Intended for administrators and evaluators, the manual identifies models useful in evaluating special education programs in Maryland. An introduction to program evaluation, defines the concept of educational program evaluation, notes its purpose, and addresses its current status in the field of special education. Chapter 2 goes into greater depth in examining current trends in program evaluation, reviewing both question-oriented studies (including accountability studies and management information systems) and values-oriented studies (such as policy and consumer-oriented studies). Four comtemporary evaluation models (the Context, Input, Process, Product Model; the Discrepancy Model; the Center for Evaluation Model; and the Countenance Model) are reviewed. Chapter 4 presents a model for special education program evaluation which has four stages: (1) input evaluation of the written program plan, (2) evaluation processes in program implementation, (3) evaluation of products, and (4) analysis of program costs. The final chapter provides guidelines for developing a product evaluation design according to nine steps, from defining the evaluation's goals and objectives to developing the evaluation report. (CL)