The paper describes the development of a program to meet the needs of 20 slow-to-learn developmentally delayed fifth and sixth grade students. Aspects covered include program rationale, strategy, design (including criteria for student selection and budgetary considerations), implementation (including information on individual lesson plans, structured classroom situations, and parent involvement), and program evaluation (analysis of students' math and reading achievement). It is reported that the average growth of Ss was 2 years in reading and 1.2 years in mathematics, with progress also noted for study skills and self concept. Among 12 appendixes are summaries of student scores on such tests as the Stanford Diagnostic Reading Test and the Wide Range Mathematics Achievement Test. (CL)