This report describes, from a technical assistance viewpoint, a 3-year renewal program conducted in a New York City intermediate school. The program was one of nine selected as a demonstration site by the Documentation and Technical Assistance (DTA) Project, with the purpose of applying educational research to enhance the problem solving capacity of urban schools. This program took place as a result of a decision to convert the intermediate school into a complex of minischools. The collaborators (the school staff, the Inner City Consortium, and a university) proposed four major courses of action to support the renewal effort: (1) develop a teacher resource center in the school; (2) develop experience based training for the school staff; (3) develop, with the local school board, means of applying the project's results in other schools; and (4) support the development of a school based planning team consisting of staff, parents, and students. The report discusses the background and experiences of the collaborators and explores activities undertaken. Two basic conclusions are drawn: first, that the school community had developed its own mechanisms for planning and change prior to the project; and (2) that the support and resources provided by the technical assistance groups were deemed satisfactory by the school only when the groups agreed with what the school planners wanted to see accomplished. (Author/GC)