This paper evaluates two locally driven, school-based programs in Illinois that use a system of care approach to provide services for children and adolescents with, or who are at risk for, developing emotional or behavioral disturbances. These sites included a mental health early intervention pilot program in an elementary school setting, and a day treatment program established by a local school district. Students in the public school program or a private school program for similar students were evaluated at baseline and 1 year later. The majority of students were identified as having a primary behavioral disability; about half the youth had legal charges; and most common risk factors included below grade-level achievements and frequent suspensions/expulsion/truancy. No significant differences between students in the private day placement and the public special placement were found. As the early intervention program descriptive data indicated, the 16 children were referred for such reasons as academic problems, non-compliance behavior, attention difficulties, and poor peer interaction. Comparisons of baseline and 1-year-later scores suggested substantially better functioning for all youth at Time 2. Evaluation of both programs supports the use of participant-driven evaluation if the data are to be useful for program development. (Contains 12 references.) (DB)