The current phase of the Ways to Improve Education in Desegregated Schools (WIEDS) project is described in this final interim report. In 1981, the project sought to develop, test, and produce a model and set of guidelines for more effective inservice teacher education in desegregated schools. The goal, design, and methodology (including information collection procedures) of the project are described, and a list of implications (in a summarized format) follow each of these major findings: (1) desegregation increases achievement gains and positive self concepts of minority students and positive racial attitudes among all students; (2) desegregation is most effectively accomplished when it is publicly affirmed; (3) student improvement is promoted when children are supported by staff and accepted by peers; (4) relatively few educators have received cross-cultural training; (5) appropriate racial-relations training positively affects desegregation outcomes; (6) needs assessment is important for the planning and evaluation of inservice training; (7) broadly based collaborative planning and decision making improve inservice education; (8) school districts should have clearly defined budgets that realistically reflect the resources and funds needed for inservice education; and (9) rigorous and ongoing evaluation improves the effectiveness of inservice training. Appended to this report are the results of a pilot evaluation of the WIEDS model and guidelines; a detailed report on the WIEDS project; and an annotated list of resources on desegregation, multicultural education, and inservice training. (Author/ML)