Originally proposed as a supplement to basic bilingual programs for Haitian students in three New York City high schools, Project L'Ouverture changed its focus to the development and reinforcement of basic skills. In response to a need for basic bilingual services not available in participating schools, the project provided tutorial services to limited-English-speaking Haitian students on a voluntary basis. Evaluation of the 1981-82 school year showed that project staff continued to develop a rapport with project students and the Haitian community. Communication with parents and with school administrators was weak. Documentation of project activities in nearly every area was incomplete and thus hampered evaluation efforts, since it was impossible to gauge the extent or substance of tutorial services, or the number of students actually tutored regularly. There was little evidence of parental involvment or curriculum development. Staff development activities apparently took place, but records were not available. Conclusions must remain largely impressionistic: all three schools attempted to provide intensive instruction in English-as-a-second language, and achievement at the two sites for which test data were reported appeared to be satisfactory. Linguistic issues related to teaching the native language (Creole) were not addressed. However, the project did fulfill a critical need for services previously unavailable at the three schools and provided individual attention to participants. (CMG)