Utilizing a consensus decision-making strategy, teachers and an administrator from Parkway Central Middle School (PCMS) (Missouri) selected a two-part mission: (1) to establish an atmosphere where students demonstrate respect for themselves, their peers, and all adults; and (2) to evaluate, revise, develop, and implement a new discipline plan that would be more proactive than reactive. To achieve the mission, the Responsibility and Respect Program/Plan was implemented during 1993-1994. Proactive activities, disciplinary management techniques designed to foster responsibility and respect, and new programs were added to existing disciplinary programs. Activities included: (1) Respect Week, during which the theme of respect for self, others, and the environment was integrated into various classes; (2) incentive programs to reward good behavior; (3) relevant extra curricular activities; (4) revamping behavioral management techniques; and (5) improving citizenship through parent involvement, case management, and better tracking of conduct. Two additional program elements (after school tutorials and data collection to document the program's outcomes) were facilitated by PCMS's professional development school collaborative agreement with University of Missouri-Saint Louis. Data collected on six disciplinary indicators indicated an overall decrease in the number of students involved in disciplinary actions from 1993-1994 to 1994-1995. Findings from surveys of students, teachers, and administrators indicated that respondents considered the Responsibility and Respect Plan's proactive approach and the consensus process effective. Recommendations for improvement in the plan are noted. Two survey questionnaires are included. (IAH)