An evaluation was conducted of the first year of a 3-year program at two elementary schools in New York City, Transitional Intervention Project (Project TIP), designed to provide support services to predominantly Latino students of limited English proficiency (LEP). The project proposed to offer an instructional component with instruction in English as a Second Language (ESL), Native Language Arts (NLA) in Spanish, and bilingual content areas; a computer center at both sites with software designed to improve English and native language skills; teachers and educational assistants the opportunity to enroll in university level courses in bilingual and ESL education; staff development to acquaint teachers and staff with new instructional techniques and changes in curriculum and language development programs; and a parental component with workshops, parent-teacher conferences, and a lending library. During the 1991-92 school year, the project enrolled 159 male and 137 female Spanish kindergarten through sixth grade students. Project TIP was not fully implemented due to the uncertainty created by the district reorganization and closing down of one project school. The objectives for ESL and staff development were not met. Data needed to evaluate the NLA, content area subjects, and self-concept objectives were not supplied. Although parent involvement activities were fully implemented, parent attendance at these activities was not sufficient to meet the parent involvement objective. Project attendance was higher than the mainstream rate. Recommendations for program improvement are suggested. An appendix describes data collection and analysis. (RLC)