The report summarized a formative evaluation of the Alberta (Canada) School for the Deaf (ASD). Data were collected via observations by 12 consultants; interviews; and questionnaires completed by parents, teachers, students, and administrators. The evaluation was designed to focus on such aspects as instruction (including curriculum) and total communication staff roles and functions, school climate, parental involvement, program impact on recent graduates and current students, and administration issues. Among findings reported are differences of opinion concerning the use of American Sign Language, yet uniformity of agreement on other issues such as the use of total communication, the need for parent education, and the existence of adequate funding. Specific findings and recommendations are offered for the following topics: the need for coordination and communication, integration, standards of school achievement, parent education, administration residence provisions, specific instructional programs (including language arts, social studies, science, and mathematics) and assessment and monitoring. Reports of three evaluators are appended. (CL)