School violence in British Columbia (Canada) is directly related to youth alienation and disconnectedness. The Native concept of connectedness or sense of belonging can be a useful guide for assessing the effectiveness of school violence programs. Connectedness, in this context, indicates that humans are part of a seamless web of creation in which each person is related to all others and to the earth, and that the spiritual dimension of creation is central to life. This report proposes a means for developing and evaluating a school violence prevention program aimed at reducing racism and social isolation of Native students in two predominantly White schools in British Columbia. The initial stage of the project involves input from Native parents, community leaders, and school staff to clarify strengths and sources of conflict between the Band, the school, and the larger community. The information and insights collected will be shared with these groups to improve communication and interaction. Without some attempts to build links among these groups, school violence prevention programs are unlikely to be effective. The results of the work with the adults will determine specific program recommendations to schools. Program evaluation will include analysis of incidents of school aggression or violence involving Native children as perpetrators or victims; interviews of parents, school staff, community leaders, and selected Native and non-Native students; review of school suspensions of Native children before and after the interventions; and school involvement of Native parents. During the first meeting, Native leaders suggested using drama or role-play in the project because of its congruency with traditional storytelling as a tool for conflict resolution. (LP)