The report documents the 1981-82 and 1982-83 cycles of School-Based Support Team (SBST) services administered by the New York City Public Schools Division of Special Education. SBSTs include school social workers, psychologists, and educational evaluators as core members and are intended to provide consultation and support to regular education teachers and pupils, assess and make recommendations for referred pupils, and provide related services to students in all settings. Four chapters present findings, conclusions and recommendations in the following areas (sample subtopics in parentheses): (1) SBST implementation (activities, staff); (2) evaluation of the program objective of providing timely assessment of all students referred for evaluation (comparison of compliance statistics by school level, district, and region); (3) student movement within and out of special education (least restrictive environment movement and decertification citywide); and (4) individual student data (parent involvement and recommended transfer). Another chapter presents interviews with SBSTs, members of the Committee on the Handicapped, and school staff regarding such aspects as SBST criteria for transfer or decertification and provisions for mainstreaming. The final chapter summarizes conclusions, including marked improvement in the 1982-83 timely assessment objective and substantial variability in decertification and in least restrictive environment movement. Recommendations are made for developing uniform guidelines regarding individual education program reviews, criteria for transfers, and provisions and criteria for mainstreaming. (CL)