Dissertation Abstract: School psychological services can be conceptualized as a network of interconnected processes, an open system whose ultimate effectiveness is tied to a dynamic, transactional relationship with the socio-educational environment around it. Internal patterns of problem-solving processes transform evaluative input into instructional or psychological interventions, which are subsequently transformed into academic or instructional outcomes. The purpose of this study is a formative process evaluation of school psychological services provided by the Newport County Regional Special Education Program in Rhode Island. The Learning Network Model of School Psychological Services is presented as a heuristic framework for this program evaluation. Findings indicate that administrative assessment processes within the Region are generally adequate, however functional assessment processes are limited. The link between evaluative processes and intervention processes is weak. School psychological interventions are limited and tend to be fragmented, unsupervised, and rarely evaluated for effectiveness. Feedback process are inadequate. Results indicate that school psychological services in the Region are not organized or provided in accordance with professional standards, the ideal level of service expected by stakeholders, or the problem solving paradigm framed by the Learning Network Model of School Psychological Services. Organizational development recommendations concerning mission clarification and re-organizing according to the Learning Network Model of School Psychological Services are provided.