Presented are guidelines and evaluative data on five instructional models implemented between 1972 and 1975 to educate emotionally disturbed students in Alachua County Schools (Florida). General information includes the philosphy of the program; a definition and list of characteristics of emotionally disturbed students; and an outline of screening, referral, identification, placement, and dismissal procedures. Described next are the rationales, educational techniques, advantages and disadvantages of the five instructional program models used: self-contained classroom, resource room, crisis intervention room, itinerant program, and diagnostic-prescriptologist. Five program objectives are explained and an evaluation of progress made in meeting them during 1972-74 is provided. Comparative data in the relative effectiveness of the five organizational models for instruction includes characteristics, strengths, and weaknesses of each model and a brief discussion of behavioral and achievement test data. Also reported are program objectives and evaluative data on the two models, resource and self-contained, considered most effective and continued during the 1974-75 school year. Parent education services are summarized. Appendixes include forms used for screening, referral, identification, placement, and dismissal; and technical analyses of data. (LS)