The document addresses challenges that a developmental and wholistic approach to learning presents in the area of educational screening and evaluation in native communities. The introduction considers the connection between wholistic educational evaluation and alcohol and drug abuse, where to begin, the role of evaluation in learning, and limitations of existing models. The first section reviews the need for evaluation, qualifications of evaluators, and components of evaluation. Next, aspects of evaluating individual students are discussed: screens, pre-school screening process, screening at regular intervals, screening to break a cycle, in-school screening, selection of screening instruments, and areas in which screening is required. Another section examines facility evaluation. A section on curriculum evaluation includes a discussion of what is curriculum, message of the hidden curriculum, evaluating curriculum materials, wholistic curriculum, and sample questions. A section on personnel evaluation focuses on the teacher as hidden curriculum, connection with the community, the teacher as curriculum developer, and sample questions. A section on evaluating the community context covers participatory community research, counterpart training, evaluating community learning, and sample questions. The final section looks at the evaluation team. Appendices contain sample screens, inventories and devices, and present sample guidelines for evaluating curriculum materials. (NEC)