This model is designed to serve as a conceptual framework for alternative programs with primary emphasis on provisioning (the way in which time, space, material, equipment, and activities are used in the learning environment). The model's concern is to assess concrete examples or tendencies of teachers, students, and the education program. The following two instruments were developed to achieve this objective: (a) the teacher questionnaire, and (b) the observation rating scale. These instruments may be used in the following ways: (a) as diagnostic tools to establish a benchmark for teacher/administrator inservice training; (b) to assess actual provisioning tendencies relative to time, space, and material utilization; and (c) to collect data on teachers' perception of the learning environment. The model attempts to outline functions of teachers and students as desired outcomes or ideals for which alternative schools should be striving. The ultimate objective of the process is to promote active student and teacher involvement resulting in students assuming major responsibilities for their behavior, attitude, and cognition. (JS)