Six special education resource teachers pilot tested a manual designed to train teachers to use direct and frequent measurement techniques to monitor students' progress toward individualized goals and to evaluate the effectiveness of the students' instructional program. The accuracy of implementation of the procedures described in the manual and teachers' satisfaction with these procedures were evaluated, and the amount of time teachers spent in these measurement activities was documented. Results indicated that the manual was a satisfactory self instructional tool; the teachers were accurate in the implementation of the procedures and were highly satisfied with the manual. The primary problem with the training format was a decrease in teacher efficiency. In contrast to findings from more intensive training efforts, the teachers trained by the manual alone actually required more time for measurement at the end of the project than they had needed originally. (Author)