The Lyndon Baines Johnson High School in Austin, Texas, was designed to provide a responsive, individualized instructional climate at the high school level, partly because of tensions accompanying desegregation, high drop-out rates, and low achievement rates in basic skills. Evaluation of this program is intended to determine whether the educational design of the school is proving workable. The answer will be sought through an analysis of the educational program's objectives, using standard tests and a locally developed needs assessment instrument. The first year's evaluation, outlined in the document, is intended only to provide a baseline against which to measure the school's progress in the future. (Author/PGD)