The effectiveness of the Block Plan, developed and implemented by the seventh grade students at Edith Rogers Junior High School in Edmonton, Alberta (Canada) was investigated. The Block Plan uses the concept of a pair of teachers assigned to two classes of students for the homeroom period plus a pair of teachers assigned for each of four academic core subjects. The main features of the Block Plan include flexible scheduling, joint planning, special attention given to the teacher's role in student counseling and reading, use of community resources, integrating subject areas, and the use of a differentiated support option for remedial coursework. The Block Plan was designed to be especially effective in overcoming problems that students encounter in making the transition from elementary school to a large junior high school. The implementation of the program was monitored on two levels: (1) product, concerning student attendance, attitudes, and achievement; and (2) process, the teachers' reactions to the program as it was being implemented. Results were positive for both attendance and attitude measures, and most achievement measures also favored the Block Plan. However, several weaknesses in the implementation emerged from the teachers' responses in such areas as joint planning and the differentiated support option. Copies of the surveys are attached. (FG)