In this article, the rationale, development, implementation, and evaluation of a school-based program for students with emotional disturbances who are served in a special education setting is described. The essential features of this program included a training program for professionals from the school and community agencies, the development and implementation of a strengths-based plan in which students and families are included as partners, and a method for evaluating the fidelity of program implementation. Results indicated a reduction in discipline referrals, better retention of students with emotional disturbances in their community schools, and a trend toward improved emotional functioning. In addition, fidelity was positively related to higher reading achievement.The findings are discussed in terms of their implications for policy, training, and future research efforts.
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