This study was designed to see whether a model program utilizing alternative disciplinary actions as a means to improve the discipline problems at Herbert Marcus Elementary School would be successful in (1) reducing the number of student misbehaviors, (2) providing more appropriate learning situations for the needs of individual students, and (3) reducing the apparently racially-biased disproportion of disciplinary actions against minority students. Staff development sessions were held for over a year with the assistance of the principal and visiting professionals who taught teachers methods of identifying student problems and averting potential discipline problems. Faculty answered questionnaires before and after the program, rating themselves on a variety of skills indicative of classroom control. The Fink Interaction Analysis System was used to chart teacher behavior in the classroom in terms of number of positive and negative behaviors related to interacting with students. Analysis of the data indicated that the program was effective in improving teacher competencies, while at the same time student academic achievement improved as disciplinary behavior decreased. (Appendixes are attached which include the teacher questionnaires, Fink Observation Sheet samples, and statements concerning the philosophy and guidelines of the school. Two bibliographies are also included.) (CD)