The research evaluation project attempted to assess the effectiveness of new state (Kansas) guidelines for determining eligibility and placement of students in the areas of learning disabilities (LD), behavioral disorders (BD), and speech/language; and to assess the effectiveness of preassessment instructional programming options and screening procedures used prior to referral for placement of students in special education. Data were collected through examination of student files and interviews with school personnel at nine sites, representing approximately 15% of the local education agencies in the state. It was found that state guidelines were generally followed and evaluations were comprehensive and appropriate. Observations, however, were generally inadequate and diagnostic testing for educational planning was minimal for LD and BD students. Wide variability was found in implementation of preassessment. Three critical factors differentiated successful from unsuccessful preassessment implementations: (1) accurately describing the student's problem, (2) using direct, appropriate interventions, and (3) evaluating the outcome of the interventions. Districts where preassessment was effectively implemented had a much lower rate of referral to comprehensive evaluation than districts with less successful preassessment. (DB)