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Evaluated was the 3-year (1969-1972) Title III 3R (reeducation, reality, responsibility) intervention program serving over 600 emotionally disturbed elementary level students from four towns (in Connecticut) in a special unit and regular classes. A systems approach used throughout the project analyzed inputs, processes, and effectiveness of the following demonstration goals: the four school systems' cooperation in providing a quality program, the 3R educational model (based on the Re-Ed model of N. Hobbs and the reality therapy model of W. Glasser), an inservice teacher training program, public school/university collaboration to train personnel, and project measurement by evaluative research. The organizational structure included a director with responsibilities such as facilitating communication. Goals were evaluated in terms of effort, effect, adequacy, efficiency and process. Main findings showed that the cooperative strategy effectively reduced pupil costs (special unit cost per child of $1500 opposed to residential school cost of $9000) and fostered geater student academic compentence; that the educational program effectively improved 12 of 14 rated behaviors, fostered gains in IQ points, enabled 32 of 33 students to return to regular classes; that the teacher training program for over 700 teachers was adequate for cognitive understanding and inadequate for skill development/application; and that research was not conducted due to federal funding limitations. Project information dissemination included teacher presentations to teachers in other school systems. Appended are parent questionnaire and the Devereux Elementary Behavior Rating Scale. (MC)