This report, the second of three prepared for the Massachusetts Department of Education, focuses on a formative evaluation which identifies descrepancies between innovative Title IV-C educational programs as planned and as the programs operated. Contents are organized in five main chapters each of which represents a different perspective but all of which have a common purpose: to illuminate the change agent process at mid-point. Chapter One provides a discussion of the four project types: experience fusion, curricular infusion, special needs and central service. The technical assistance role of the Educational Research Corporation is described in Chapter Two. Chapter Three contains guidelines for designing an evaluation process. Chapter Four gives a complete example of a validation report. The final chapter offers a simulated version of a validation report which states four objectives and shows how data is collected and treated to produce a set of findings and conclusions. The Title IV-C ESEA Evaluation interview questionnaire, the project director questionnaire, training session agenda, training evaluation results, and guidelines for using standardized tests are appended. (Author/RH)