This final report constitutes the culmination of findings and recommendations of a series of working papers on a project which conducted a cooperative study of existing student study team (SST) processes in nine California special education local plan areas. The project is thought to be the first in the nation to describe the characteristics of students referred to SSTs, the modifications/interventions undertaken on their behalf, and the effects of the modifications/interventions on the students. Among findings on SST processes is the expressed need for better ways to provide student followup. Findings on the analysis of 194 student referrals indicated that the most often reported problem categories were in the areas of general academic performance, social/emotional adjustment, academic behavior, and reading. Recommendations made to policy makers, trainers, school staff, parents, and students included: the need for federal, state, and local policy-makers to permit local schools to decide for themselves about establishing and operating SST processes at their schools; the need for trainers to heed school staff reports on their need for assistance in following up on recommendations for interventions and modifications; the need for parents to accept the school's invitation to participate in an SST; and the need for students to bring themselves to the attention of SSTs if needed. (DB)