The Early Intervention for School Success (EISS) program was designed to provide developmentally appropriate instruction in kindergarten and first grade classrooms, by providing the knowledge and skills that teachers and parents need to insure that children in California schools remain happy about learning. This goal is achieved by helping teachers to identify children's learning styles and strengths, focusing a small portion of each day on individual learning needs, and encouraging a diagnostic teaching style. The program rests on the successful implementation of six key program components: team screening, team conferencing, educational planning, developmental instruction, parent involvement, and evaluation. During the 1988-89 year, 56 new schools implemented the program, serving 6,991 students in 243 classrooms. Child study teams composed of classroom teachers and support staff were trained in each school, and schools were monitored through written reports and visits to each site. Research and evaluation efforts were continued in three broad areas: (1) reliability and validity studies of program-developed screening instruments; (2) longitudinal studies of program effect; and (3) evaluation of progress toward project goals. Results of the most recent evaluation are reported in detail, including student achievement goals, cost benefits, and teacher response. (TE)