This final project report describes three related studies that examined reform efforts in a major metropolitan school district. Emphasis was on seven schools that had developed collaborative service approaches to reduce fragmentation of service delivery, increase accountability for students "at risk," and eliminate duplication of services. In Study 1, the characteristics of the seven collaborative models were described in terms of instructional time, student caseloads, results of interviews with principals and program coordinators using the Scales for Assessment of the Accommodation of Differences among Pupils by Teachers scale, and a survey of teacher engaged time and quality of services for 20 selected activities. Study 2 examined perceived barriers to implementation of the collaborative model by using the Concerns-Based Adoption Model. Staff at each school completed Stages of Concern Questionnaires and 70 staff participated in a Delphi probe to identify barriers and propose solutions. Finally, Study 3 examined reading improvement in 500 students with mild disabilities as a function of implementation of the collaborative model. Findings of Studies 1 and 2 are presented in tables. Study 3 found no statistically significant differences in the reading progress of students with disabilities served in collaborative and noncollaborative settings. Attached tables and figures provide additional detail on the three studies. An appendix lists suggested teacher solutions to identified barriers to implementing collaborative models. (Contains 12 references.) (DB)