This study examines effective models for use of Chapter 1 funds. The interventions for Chapter 1 of the Elementary and Secondary Education Act are examined for several Northern California Bay Area elementary schools. Ten teachers answered questions related to the current Chapter 1 program in effect at their school sites. Responses indicate that the majority of teachers describe their Chapter 1 program models to be based on one or a combination of the following interventions: (1) classroom support; (2) support from additional classroom helpers; and (3) use of computers or other technology. While teacher responses supported the effectiveness of many of these interventions, their replies seldom described schoolwide projects and out-of-school instructional time, both of which are supported by research as viable for Chapter 1 intervention. Appendix A contains the cover letter for the teacher survey, and Appendix B presents the survey itself. One table presents some findings on student achievement. (Contains 10 references.) (SLD)