This practicum was designed to improve the process used to identify kindergarten and first-grade children who are at risk for academic failure and may need to be referred for a comprehensive special education evaluation. Prior to the practicum, the screening process consisted of a curriculum-based readiness measure which failed to identify children's cognitive potential and delayed further evaluation of children experiencing severe learning problems; grade retention was then used as a primary mode of intervention. The practicum involved the administration of norm-referenced screening instruments (the American Guidance Service Early Screening Profiles and the Wide Range Achievement Test-Revised) to assess children's cognitive abilities and levels of academic achievement. The strategy was able to be implemented by teachers, counselors, and staff other than the school psychologist. The practicum's objectives were successfully met. As a result of norm-referenced screening, 35 kindergarten and first-grade students (out of 112 eligible for Chapter 1 services) were referred for more comprehensive evaluation. Retentions were eliminated for the academic year. The strategy also provided developmental data in terms of children's ability and achievement levels, which should be useful in curriculum planning. (Contains 30 references.) (JDD)