This report describes a program for improving the on-task behavior of at-risk students to increase their academic achievement. The targeted population consisted of high-school students in a growing middle-class community located in a rural area of a midwestern state. The problems of academic under-achievement were documented through data including teacher-made tests, standardized tests, subject area progress reports, and teacher observation checklists. Analysis of probable cause data revealed that students' low achievement was related to low/no motivation, poor work habits, low self-esteem, and continuous academic failure. Faculty discussion revealed that students failed to stay on task and did not accurately complete assignments. Review of instructional strategies revealed an over emphasis on information giving by teachers. A review of solution strategies and an analysis of the problem setting resulted in the selection of the following interventions: the use of a writer's workshop and the use of portfolio assessment and student self assessment. As a result of implementing writer's workshop, cooperative learning, and portfolio assessment, at-risk students showed measurable improvement with on-task behavior. This improvement resulted in successful academic achievement for the targeted at-risk students. (Contains 52 references, and 9 tables and 3 figures of data. Appendixes present survey instruments, checklists, rubrics, and teacher-made tests.) (Author/RS)