Second-year results of the Block Plan, initiated in the seventh grade of a large junior high school in Alberta, Canada in 1980, indicate that the program is successful. The Block Plan uses the concept of a pair of teachers being assigned to two classes for the homeroom period plus four academic core courses--language arts/social science and mathematics/science. Main features of the Block Plan include flexible scheduling, joint planning by teachers, special attention to the teacher's role in student counseling and reading, use of community resources, integrating subject areas, and the use of a differentiated support option for remedial coursework. The Block Plan was designed to overcome problems that students encounter in making the transition from an elementary school to a large junior high school. In both years, students in the Block Plan showed better attitudes toward school, schooling, and their class than did the control group. While this attitude change was indicated by the total population, the bottom 35 percent of students seemed to be affected the most. The improved attitude seemed to stem from an improved relationship with the teachers, especially in the second year. The total group, in both treatment years, showed higher gains in all achievement areas than did the control group, while average and better students in the treatment group did less well than the control group in language arts. Teacher satisfaction in the Block Plan was very high, and parent reaction was also positive. It was concluded that, if the Block Plan were modified to give more help to the average and better students in language arts, it would be superior to the departmentalized instructional organization. (JD)