SEVEN STAGES IN PLANNING AN INDIRECT SERVICE PROGRAM INVOLVING THE PROVISION OF MENTAL HEALTH CONSULTATION TO SCHOOLS ARE IDENTIFIED: SURVEYING SCHOOL NEEDS; IDENTIFYING PROBLEMS FOR POTENTIAL INTERVENTION; SPECIFYING OBJECTIVES IN RELATION TO EACH PROBLEM; IDENTIFYING THE FOCUS OF INTERVENTION AND SELECTING INTERVENTION PROCEDURES; ASSIGNING PRIORITIES AND SELECTING ONE OR TWO INITIAL INTERVENTION PROJECTS; DEVELOPING EVALUATION METHODS FOR INTERVENTIONS GIVEN HIGHEST PRIORITIES; AND ESTABLISHING A WORKING AGREEMENT DEFINING EACH PROJECT AND THE CONSULTANT'S ROLE. ILLUSTRATIONS OF THE RELATIONSHIP AMONG OBJECTIVES, INTERVENTIONS, AND EVALUATION MEASURES, DRAWN FROM A COORDINATED SERIES OF PROJECTS UNDERTAKEN IN A LARGE URBAN SCHOOL DISTRICT FACING PROBLEMS ASSOCIATED WITH DESEGREGATION, ARE PRESENTED. TABLES SUMMARIZE OBJECTIVES, INTERVENTIONS, AND EVALUATION MEASURES FOR FOUR SEPARATE GOALS: INCREASED MULTICULTURAL UNDERSTANDING; REDUCED TENSION AND CONFLICT RELATED TO DESEGREGATION; INCREASED COMMUNITY SUPPORT AND INVOLVEMENT; AND REDUCED DISPARITY BETWEEN MINORITY AND NONMINORITY STUDENTS ON ACADEMIC ACHIEVEMENT. THE EXAMPLES DEMONSTRATE HOW THE CONSULTANT, HAVING ACCOMPLISHED INITIAL ENTRY TASKS, NEGOTIATES A SPECIFIC PROJECT WITH THE CONSULTEE ORGANIZATION AND ESTABLISHES A PROJECT CONTRACT FOR EVALUATION THAT IDENTIFIES OBJECTIVES AND OUTCOMES INDICATORS. THE CONTRACT PROVIDES THE MEANS FOR MEANINGFUL EVALUATION OF THE IMPACT OF THE CONSULTATION. (LKM)