An articulation program was developed in Reading, Massachusetts, for the progression of special needs students from elementary school to junior high school and from junior high school to senior high school. The procedure involved inservice workshops, interschool conferences between special needs and regular education staff, and parent involvement in identification of needs and monitoring out of school behavior. Behavioral objectives fell into four categories (sample objectives in parentheses): student (cooperate 80% of the time during class discussions and activities); Grade 6 and Grade 8 special needs teachers (acquaint regular classroom teachers with the perceptual motor handicaps of each special needs student); Grade 7 and Grade 9 special needs teachers (acquaint each special needs student with the school facilities); and parents (attend individual parent-teacher conferences to review the student's performance in home activities). Eighty percent of the articulation objectives were achieved by 100% of the special needs students. One hundred percent of the special needs teachers met 100% of the objectives identified for them. Parents met 100% of the developmental objectives, but only 60% of the daily recordkeeping ones. Nevertheless, the articulation experience was positive for students, teachers, and parents, all of whom requested this program be repeated in succeeding years. Appendixes contain teacher interview forms, the Leiter Student Performance Scale, a parent checklist, a copy of the replication manual, contracts for success oriented classrooms, student profiles, and an individualized education plan form. (Author/SB)