This handbook has been written to enable schools and community agency staff to carry out required evaluations under the Drug-Free Schools and Communities Act. However, its applicability is not restricted to programs supported through that Act. The handbook describes the why and how of program evaluation and outlines the steps in conducting evaluations. A premise guiding this handbook is that many evaluations that use simple designs can be conducted without formal training in program evaluation. This handbook has three chapters. Chapter 1 is an overview of evaluation planning. Chapter 2 provides more detail on the steps in designing an evaluation, and chapter 3 tells the story of an evaluation conducted by a fictitious school district. The handbook presents the basic concepts that guide program evaluation. Where greater help may be needed, the discussion refers the reader to the appendix and to more detailed information from other sources. The guide also indicates points in the course of designing and carrying out an evaluation where program officials may wish to consult with evaluation specialists inside or outside their districts or organizations. An evaluation can be an important tool in improving the quality of a prevention program if it is integrated into the fabric of a program rather than added on after the fact. Program personnel are more likely to use the results of an evaluation when they play a role in deciding what to examine, conducting the evaluation, and interpeting the results. Many of the evaluation steps outlined in this handbook can be carried out by program staff in schools and community agencies. (Author)