The purposes of this research monograph are to present a pupil personnel model that evolved from five years of testing and evaluation, to present the major aspects of stages in developing the model, and to present data regarding the function of pupil services and the instruments and methodology employed in evaluating the effect of these services. Subjects were 2,300 K-12 students in public, private and parochial schools in Wisconsin and 1,171 staff whose primary function was classroom instruction. As a result of the study: (1) exemplary services were established in schools with little or no service; (2) the team model emerged as the answer to need and budgetary capabilities of local school districts; (3) an increase in number of children referred indicated a growth in teacher awareness; (4) children improved significantly in achievement, personal adjustment and attendance with amount of improvement contingent on length of time the child was receiving pupil services; (5) children referred for services did not improve on measures of aptitude and social adjustment; and (6) the team approach was found to be more effective than the isolated pupil service worker approach. (Author/LP)