When the author became the principal of Glenwood Elementary School in Charleston in the fall of 1992, the student body was factionalized, the school lacked a clearly defined disciplinary code, and ganglike activities and vandalism were common. During the first year the teachers, office staff, and principal used a team approach to identify strengths and needs in discipline, curriculum, and professional growth. The school established a student assistance program and Drug Awareness Resistance Education and invited police officers to come to school to visit classrooms and watch over playgrounds. The principal and school counselor attended a conference on gangs in schools and used the assessment tool to evaluate the school. The score of more than 100 indicated the need for immediate action. Actions included physical security measures, repainting and redecorating, personnel additions, the establishment of assertive discipline and an after-school program, expansion of the student assistance program, home visits, mentor programs, and additional innovations for transient or disruptive students. Copy of assessment instrument