This final report describes a personalized kindergarten program which has three main features: (1) systematic observation of the individual learning needs of kindergarten children, (2) staff training to assist teachers in developing and using methods for personalizing their classroom programs, and (3) involvement of parents in implementing at-home activities, sharing information about the child, attending parent enrichment workshops, and assisting in project evaluation. Approximately 220 children in eight kindergarten classes were involved each year. The average entering subject was a middle class child 5.5 years old, who had one sibling and had attended nursery school for one year. Each child was evaluated on a basic diagnostic measure, the Kindergarten Inventory of Development (a combination of the Boehm Test of Basic Concepts and the McCarthy Scales of Children's Abilities), which identified 20 percent of the children as high risk. Half of the high risk group received an at-home parent-directed program in addition to the personalized school program recieved by all children. All high risk children showed good progress, with the group receiving supplementary at-home enrichment achieving highest maintained gains. Data analysis showed the percentages of entering kindergarteners who lagged in one or more areas of development. Appendices include many examples of teaching procedures and materials used in classrooms or at home. (GO)