Reported are the evaluation results on the 1969-70 segment (the first project period) of the Special Education Music and Dance Program in Shoreline School District 412 (Seattle, Washington), an ESEA Title III project. The program, which is presented as a pilot attempt to develop functional program objectives and evaluation tools, provides music and dance lessons for special education classes from primary through high school levels, and includes psychomotor, cognitive, and affective objectives. Methods emphasized are neuromuscular skills set to music to promote neurophysiological maturation in primary handicapped pupils, a modification of the Orff method of teaching music, and the Orff musical instruments. Presented are February and August 1970 analyses of data on the primary dance program and the music program, the results of the Semantic Differential administered to teacher workshop participants, a concurrent validation study of the Face Attitude Scale with mentally retarded, and an inventory of videotapes on the program. Evaluative comments and opinions are given by project teachers. Six examples of evaluation tools (tests, scales, evaluation sheets) are included as are the project's 1969-70 evaluation budget and evaluation expenditures. (KW)