The methodology and results of a kindergarten screening program which was designed to identify speech and language problems and provide intervention strategies through special and/or regular education programming are described. Eighteen speech therapists completed the Bankson Language Screening Test (BLST) for all kindergarten children in one school district (N-2,110). Results showed that, when the 20th percentile criterion was used, 40 percent of all kindergarteners failed the BLST. In order to minimize erroneous classifications, children with limited English proficiency were re-directed to their respective language arts programs. The speech therapists consulted with the classroom teacher on the remaining children to determine the necessity of initiating a formal request for speech-language evaluation services. A multi-disciplinary assessment could also be conducted if it was suspected that the child's difficulties encompassed more than speech-language functioning. Additional assistance for children falling in the borderline range was provided by the language arts resource teachers. Results are discussed in terms of the interrelationships among educational objectives, performance criteria, task centered assessment, and instructional strategies. (Author/PN)