This practicum report presents a detailed account of a project by an elementary school principal in designing, implementing, and evaluating a comprehensive improvement program to alleviate problems which have occurred as a result of the transitional state of the neighborhood at the Clara Barton Public School, in the school district of Philadelphia. Information is given on the students' backgrounds and on how the students have been affected by the transitional state of their neighborhood. A search of the literature on prior successful school improvement programs was made. Use was made of representative committees, individualized curriculum programs, public relations techniques, and the effective use of community resources as the core of the program. Findings from the needs assessment surveys administered in January 1975 are summarized. A comprehensive listing of the planned objectives, activities, and evaluative criteria necessary to execute the program successfully is included. The principal of the Clara Barton public school describes how the author instituted processes that caused others to resolve the problems that affected them. He describes his actions in bringing together personnel, time, space, students and community resources. (Author/JM)