Three administrative approaches to organize the secondary school to provide services for learning disabled students are considered. In the first, a staff member assumes the role of case manager, coordinating communication and records from staffings, placement team meetings, conferences with parents, and individualized education program development. The Pupil Services Committee is suggested as a second approach, in which designated staff members examine individual needs of students. The committee takes referrals from teachers or other staff. The third approach recommended is modifying the duties of the learning specialist to reflect greater emphasis on diagnosis and consultation with regular class teachers and parents. The three strategies are explained to offer support services to learning specialists and others involved with learning disabled students. (CL)