The procedures and techniques developed to evaluate a project to implement media in elementary schools are discussed. To describe the decision-making setting, two necessary conditions--understanding (high or low) and amount of change (large or small)--were paired against each other resulting in four possible evaluation settings. The situation in question was determined to be like the "neomobilism" setting characterized by large change and low understanding. Four types of decisions are considered in the evaluation: planning, structuring, implementing, and recycling. By matching the decision structure with the setting, a logic for the evaluation design is worked out which is translated into a 28-step PERT network. Eight means of collecting data were identified and modified. These methods include the McLaughton Instrument for Communication Examination, the Oklahoma Self-Administering Media Evaluation Test, teacher evaluation reports, etc. A computer data management program was developed for manipulation of the input data. The results are discussed in generalized (non-statistical) terms in relation to the project's objectives. Some of the necessary conditions for adapting this model to other projects are suggested. (Not available from EDRS due to marginal reproducibility of the original.) (MT)