY THE COUNSELOR. THE EVALUATIVE INFORMATION WAS CONTRIBUTED BY PROFESSIONAL STAFF OPINIONS, A COUNSELOR GRADE STUDY, AND NEWCOMER ENROLLMENT REPORTS. THE EVALUATION SOUGHT TO DETERMINE THE EFFECTIVENESS OF THE RECEPTION PROGRAM, ENROLLMENT TRENDS AND CHARACTERISTICS OF NEWCOMERS. THE EFFECTIVENESS OF COUNSELORS IN IMPROVING BEHAVIOR AND ATTITUDE PROBLEMS AND IN IMPROVING GRADES AND HOME-SCHOOL COMMUNICATION WAS ALSO STUDIED. COUNSELING SERVICES FOR NEWCOMERS WERE RATED VERY HIGHLY BY THE STAFF, MOST NEWCOMERS' FAMILIES WERE NOT NEW TO THE GENERAL AREA AND MANY HAD FAMILIES NOT TOTALLY INTACT. THE MAGNITUDE OF NEWCOMER LOAD WOULD WARRANT CONTINUED PROVISION OF SUCH SERVICE. NO TRENDS TOWARD BETTER OR POORER GRADES WERE NOTED FOR COUNSELING SUBJECTS, HOWEVER, CONSIDERATION OF THEIR NEGATIVE EXPECTANCY MADE THE FACT OF NO DECLINE AN INDICATION OF THE SUCCESS OF THE PROGRAM.