A model for evaluating the progress of handicapped children in resource settings is proposed, and results of field testing the model in elementary and junior high school resource rooms are presented. It is explained that the evaluation model was designed to meet the requirements of P.L. 94-142, The Education for All Handicapped Children Act of 1975. Among the model steps reviewed are selection of the evaluation team, record review, analyses of data, and development of a written report. A timeline for comprehensive evaluation is given. Field testing is said to have included interviews at rural and suburban schools, and results from a review of records are summarized according to legislative requirements for referral, releases, team meetings, screening and diagnosis, programming strategies, and validation of progress. (CL)