Intended for practitioners in early childhood special education, the document offers guidelines for conducting a program evaluation. Information is organized around seven questions: what is the purpose of the evaluation? what information is needed, and from what sources can it be obtained? when and under what conditions will information be gathered? by what means can information be obtained? how will the information be analyzed? how will the evaluation plan be accomplished, and what are the constraints on this plan? and how and to whom will the evaluation results be reported? Five purposes of evaluation are addressed: to make decisions about program installation; to make decisions about program development and modification; to make decisions about continuation, expansion, certification, or termination of a program; to marshall evidence for support of or opposition to a program; and to advance the understanding of basic psychological, educational, social, and other processes. The process for determining what information is needed and the sources for obtaining that data are considered. Types of analytic designs (including true experimental and quasi-experimental designs) are pointed out, and charts of some basic evaluation designs are offered. The types of measures for obtaining data and considerations for selecting appropriate measures are pointed out. Defined are differences in kinds of statistics, level of measurement, and analysis techniques. Some practical matters concerning evaluation roles and responsibilities, resource review, cost estimates, and ethical guidelines are mentioned. Finally, the impact of the final evaluation report is reviewed. Appended are a glossary of key terms for educational measurement and program evaluation and a list of information sources about tests and measurement. (SW)