THE CONCEPTS DEVELOPED WERE STIMULATED BY THE BELIEF THAT A SCIENTIFIC APPROACH TO DEALING WITH SCHOOL CRIME AND DISRUPTION REQUIRES THE CONSTRUCTION OF A FRAMEWORK OF SMALL-SCALE STUDIES OF INDIVIDUAL SCHOOL SETTINGS, WHICH WILL PROVIDE A CONTEXT FOR TESTING, MEASURING, AND EVALUATING A VARIETY OF PREVENTIVE APPROACHES. THIS PRESENTATION INTENDS TO PROVIDE SUCH A FRAMEWORK. THE APPROACH RECOMMENDED IS COMPOSED OF THE FOLLOWING INCREMENTAL STEPS: (1) SITE SELECTION AND STUDY PLANNING; (2) RESEARCH--BOTH INDIVIDUAL AND INSTITUTIONAL; (3) PRESENTATION AND DISCUSSION; (4) DESIGN AND TESTING OF PREVENTIVE PROGRAMS; AND (5) MEASUREMENT AND REPORTING OF RESULTS. IN SITE SELECTION AND STUDY PLANNING, IT IS IMPORTANT THAT TOP ADMINISTRATORS, KEY TEACHERS, AND PARENTS OF THE SCHOOL SELECTED PERCEIVE THE PROBLEM OF SCHOOL CRIME AND DISRUPTION TO BE SERIOUS AND THEREFORE WORTHY OF THEIR PARTICIPATION AND COOPERATION IN RESEARCH PLANNING AND SUBSEQUENT PROGRAM DEVELOPMENT. IN THE RESEARCH ITSELF, BOTH OFFENDER-CENTERED AND INSTITUTIONAL ANALYSIS ARE CONDUCTED, AND INTERCHANGES BETWEEN THESE TWO FOCUSES ARE EXAMINED. SUMMARIZED RESULTS OF BOTH OFFENDER-CENTERED AND INSTITUTIONAL PHASES OF THE RESEARCH ARE PRESENTED SEPARATELY TO GROUPS OF YOUTH IN THE TARGET POPULATIONS, OTHER STUDENTS, TEACHERS, ADMINISTRATORS, PARENTS, AND COMMUNITY REPRESENTATIVES, WITH EACH GROUP ASKED TO REFLECT ON THE FINDINGS. FOLLOWING THIS PHASE, PROGRAM ALTERNATIVES AIMED AT ALTERING IDENTIFIED PROBLEM AREAS ARE DEVELOPED. METHODS ARE ALSO DEVISED FOR MEASURING THE IMPACT OF THESE ALTERNATIVE PREVENTIVE PROGRAMS OVER A PERIOD OF TIME, WITH A VIEW TOWARD INSURING THAT FINDINGS WILL HAVE BOTH COMPARABILITY WITHIN THE SYSTEM OVER TIME AND ACROSS SYSTEMS. (RCB)