Although Pennsylvania's Long Range Planning for School Improvement (LRPSI) assumes linkage between school improvement and school compliance with state-mandated registration process guidelines, the extent to which the newly mandated evaluation/registration process will actually contribute to substantive school improvement and a rebuilding of public confidence in the schools remains to be seen. Following a review of long-range planning model assumptions and alternatives and their implications for the evaluative phase of LRPSI (called "registration"), the author examines this phase in detail and suggests that LRPSI stipulations tend to promote reporting over evaluation. The author offers an alternative implementation, evaluation, and registration proposal for school improvement processes that addresses the following: (1) public confidence in schools, (2) action plan implementation and mutual adaptation, (3) school improvement and the role orientation of key participants, (4) organization of relevant information about change processes, (5) dissemination of evaluation information both to inform citizens and to advise decision-making, and (6) project development documentation and the unrestricted review of improvements. The proposal argues for a more open analysis of school efforts to change than the LRPSI registration process' present tendency toward mere state validation of existing behavior. (JBM)