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This paper presents the rationale, techniques, and structure used to develop and implement an evaluation-accountability program for a new regional Education Service Center in Texas. Needs assessment, a critical element in this model, consists of objectively identifying the educational needs of clients and establishing an initial list of priorities. The statement of these needs in terms of behavioral or performance objectives constitutes the heart of the entire model. Phases included in the model can be classified as primarily concerned with planning and implementation. Tasks in the planning phase include stating divisional objectives, stating the performance objectives of all programs, selecting activities to achieve the stated objectives, developing a program evaluation plan, and completing the program evaluation guide. The completion of this phase results in the translation of targeted needs into viable programs to meet those needs. The implementation phase comprises actually performing the activities designed to permit accomplishment of the stated objectives. The program itself is subject to an ongoing evaluation whose major purpose is to improve managerial decisions by permitting the directors to manipulate their resources and activities to achieve the optimum output in terms of objectives attainment. (Author/WM)

School districts in Texas have reduced costs and increased efficiency by regionalizing their driver education programs. (Author)