A preliminary collaborative model is presented for the restructuring of the San Diego (California) city schools to implement diverse forms of assessment. It is assumed that collaboration among program evaluation, curriculum, and classroom teachers can foster reforms. Central office staff can enable and facilitate the implementation of different assessment practices. A collaborative model assumes that there is no one best form of assessment. Other hypotheses are that: the classroom teacher is the catalyst for change, and the teacher's role as collaborator and researcher must be enhanced. Empowering principals and teachers to attempt diverse teaching approaches and curricula while providing more rigorous school-based accountability requires a carefully planned approach. Restructuring schools in San Diego requires on-site change teams that provide a point where central office staff can foster interdependence with teachers. The model proposes that teams of central office staff and classroom teachers mutually address: (1) program evaluation; (2) testing services; (3) curricular development; (4) teacher flexibility in improving instruction; and (5) data collection. Program evaluation is the mainspring of the model. Two flowcharts and one table illustrate traditional and proposed models of school district program evaluation and services. (SLD)