This manuscript discusses strategies, designs, and techniques used by staff consultants of the Documentation and Technical Assistance project in order to facilitate problem solving capacities in urban schools. Intervention techniques described were geared to a model of the ideal school organization, conceived of as one which features self renewal and adaptability to the environment and makes active use of internal resources. Presented are five case studies of interventions conducted during 1976-77 year in Oakland, California, schools with a large proportion of poverty level students. Consultative experiences are summarized and the readiness of client schools to benefit from consultation, building of contracts with clients, and managing processes of interventions are discussed. The paper also reviews effects of intervention on client schools, analyzes issues faced by consultants, and describes tentative plans for future research, consultation, and network building. (Author/AOS)