Running head: SCHOOL PSYCHOLOGICAL SERVICE DELIVERY MODEL

School Psychological Service Delivery Model

Ten Domains of School Psychology Practice
Wallace Davis Fullerton
California State University Chico

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I remember when my parents got divorced when I was about age seven that I began
attending counseling sessions. The school staff had become worried I was developing violent
tendencies because of the numerous physical altercations I had engaged in over a short period of
time. I remember sitting down with the counselor in a small office with a number of other
children. All of us were highly vocal and agitated. Arguments and fights would erupt over the
slightest remark. The counselor at our school (Leona Valley School) suggested that perhaps there
was one thing we could mange to agree on, that was our mutual hatred of adults and specifically
our parents and school staff. As terrifying as it may seem, this served as an excellent bridge for
us to foster a healthy relationship with each other which helped to teach us how to better
communicate with one another and eventually how to better communicate with the adults in our
lives. Our blowouts started to occur less and less often over time. I have seen first hand how
having amazingly effective and far reaching services offered by K-12 staff can be. Many people
overlook the myriad of amazing services that the professionals who serve at our schools provide
to our children, I do not.
My main goal as a school psychologist is to prepare students for life after secondary
education. To do this I plan to work at a high school as soon as I can. Many school psychologists
become fixated upon the childs current issues and problems in the academic setting. My focus
will be on preparing children for real world challenges and realities which they will face upon
exiting their basic education. This is especially important for disabled students who will suffer
from a lack of support by staff in regard to post-secondary training and information, because it
seems to be assumed that after school these individuals simply vanish into thin air. This is
because no one expects these students to go to college or even to a trade school. Thus, many
disabled students are left to fall through the cracks into menial labor jobs when they had the
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potential for so much more. I know this was the case for me. If I had not resolved to return to
school after working in menial labor jobs for about 8 years I would have never risen above my
position as a wage slave associate.
To be frank, I intend to move up the ranks as quickly as possible. I feel school
psychologists, as well as many other members of school staff, are held back by ridiculously
antiquated laws which have turned many of our schools into daycare centers rather than preoccupation training centers. Not all students are bound for college, this is a sad fact many people
will not accept. Despite this I will do my best to help students prepare for collegiate life, should
they choose to pursue it. Thus, my goal is to provide students real, accurate, and unbiased
information about college educations and to help students locate employment opportunities and
trade school positions so they are not relegated to meaningless sales associate positions. My plan
for my later life is to secure a high level position at the California Department of Education to
help enact sweeping educational reforms which will help make schools a more streamlined and
occupationally applicable process for all students. While I cannot achieve this goal
instantaneously, I will aim my weekly activities mainly at providing familyschool collaboration
services and consultation and collaboration services. Despite my lofty goals I will admit that I
suspect that I will spend the majority of my time performing psychoeducational assessments and
attending and preparing for service provision meetings, which is par for the course in regard to
school psychologists duties.
To truly practice the profession of school psychology with fidelity, it is imperative that I
utilize the 10 domains of school psychology practice as designed by the National Association for
School Psychologists or NASP (National Association of School Psychologists, n.d.). These 10
domains will serve as my guide for the daily activities I will choose throughout the paper, they
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include: domain one: data-based decision making and accountability, domain two: consultation
and collaboration, domain three: interventions and instructional support to develop academic
skills, domain four: interventions and mental health services to develop social and life skills,
domain five: school-wide practices to promote learning, domain six: preventive and responsive
services, domain seven: familyschool collaboration services, domain eight: diversity in
development and learning, domain nine: research and program evaluation, and domain ten:
legal, ethical, and professional practice. These 10 domains will each be addressed in some
fashion by my weekly plan.

General School Psychologist Duties

Assessments
Consultation
7%
8%

3% 1% 1%3%
2%

Interventions
Counseling
46%

Conferencing
Supervision

13%

Inservicing
16%

Research
Parent Training
Other

Figure 1: General School Psychologist Duties (Fagan, 2011).

While each district and school site varies in the distribution of school psychologist duties
there are some basic numbers which I am keeping in mind while planning my ideal form of
practice. The first and most time consuming of my activities will likely be psychoeducational
testing and progress monitoring. In a 2002 study conducted by Bramlett, Murphy, Johnson,
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Wallingsford, and Hall that found that 46% of school psychologists time is taken up by
assessments (As cited in Fagan, 2011). That is almost three times as much time as the next most
common activity of consultation at 16% which is followed by interventions at 13%, counseling
at 8%, conferencing at 7%, supervision at 3%, inservicing at 2%, research at 1%, parent training
at 1%, and other services at 3%. Another important aspect I would like to include is the use of
time for paperwork upkeep so that I do not have to bring as much of it home.

My Ideal School Psychologist Weekly Duties

Assessments

5% 3% 1% 1%Counseling Conferencing
Consultation Interventions
5%
5%
35%
5%

Supervision

10%
Inservicing

Paperwork 10%
Parent Training

Research
20%

Other

Figure 2: My Personal Ideal School Psychologist Weekly Duty Distribution

Personally, I am unsatisfied by these numbers and wish to achieve a more accurate

distribution based on my own personal strengths. I am no fool; some of these duties will not
change, so instead I would like to redistribute times slightly with modification of only a few
subdomains. I would like to spend about 35% of my time on assessments, 20% of my time on
consultation, 10% on intervention, 10% on counseling, 5% on conferencing, 5% on inservices,

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5% on supervision, 5% on paperwork, 3% on parent training, 1% on other services, and 1% on
research.
I will now list some of the many duties I will perform during my ideal schedule and
under NASPs ten domains of practice model. Since assessment is the first domain of NASPs
model and the most time intensive for school psychologists, I feel this will most likely be my
most common duty during a week. I would prefer to utilize about 35% of my time for this rather
the 46% suggested by Bramlett, Murphy, Johnson, Wallingsford, and Hall (DATE). There are
several forms of assessments, one of which is Curriculum-Based Evaluation (CBE) which bases
student progress on their abilities relative to their classrooms current curriculum (Howell, Hosp,
& Kurns, 2011). To do this I will need to gain survey-level data to assess what the problem is,
then goals are set, a hypothesis for the childs performance issues is generated based on data
collected, a specific-level survey is used to assess if the hypothesis is supported by data, current
performance and behavior is evaluated, a plan is then drafted to address the problems, then a
benchmark is set and performance is evaluated again post treatment. Identifying children
utilizing norm-referenced assessments for specific learning disabilities and special education
service provision needs will also be an important aspect of my psychoeducational testing duties
(Lichtenstein, 2011). Specific learning deficits can be in the domains of mathematics, writing,
reading, general reasoning, listening, and a number of other areas. I will use the problem-solving
three tier model of intervention to enact interventions based on data collected. If all of the
children in a classroom show curriculum-based evaluation deficits I will know a tier I classroomwide intervention will be in order to address the problem (Batsche, Castillo, Dixon, & Forde,
2011). If the student seems to be having trouble which is independent of other children in the
classroom then tier II remedial services, such as additional time or attention, will be enacted to
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provide the student with necessary help. If this fails, a tier III intervention will be utilized to
provide the child with skill instruction in the domain of difficulty. I feel that based on the
readings and discussions we have had over the course of the class that this role will begin to
decline as one of our major roles as RTI services become more wide-spread. While it may be true
that it is this very role that justifies our employment over other professionals under the IDEA, I
still think school psychologists are going to begin to work more heavily in other areas of
preventative and preemptive service provision, as can be seen in the adoption of the three tier
intervention system which will help to catch students who have minimal problems before these
issues snowball into enormous systemic issues. One very important goal I have is to create a
collaborative problem-solving team which can help in the RTI process (Burn, Wiley, & Viglietta,
2011). I feel that through doing this I will have a better flow of communication with the other
professionals in my school sites and this will allow for more buy-in by invested parties. Many
individuals in the academic system, such as teachers and parents, feel that their voice is not being
heard during the RTI process and by including them in problem-solving teams they are more
likely to cooperate with decisions that the team reaches in regard to student placement on the
three tier systems, or discontinuation of services.
To address the third domain of NASPs school psychology domains of practice I will
allocate time to work with students one-on-one in study skill groups. These groups will help
students who have difficulties in cognitive, motivational, affective, behavioral self-regulation,
and metacognitive skills to learn new strategies to be successful in the academic arena (Harvey,
& Chickie-Wolfe, 2011). I have personal investment in this process because as a child I had
significant deficits in study skills and I know that a group such as this would have been highly
helpful to me. I would like to dedicate about 5%, or half, of my weekly counseling time to such
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groups. Each week I will teach a new skill such as using a planner, taking structured notes,
utilizing video and audio recording or classroom material, self-reinforcement for good study
habits, and behavior management strategies. Through utilizing concepts based in behaviorism
and cognitive psychology I will teach students means of controlling their personal behaviors and
thoughts in the academic setting to improve student outcomes.
To address the fourth domain I will advocate for the use of least restrictive environments
for students from special education backgrounds. The implementation of the No Child Left
Behind law in 2002 and the Disabilities Education Improvement Act of 2004 (IDEA) initiated
the mandate for these inclusive classrooms (Bowers, 2009). When I first came into this class this
concept seemed out of sorts to me because as a child I was a part of the special education system
and was consistently kicked out of the classroom and sent to an empty classroom to play alone
while the teacher taught the other students. I had never considered the implications of this on my
own educational development until recently when I realized what a disadvantage this had put me
at academically. Thankfully, one teacher at the school eventually realized what was happening
and confronted my teacher. My teacher was subsequently fired for her misconduct and
mishandling of the situation. I now realize how important it is that children have equal access
and not miss out on this crucial classroom time, despite how enjoyable I found hanging out in the
empty classroom and talking one-on-one with the friendly teacher when she would drop by to
check on me. This is why one of my goals is to serve as an advocate to teachers and other school
personnel on behalf of special education students for the use of inclusive classrooms which
accommodate students with special educational needs.
While my initial skepticism to the idea was quelled by personal reflection, the question
remains if inclusive classrooms work? A study conducted at a middle school in Indiana with 84
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special education students in the 7th and 8th grade indicated that inclusive classrooms do indeed
improve special education students performance (Bowers, 2009). Students in Indiana are given
the Indiana Statewide Test for Educational Progress (ISTEP) for the 3rd through 9th grades. The
top score ranged from 760 in 2005 to 870 in 2007. Scores were converted for 2005 and 2006 to
match with the new 2007 score for comparison. The study found significant improvement in
scores for special education students on the ISTEP after inclusive classrooms were put into effect
at the end of 2006. Student scores went from a mean of 507.62 in 2005 and 493.45 in 2006 to a
mean of 600.24 in 2007 on the mathematics portion of the ISTEP F(2.00, 32.00) = 71.602,
p=.000. There was a minor significant difference between 2005 and 2006 mathematics scores
F(1.00, 33.00) = 4.218, p = .048; however, there was an impressive significant improvement
between 2006 and 2007 F(1.00, 33.00) =101.406, p= .000. In addition, scores on the English
portion of the ISTEP jumped from a mean of 466.04 in 2005 and 477.16 in 2006 to a mean of
508.29 in 2007. No significant difference was found between the 2005 and 2006 scores F(1.00,
33.00) = 3.381, p= .075, but there was a significant difference between the 2006 and 2007 scores
F(1.00, 33.00) = 22.032, p= .000. Studies such as these are indicative of the importance of
including students with special educational needs in normal classroom settings. This process of
normalization can also help students to develop social skill abilities so that they can
communicate and work with fellow students and adults in the future. Through inclusion in the
regular classroom, students are likely to learn a much greater breadth of social skills.
Another important aspect of school psychology is that we serve as consultants for fellow
school personnel as suggested by NASPs second domain of practice. This can be done in the
vein of working with teachers and staff to enact behavior modification plans for students in need,
offering advice on how to best accommodate students with special educational needs, and
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serving as an advocate for disabled students rights to have the least restricted environment
possible. While currently the average school psychologist is only spending 16% of their time in
consultation (Fagan, 2011) I feel that will change in the coming years. School psychologists will
be able to more effectively provide direct advice and monitoring of behavior modification plan
effectiveness and of intervention effectiveness. I am hoping that I will be able to spend about
25% of my day providing consultative services. This time will be spent preparing to work with
school staff, students, and parents to enact system-level change utilizing the Nurtured Heart
Program (Childrens Success Foundation, n.d.). This approach will also address the fifth domain
of NASPs model which is focused upon school-wide systems to promote learning and the
seventh domain related to family-collaboration. The Nurtured Heart program was developed by
Howard Glasser and promotes the application of behavior modification techniques to school
settings using positive reinforcement strategies and differential reinforcement techniques, but it
does so in a new format which is more translatable to those unfamiliar with behaviorism such as
other school personnel and the general public. The beauty of this system is that it aims to recreate
the academic culture as a positivity oriented atmosphere which promotes an energetic and joyful
approach to life. Through this new positive energy, students will come to value themselves more
and this will reduce problematic instances. Essentially this is the application of differential
reinforcement procedures, but translated into laymens terms. I will actively promote this
approach to help reshape the academic culture through collaboration and consultation with
school staff and parents on how to utilize the techniques. I will also hold inservices which will
address the benefits of this approach for teachers and school staff. In addition, I will pitch this
approach to parents in my meetings with them as a means to help their child improve their selfregulatory skills and self-esteem.

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One aspect I truly look forward to with students is serving is a counselor. I know
personally what a positive influence having an adults attention can be, especially for neglected
and disadvantaged youth. Since I intended to work at a high school it seems appropriate that one
of my major roles will be to help special education and other students prepare for the possibility
of pursuing post-secondary education, trade schools, immediate employment, or a combination
of these choices. School psychologists are required by law to conduct an IEP meeting to address
students preferences, strengths, and interests to develop the plan. Students are invited to these
meetings, but are not required to come. This service is mandated by law, thus conducting these
meetings will be one way in which I will satisfy NASPs tenth domain (U.S. Department of
Education Office of Special Education Programs, 2007). I will help to devise, along with other
school personnel and the student, a plan by age 16 for their post-high school plans as required by
the Individuals with Disabilities Education Improvement Act of 2004 (Prince, Katsiyannis, &
Farmer, 2013). The IDEA of 2004 states that students are required to have an actual transition
plan set into place by the age of 16. Beyond this requirement, I will expand this service into
NASPs second and seventh domains and I will network with a number of outside organizations.
I will use part of my counseling schedule as a drop in time for students from special education
and general education to ask questions about services available to them in preparation for exiting
high school. One such local organization which helps new graduates to get on their feet
occupationally and is present here in the Yuba City and Chico area is known as One Stop (Sutter
County, 2014). One Stop provides services and information in a number of domains. They
provide resume building workshops, typing skill certifications, interview courses, local
government and business contact information; resume canvasing, interview clothing stipends,
and a number of other services. When I was unable to find employment for a six month period,

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One Stop was able to find me an interview and a job within 2 weeks. Other relevant services I
will suggest to students will include college preparatory programs such as AVID which aid
students with high track courses which prepare students for the rigors of collegiate life and
provide students with information on various colleges of interest (Huerta, Watt, & Butcher,
2013). AVID also offers tours of college campuses and job sites to help students develop their
collegiate and career-based goals. Other government programs which I will provide students with
information on will include the Gaining Early Awareness and Readiness for Undergraduate
Programs (GEAR UP) established by the Higher Education Act in 1998 which provides students
from seventh grade forward with information on topics including counseling, academic support,
and college scholarships (Venezia & Jaeger, 2013). Two other programs which are part of the
Federal Trio Programs established in 1969 include Upward Bound and Talent Search. These two
programs provide services for students from first-generation college families, individuals with
disabilities, and those from lower-income backgrounds. Upward Bound provides students with
support in via cultural enrichment, tutoring, counseling, mentoring, work-study, and financial
literacy as well as providing preparatory courses for college level literature, mathematics,
laboratory science, foreign languages, and composition. Talent Search prepares college ready
students by providing them with information and personalized counseling on matters of college
scholarships, financial aid, and admission requirements. Through promoting programs such as
these through my counseling and inservice functions I can help to prepare students for life
beyond general education.
To tackle the fourth and sixth domains I intend to use drug prevention counseling to help
stop students from beginning substance abuse and also help students who are struggling with
drug and alcohol addiction. One of my best friends from high school has been a heroin addict for
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many years now and I have had the unfortunate experience of watching as his life disintegrates
as time has gone on. Having grown up with two parents who were sheriffs deputies I recognized
early what kind of effect drug abuse could have on your life during my regular visits to the
county jail. I wish to keep my students out of those kinds of situations and help them to see what
I have seen. To achieve this I plan to utilize evidence-based interventions as can be found on the
National Registry of Evidence-based Programs and Practices (NREPP) website (U.S.
Department of Health and Human Services, 2014). This site offers over 330 evidence-based
interventions for substance abuse as endorsed U.S. Department of Health and Human Services
Substance Abuse and Mental Health Services Administration. Through utilizing these evidencebased practices and promoting their use through consultations with parents and other faculty, I
will help to stop the massive drug prevalence issues in our community.
To maintain cultural sensitivity one of my plans is to conduct phone and in-person
interviews with the parents of students from diverse backgrounds. While there are many cultures
which I am highly accustomed to from having grown up in this area, such as Mexican
Americans, African Americans, East Indian Americans, and Hmong Americans, there are some I
am not well aquatinted with. To become better acquainted one of my goals is to develop a report
with the family so that if questions arise in regard to cultural needs or conflicts I can discuss this
matter with the student and their parents on how best to accommodate their needs. According to
Dr. Sherrie L. Proctor (2010) to understand families it is best to look at a pyramid of cultural
differences. At the base of the pyramid are the shared biological and physical qualities of
individuals within an ethnic group. In the middle of the pyramid are the shared values, goals,
beliefs, and attitudes endemic to that ethnic group. At the pinnacle of the pyramid there are the
food, eating habits, and dress. Through better understanding of the culture at these three levels I
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will be able to provide more efficacious service provision to that individual and to individuals
from their same culture in the future. Ultimately, I plan to seek continuing education in this
domain to truly round out my cultural understanding.
One activity I would like to incorporate under the ninth domain of the NASP model is to
consistently seek out new research literature on subjects of relevance to my practice. While I
know that many inservices and required trainings will be incorporated into my daily life, I feel
that I would like to take time in my day to review at least one research article pertaining to my
field. While this may not seem like a lot, over time the cumulative knowledge will have a
significant impact on my daily practice. Staying informed on new research findings in regard to
intervention strategies, school-wide prevention techniques, and new promising psychometric
tests will allow me to provide students with the most up-to-date techniques and strategies
available which have been peer-reviewed, so that I will only employ evidence-based practice in
my daily activities. Articles which I find highly interesting I will distribute to the local district
and school site employees for consumption based on the researchs relevance to their field
(Keith, 2011). This will allow me to keep members informed of interesting new information. I
think I will call it Wallys Wacky Wonders of Research.
Another aspect related to the ninth domain will be the use of progress monitoring to
actively check on students progress (Dexter & Hughes, n.d.). Progress monitoring is
implemented after universal screening procedures. Students identified as requiring additional
services will receive in-class tier I services. Progress monitoring will be utilized to evaluate if the
current intervention strategies are helping and the teacher may alter these interventions to
improve service delivery. If the tier I intervention is not successful in ameliorating the issue after
about 8 to 10 weeks and the student is not making adequate progress, a meeting will be held to
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determine if the student should be moved to tier II services. CBE and percentile measures are
used to make this decision to advance the child to tier II services. Progress monitoring measures
are used to make quick and easy measurements to assess if the student is making progress
towards their goals. Curriculum based measurement is often used as it is standardized, quick,
reliable, and has high validity. These measures yield scores to help staff assess students on prereading, reading, mathematics, spelling, and written expression. One of my main goals is to
instruct teachers in the use of these devices so that progress monitoring can be utilized in the
classroom to help in evidence-based decisions regarding the childs placement on the tier system.
To address the tenth domain of NASPs model my plan is to practice positive ethics in my
day-to-day practice (Prasse, 2011). While mandatory, ethics is sadly the status quo in many
government run enterprises, I intend to provide the best services possible. I also intend to do my
best to stay up-to-date on current legal and ethical laws which will affect my practice as a school
psychologist. Based on the No Child Left Behind Act I will provide comprehensive and legally
ethical practice. Some services I will likely provide in a given week based on legal mandates
would include comprehensive evaluations and reevaluations which are required under Section 34
CFR 300.301 that are based on the individual and are conducted prior to the provision of special
education services within 60 days of receiving parental consent. This service will be conducted
to determine if the child has special education needs that must be accommodated. Another
service I am likely to provide in a given week would be screenings for RTI services under
Section 34 CFR 300.302 which requires a teacher or specialist to screen a child to determine
appropriate instructional strategies for curriculum implementation, but will have no effect on
special educational services. Another service which also meets the eighth domain is the use of 34
CFR 300.304 which requires that a variety of assessment tools and strategies be used to gather
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relevant functional, developmental, and academic information about a child for the purposes of
special education with specific consideration towards nondiscriminatory evaluation in regard to
the race and culture of the individual and that the childs native language be utilized to
administer the assessments. Individual Education Plans (IEPs) are required by law and will take
a considerable amount of my time.
Ultimately, each one of these tasks is only one of many tasks which will fall under the
percentages I presented as ideal for myself at the beginning of the paper. Some of these activities
will take up a large amount of my allocated time weekly for that field; others will take up very
little. Regardless, these are the activities which I am most excited about enacting in my daily
activities with students and I thoroughly look forward to refining these plans as I gain greater
insight into the actual day-to-day activities of a school psychologist in the semesters to come.

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Bowers, C. T. (2009). Effectiveness of Inclusion in an Indiana Middle School. Online
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Burn, M. K., Wiley, H. I., & Viglietta, E. (2011). Best practices in implementing effective
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Childrens Success Foundation (n.d.). About us: Awakening children to their greatness through
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Sutter County one stop. (2014). Retrieved from http://www.sutteronestop.com/
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