The effects of a multi-phased assessment on the management and modification of Federal special education programs and policy is discussed. The purposes and methodology of the three-part assessment procedures (evaluability assessment, rapid feedback assessment, and the performance monitoring system) are presented. This is followed by a description of the ways in which the assessment techniques were used to describe, analyze, and change one program (Captioned Films Loan Service for the Deaf) in the Department of Education's Special Education Programs. The generalizability of the assessment techniques is also reviewed. (PN)