The Study identified the critical educational needs of each geographical area in the State and indicated that measurement should be in terms of the cognitive and affective behavior of students. Phase one of the Study was conducted on the concept that the school and classroom, as a social system, provides the setting within which the self-system of the learner is expressed in three output areas: learner-oriented behavior in the cognitive domain, learner-oriented behavior in the affective domain, and the interrelationships of these cognitive and affective behaviors. These behavioral outputs were considered as indicators of self-perceptions, verbally expressed behaviors, and manifest behaviors which the learner originally possessed on entry to the school and classroom. Phase two, concerned with the psycho-motor (P-M) domain, yielded information about the nature of the P-M domain, data regarding instruments of measurement, and incidence figures for the school population. Eight separate areas of P-M functioning were assessed. Through Phase two of the needs assessment study in all three domains, Virginia hopes to become fully accountable for providing quality education for every child in the public schools of the commonwealth. (Author/RC)