The paper describes an interactive evaluation process based on E. Brown's transactional evaluation model, and its application to evaluating programs serving children with severe and multiple disabilities or other low incidence populations. The model emphasizes the first part of the assessment process, determining which questions to ask and what kind of information can provide suitable answers. Individualization of the evaluation design is accomplished through structured interactions with interested parties. Such meetings allow program staff, students, parents, administrators, advocates, and others to participate in the evaluation design. Subsequent meetings with these same parties allow for additional input and improve prospects for implementing change. (Author/CL)