The report summarizes the development, operation, and evaluation of a model for providing educational services to 2,274 students (grades k-12) with special educational needs in six New York school districts. It is explained that the Comprehensive Support Services Program focuses on early identification of students with special needs, detailed evaluation of learning needs, and intervention through direct student support and teacher consultation. The role of the support team, led by a learning specialist, is seen to involve maintaining students in the regular classroom by adapting the curriculum and providing teachers with practical help. Analyzed are data from the Peabody Individual Achievement Test subtests of math, word recognition, and comprehension administered to 824 students in the Fall of 1974 and readministered 5 months later. Discussed among findings is the highly significant improvement in achievement scores for Ss receiving services from the Comprehensive Support Services Program. It is also reported that gains were significantly higher than the expected scores computed with a historical regression formula. Four appendixes are provided, including a list of kindergarten screening tests and a sample pupil personnel referral form. (CL)