The project (1) reviewed the standards of the National Study of School Evaluation for residential schools for the visually handicapped, (2) identified additions appropriate to day programs for the visually handicapped, and (3) developed a guide to help school districts evaluate the effectiveness of their programs for the visually handicapped in light of program evaluation requirements of Public Law 94-142, The Education for All Handicapped Children Act. During phase 1, 42 special teachers in four states responded to a survey on the appropriateness of the existing evaluation instruments for day school programs. In the second phase additional recommendations were solicited from 105 teachers with emphasis on effects of degree of vision and level of intellectual functioning. Results of phase 1 indicated a high level of satisfaction with the existing instruments, while phase 2 showed that most curricular areas were judged to be appropriate for both pupils with no vision and those with some useful vision. On the basis of the findings, a self study and evaluation guide (for day school programs) with the following sections was developed: instructions, philosophy and objectives, program and community profile, the plan for learning experiences, instructional areas offered to all pupils, special instructional areas and techniques, nonacademic areas, and an evaluation summary. Appendixes to this report include the phase 1 and 2 instruments, the initial letter and instructions, and lists of suggested curricular areas. (PHR)