Information obtained from parents, students, school personnel, and community members was the basis for determining the special educational needs of Indian students in the context of the Haines School District as a whole. Assessment methods included standardized tests, observations, interviews, and an educational priorities questionnaire administered to all teachers and a sample of parents. Career education and reading were highest priority for all parents and teachers combined; Tlingit culture and local history programs were supported by Alaska Native groups and, to a lesser degree, by non-Native groups. Standardized measures revealed a high percentage of problems with self-concept and attitude toward school for both Native and non-Native students. Significant differences between Native and non-Native students occurred in reading achievement and, for boys only, in locus-of-power measures. A master plan for educational improvement, based on study findings, gave highest priority to reading improvement programs and Tlingit language and culture courses; other needs were career education, counseling and affective education, increased cooperation between school and community, preschool education programs, and staff improvement activities. The report includes a summary of new federal education laws, especially integrated programs which involve federal funds for Indian education. (JH)