The need for a more comprehensive approach to educational planning is obvious in education as projects (a) become more complex, (b) become larger, (c) call for greater allocations of money, and (d) continue for a longer period of time. PACE has served to dramatize the glaring need that exists in United States education for better planning--a need that is not necessarily confined to this nation. There has been some improvement in project quality as a result of the guideline requirements for planning and as a result of several models for planning and evaluation. None of the present models are comprehensive, that is, they do not apply to every conceivably important phase of the project--from its inception to termination. This model is designed to assist all phases of a PACE project. As such, it could be useful for (a) those who write projects, (b) those who operate projects, and (c) those who eva"uate projects, both in terms of general improvements and in terms of continuation. (JL)