The Achieving Membership Program in Forest Lake (Minnesota) attempted to develop, document, and evaluate district level, building level, and child team level strategies to achieve full inclusion in regular schools for elementary-aged students with severe disabilities. The 3-year program had three main components: (1) establishing model demonstrations of inclusive education; (2) establishing support and training strategies; and (3) evaluating processes and outcomes. The program was based on building capacity in home schools via training and technical assistance using a model which stressed collaborative teamwork, technical assistance strategies, and inservice strategies. Among program results were inclusion of 16 students in their home schools by the third year. Among other program outcomes were community-based early childhood programs, changes in job descriptions of special educators, increased collaboration among special educators, and development of numerous products for dissemination. Evaluation indicated that, in general, positive outcomes were realized for the children with disabilities, their families, their classmates, and teachers. Extensive appendices include: the social network survey, the integration checklist, the Scales of Independent Behavior, summaries of structured small group peer interviews and peer interaction observations, results of parent and support staff interviews or surveys, and the program's monthly updates. (DB)