The preliminary draft of a formal program evaluation model for special education operations in Pennsylvania is presented. Beginning chapters provide a review of literature on norm-referenced measurement, an illustration of formal and informal program evaluation in a learning disabilities context, descriptions of general implementation strategies of norm-referenced measurement, and analyses of the relationships of norm-referenced measurement to existing statewide and national assessment schemes. Subsequent chapters include a review of literature on the use of criterion-referenced measurement in formal program evaluation, a description of a criterion-referenced measurement system said to be suitable for special state-connected projects such as the National Regional Resources Center of Pennsylvania, and an explanation of machinery needed for implementation of the formal program evaluation system for special education at the state level (personnel and data banking activities). Appendixes suggest priorities in the dissemination of the draft document, provide guidelines for professional usage of accountability data at local or state levels with either total program evaluation or individual achievement monitoring, analyze possible interrelationships among existing agencies in carrying out a statewide formal program evaluation system, and outline operational steps needed to implement a statewide formal program evaluation system in its first year. (GW)