There is a definite need to establish a framework and a set of procedures for evaluating school psychological services. Studies reported to date tend to be fairly molecular and difficult to relate to program changes. The model proposed, a model of system evaluation, has the advantage of looking at the "Gestalt," of concerning itself with ways in which the numerous interrelated goals tie in with all facets of the organization. In presenting a preliminary model, the author defines 4 basic dimensions for consideration: (1) the influencers of the basic program goals; (2) the basic program goals; (3) the program components; and (4) the outcomes. He briefly outlines each dimension, observing that the value of the model lies in its recognition and utilization of the complex interaction among these several dimensions. (TA)