This guide is intended to help districts and schools think about how their programs for educationally deprived children are designed and how they can be improved. In view of new Chapter 1 legislation (P.L. 100-297), which places strong emphasis on program improvement to disadvantaged students, practitioners need to internalize elements of new policy and integrate them with age-old principles of good teaching. In its first section, the guide describes five basic principles for successfully planning and implementing Chapter 1 programs: (1) acquisition of basic and advanced skills; (2) intensive early intervention; (3) staff coordination; (4) extra quality time for students to learn new concepts and skills; and (5) parent involvement. The second section of the guide describes Chapter 1 programs in three school districts, which differ in size and educational approach, to illustrate successful attention to the five principles. Chinle, Arizona, is located in the midst of a rural Indian reservation. Its program shows how the local Indian culture and environment can be used to make curriculum interesting and educationally relevant. Juab, Utah, is a small district that has undergone major school improvement efforts. It provides an example of how Chapter 1 services can be integrated into the regular instructional program. Long Beach, California, is an urban district that has successfully coordinated programs and added quality time to low-achieving students' instructional day. This document includes 16 references. (TES)