This program was developed for use for those who wish to learn more about the increasing complexity of implementing school desegregation, school integration, and equal educational opportunities for all children and youth in the public schools. It is designed to assist school districts in evaluating the extent to which desegregated elementary schools are developing an integrated educational program. Information about individual schools may be used by the staff to accomplish the following: (1) assess their current status in developing an integrated school; and (2) chart changes over a period of time in developing an integrated school. This individual school assessment method was originally developed and field-tested in four California school districts in 1972. The program may be used with Asian, American Indian, Black and Hispanic children. Critical dimensions of cultural and structural integration assessed are the following: (1) student self-concepts and attitudes toward school; (2) student academic achievement; (3) development of multicultural programs; (4) multiethnic student roles; (5) multiethnic educator roles; and (6) multiethnic parent roles. Because of large differences between assessment profiles of different schools in the same school district, it is suggested that principals concentrate on their individual school's completed profile as a guide for goal setting and planning. An example of a completed profile from an actual school and instructions for interpretation are included. (Author/FMW)