Codman Academy Charter Public School, the school I helped found in 2001, regards the development of character as equal in importance to the development of academic skill. This goal is easier stated than met, of course, especially in an inner-city high school where students often display disruptive behavior for a large number of (often understandable) reasons. The School's faculty are old hands at classroom management, but they also want students to take responsibility for their own behavior, academic as well as personal. Beginning in 2004, they devised a technology-supported program called Citizenship to provide an environment fostering both personal and community growth. In addition to weekly reflection in single-sex advising groups, and the requirement to state intentions for character development at the year's beginning, the Citizenship program also states explicitly the behavior expected -- and not expected -- of community members. This article describes how the Citizenship program also uses technology to track student behavior in detail, giving both faculty and students the information needed to foster civil behavior in and out of class.