According to a recent survey conducted under ESEA Title I, approximately 35 percent of the pupils attending Coan School were from low income families. Title I provided the services of a lead teacher and ten educational aides to allow more individualized instruction for these pupils. An informal reading laboratory continued to be maintained. Pupils experiencing the most severe difficulties were sent to the laboratory for group and/or individual help. The lead teacher worked with the teachers both in the classroom and in the reading resource room. Three particular activities received special attention: (1) aides continued to receive training for more effective use to the classroom teacher and pupils; (2) workshops and demonstrations were provided as an ongoing activity for English-Reading teachers; and, (3) classroom observations were made to see how teachers were managing to make use of, and/or how the lead teacher might offer assistance in the use of various techniques and approaches, such as individualized classroom organization, skills teaching, and multiple groups. Coan also received services from Project Success Environment which provided teachers training and support services to enable them to use a positive reinforcement system for classroom management. Also, six of the 12 paraprofessional aides were participants in the Career Opportunities Program. (Author/JM)