The paper describes the major evaluation problems facing early intervention projects and the solutions for these problems adopted by the Preschool Program, Center on Human Development, which serves handicapped and nonhandicapped children (birth to 5 years) and their families at the University of Oregon. Five components of the program are briefly outlined: intervention in the classroom and in the home, parent involvement, support services, training and dissemination, and evaluation. Difficulties in evaluation are considered for four categories: resources for evaluation, framework for guiding evaluation efforts, suitability of existing measures, and appropriateness of available analytic designs. Among the solutions offered are the following: whenever possible, collect data which have multiple purposes; after identifying the goals of the program, select instruments that reflect the program's emphasis; when no standard instruments are available that match program goals, define in clear behavioral terms what those goals are, then use those definitions as the basis for developing an assessment measure; and evaluate child progress using multiple indices and conditions when possible. Outlined is a plan for documenting child progress in the Preschool Program at the Center on Human Development. A plan is outlined for documenting child progress in terms of resources, framework, assessment measures, data analyses, data preparation, simple data description, and estimation of program effects. Tables and figures provide information on instruments used in the evaluation plan, testing schedule, and training targets. Among the tables and figures provided are a description of instruments used in the evaluation plan, sample recording forms, and flow charts of important considerations in instrument selection, data preparation, and data analysis. Appended materials include descriptions of assessment instruments, a sample demographic form, and additional analytic strategies for assessing program impact. (SB)