One of the diagnostic tools used in the evaluation of programs implemented under the Kentucky Education Reform Act (KERA) (1990) is the Innovation Configuration Component (ICC) Map, designed to specify the key elements associated with an innovation and to define what "use" means in the context of implementing an innovation. This study investigated whether the ICC Map for Extended School Services (ESS) developed by the Kentucky Institute for Educational Research could be used to describe the extended school services used in middle school instruction in Kentucky, and, if the map could be used, the nature of the relationship between the level of implementation of extended school services and the state's high stakes assessment of a school's students' academic performances as reflected in the state's Accountability Index. The sample consisted of 10 middle schools at 5 levels of achievement. In this sample, there was a positive relationship between the implementation of extended school services that provide additional instructional or learning opportunities for students and the achievement gains posted by the school's students. It is possible that the degree of implementation of extended school services in a school is a barometer of the school's general willingness to implement a particular KERA reform initiative, and not a function of extended school services per se. The findings also suggest that another iteration in the formulation of the ICC Map of ESS is appropriate. A copy of the revised Map is attached. (Contains 13 references.) (SLD)