The major goal of Project SPEED (at Fort Hamilton High School, Brooklyn, New York) was dropout prevention. In its first year of operation, 1982-83, the project provided English as a Second Language (ESL) instruction, bilingual instruction in basic skills required for graduation, and guidance services to approximately 300 limited English proficient (LEP) students in grades 9-12 who were regarded as high risks for dropping out. The students, mostly recent immigrants, were 65 percent Spanish speaking, 20 percent Chinese speaking, and 15 percent Arabic speaking. The project's individualized approach was based on three models, each having a specific goal and curricular emphasis: Model 1 aimed at dropout prevention, particularly for 9th and 10th graders; Model II aimed at truants whose likelihood of staying in school is minimal; and Model III aimed at retaining LEP students older than 18. Evaluation of the project, however, showed that it was impossible to examine these models as such because the counseling, educational, and vocational guidance components that were to differentiate them had not been formally implemented. In terms of student achievement, quantitative analysis indicated the following: (1) attainment of English language objectives was mixed; (2) objectives in content area courses were attained overall; (3) 75 percent of students taking the High School Equivalency Exam passed; and (4) the program attendance rate was significantly greater than the general attendance rate. In addition, curricular materials were being developed and adapted in the three native languages, and staff participated in meetings, workshops, and university courses. Finally, parent participation was minimal. (CMG)