The report documents the extent to which special education teachers took advantage of a program which provided substitute teachers for their classes in order to free them to attend Evaluation, Appraisal and Review (EAR) committee meetings held to review individualized education programs and placement decisions for individual students. Funds to provide substitute teachers were earmarked from Public Law 94-142 monies. Data were collected from interviews, administrative records, and returned and usable surveys from 193 administrators and teachers (29.2%) within the Albuquerque (New Mexico) Public School System. Three aspects of the program were evaluated: impact on children, impact on the EAR process, and impact on staff. Major findings included the following: (1) The program was well received by those interviewed and well used according to records of requests received; (2) The program was perceived as having a positive impact on students by providing continuity in the instructional day as well as by improving the quality of individualized programs reviewed in EAR committee meetings; (3) Teacher attendance at EAR meetings permitted parents' questions to be answered directly by the child's primary service provider; (4) The program was highly visible in that it provided a direct service to students and staff. (JW)