A SYSTEMATIC APPROACH TO THE EVALUATION OF INNOVATIONS HAS BECOME ONE OF THE NATION'S MOST PRESSING PROBLEMS. RECOGNIZING THIS NEED, A TEAM OF EDUCATORS DEVELOPED AN APPROACH TO THE PROBLEM OF EVALUATION THROUGH THE UTILIZATION OF A MODEL. THE FIRST STEP IN THIS EVALUATION PROCESS IS TO BEGIN WITH A SINGLE SUBJECT AREA OF THE CURRICULUM. SECONDLY, THE DESCRIPTIVE VARIABLES IN THE INSTRUCTIONAL AND INSTITUTIONAL DIMENSIONS SHOULD BE DEFINED. THIRD, THE OBJECTIVES SHOULD BE STATED IN BEHAVIORAL TERMS AND ONCE ACCOMPLISHED, THE FOURTH STEP IS THAT OF ASSESSING THE BEHAVIOR DESCRIBED IN THE OBJECTIVES. THE LAST STEP THEN BECOMES ONE OF ANALYZING THE RESULTS. MOST LOCAL SCHOOLS DO NOT HAVE ACCESS TO, NOR POSSESS, THE ESSENTIAL TOOLS AND TRAINED PERSONNEL TO UTILIZE THE ABOVE DESCRIBED EVALUATION PROCEDURES. CONSEQUENTLY, UNDER TITLE III OF ESEA, A CENTER WAS DEVELOPED TO TRAIN PERSONNEL IN EVALUATION PROCEDURES. THREE DIVISIONS ARE INCLUDED IN THIS CENTER--FIELD SERVICES, EVALUATION SERVICES, AND PUBLICATIONS. (ES)