This inservice training program for special education placement team members has been implemented in a variety of school districts ranging from a rural town to inner-city school systems of more than 20 schools. Key characteristics of the program reflect the following data-based quality practices cited in D. Cline's (1984) analysis of inservice training programs: (1) the program is based on actual observation and critique of placement team meetings for every relevant constituency in the school system; (2) the program is based on assessed needs; (3) administrative support is apparent; (4) collaboration in decision making and planning is a key element; (5) the school site is the locus of training where actual placement teams receive training on improving their performance on real cases; (6) trainers demonstrate the ability to bridge the gap between theory and practice, and (7) intrinsic incentives for participation are provided in the form of feedback on performance, recommendations for improvement, expert answers to questions, and clarification on requirements of the regulations. The program's success in fostering productive change has been confirmed by independent or in-house evaluations and by follow-up team observations. Other evaluation approaches have included questionnaires, random interviews, and use of a Likert scale to assess attitudes and skills. (JW)