Running head: SERVICE DELIVERY MODEL

Monthly Service Delivery Model

Sarah E. Lipman
id:005054440
12/18/2014
California State University, Chico

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Many young adults in contemporary society are still confused by the responsibilities of
adulthood. Many more struggle to have positive interactions with family, friends, and coworkers.
I believe that primary school should prepare our youth to be competent and functional in their
adult lives.
Moreover, there are a few consistent themes that are essential to this preparation. The
primary theme is social skills. Knowledge in this area can carry people through countless
situations. The next theme I have found to be of utmost importance is community. As adults, we
have a responsibility to build this for our youth, and in turn spread resiliency and contentment. A
tertiary theme is having excitement for education. Knowledge can open many doors, and should
be seen as a powerful tool. All too often children are made to feel like learning is a chore. These
themes will drive the activities I choose to implement in my practice.
NASP Based Service Delivery Model
School psychologists have a range of skills and knowledge that they can provide. The
National Association of School Psychologists provide a model with which service providers, and
service beneficiaries can hold as the standard of service. This model divides the standards into 10
different categories or domains. Those domains are as follows:

Domain 1. Data based decision making and accountability- School psychologists

have knowledge of varied models and methods of assessment and data collection
for identifying strengths and needs, developing effective services and programs,
and measuring progress and outcomes. As part of a systematic and comprehensive
process of effective decision making and problem solving that permeates all
aspects of service delivery, school psychologists demonstrate skills to use
psychological and educational assessment, data collection strategies, and

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technology resources and apply results to design, implement, and evaluate direct
interventions, psychological services, and programs.

Domain 2: Consultation and Collaboration-School psychologists have knowledge

of varied models and strategies of consultation, collaboration, and communication
applicable to individuals, families, schools and systems, and methods to promote
effective implementation of services. As part of a systematic and comprehensive
process of effective decision making and problem solving that permeates all
aspects of service delivery, school psychologists demonstrate skills to consult,
collaborate, and communicate effectively with others.

Domain 3: Interventions and Instructional Support to Develop Academic SkillsSchool psychologists have knowledge of biological, cultural, and social
influences on academic skills; human learning, cognitive, and developmental
processes; and evidence-based curricula and instructional strategies. School
psychologists, in collaboration with others, demonstrate skills to use assessment
and data collection methods and to implement and evaluate services that support
cognitive and academic skills.

Domain 4: Interventions and Mental Health Services to Develop Social and Life
Skills-School psychologists have knowledge of biological, cultural,
developmental, and social influences on behavior and mental health, behavioral
and emotional impacts on learning and life skills, and evidence-based strategies to
promote socialemotional functioning, and mental and behavioral health. School
psychologists, in collaboration with others, demonstrate skills to use assessment

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and data collection methods and to implement and evaluate services that support
socialization, learning, and mental and behavioral health.

Domain 5: School-Wide Practices to Promote Learning-School psychologists

have knowledge of school and systems structure, organization, and theory;
general and special education; technology resources; and evidence-based school
practices that promote learning and mental and behavioral health. School
psychologists, in collaboration with others, demonstrate skills to develop and
implement practices and strategies to create and maintain effective and supportive
learning environments for children and others.

Domain 6: Preventive and Responsive Services-School psychologists have

knowledge of principles and research related to resilience and risk factors in
learning and mental health, services in schools and communities to support
multitiered prevention, and evidence-based strategies for effective crisis response.
School psychologists, in collaboration with others, demonstrate skills to promote
services that enhance learning, mental and behavioral health, safety, and physical
well-being through protective and adaptive factors and to implement effective
crisis preparation, response, and recovery.

Domain 7: FamilySchool Collaboration Services-School psychologists have

knowledge of principles and research related to family systems, strengths, needs,
and culture; evidence-based strategies to support family influences on childrens
learning and mental and behavioral health; and strategies to develop collaboration
between families and schools. School psychologists, in collaboration with others,
demonstrate skills to design, implement, and evaluate services that respond to

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culture and context and facilitate family and school partnerships and interactions
with community agencies for enhancement of academic and socialbehavioral
outcomes for children.

Domain 8: Diversity in Development and Learning-School psychologists have

knowledge of individual differences, abilities, disabilities, and other diverse
student characteristics; principles and research related to diversity factors for
children, families, and schools, including factors related to culture, context, and
individual and role difference; and evidence-based strategies to enhance services
and address potential influences related to diversity. School psychologists provide
professional services that promote effective functioning for individuals, families,
and schools with diverse characteristics, cultures, and backgrounds and across
multiple contexts. Understanding and respect for diversity in development and
learning, and advocacy for social justice, are foundations for all aspects of service
delivery.

Domain 9: Research and Program Evaluation-School psychologists have

knowledge of research design, statistics, measurement, varied data collection and
analysis techniques, and program evaluation sufficient for understanding research
and interpreting data in applied settings. School psychologists demonstrate skills
to evaluate and apply research as a foundation for service delivery and, in
collaboration with others, use various techniques and technology resources for
data collection, measurement, and analysis to support effective practices at the
individual, group, and/or systems levels.

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Domain 10: Legal, Ethical, and Professional Practice-School psychologists have

knowledge of the history and foundations of school psychology; multiple service
models and methods; ethical, legal, and professional standards; and other factors
related to professional identity and effective practice as school psychologists.
School psychologists demonstrate skills to provide services consistent with
ethical, legal, and professional standards; engage in responsive ethical and
professional decision-making; collaborate with other professionals; and apply
professional work characteristics needed for effective practice as school
psychologists, including respect for human diversity and social justice,
communication skills, effective interpersonal skills, responsibility, adaptability,
initiative, dependability, and technology skills, (NASP, 2015).

The monthly service model I have created adheres to NASPS standards. All of the
domains are covered through the activities I envision for my own practice. The details of
my monthly service model is discussed below.
Assessment
At least 40% of my monthly activities should involve testing and assessment. This will
include the time it takes to choose and prepare testing materials. It will include classroom
observations and tests administrations. It will also include data analysis.
Not only is this a required part of the job, but it is a necessary one. If I do not have
evidenced based data, I will not know how to help children meet goals for any of the
aforementioned themes. My participation in this activity will be fueled by my joy of observing
and analyzing behavior. More importantly, this information will be the jumping point to meeting
many of my aforementioned goals. According to NASP, when school psychologists choose

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methods of assessment that are science based and tailored to individual needs, they are
contributing to the development of children. They are preventing delays and correcting deficits
(NASP, 2009).
This activity is part of domains 1, 3 and 9. It is part of domain 1, as I will use assessment
and data collection in order to properly collect and use the data. It is part of domain 3, because I
will use my knowledge about how children learn. I will use this knowledge to choose
assessments, and to come up with interventions. Finally, this fits domain 9, because I will be
using the knowledge I obtain in my program to interpret the data.
Interventions
The second biggest portion of my time, about 20%, should be put into the interventions.
These interventions are the reasons that data is collected. This activity includes collaborating to
create interventions, attending meetings to discuss role assignment and progress and participating
in the interventions. The interventions provide incentives for children to learn and grow. These
incentives show them how learning can be beneficial for them. If it is a behavioral intervention,
it will serve the double purpose of teaching the child how to behave. They will learn what to do
to get a positive response from others. This is yet another activity that fits both my interests and
strengths. Problem solving has always been a strength of mine. Therefore, I will be able to
implement this service with confidence.
According to NASP, interventions are effective when done in a Response to Intervention
(RTI) approach. First, data needs to be collected in a school wide screening; then an intervention
is done to move all students from their current level to the desired level. Those students whose
data points do not move far from baseline will receive a more specific intervention. This is
usually done in small groups. If this also fails, each of those children receives additional and

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specific, individualized interventions. When interventions are conducted in this way, general
education issues are taken care of. The curriculum is adapted for the better. Another benefit of an
RTI approach, is that children are not unnecessarily diagnosed with a disability (Ikeda et al.,
2006).
A response to intervention approach specifically fills domain 1, 3, and 7. It fills domain 1
as I will be identifying strengths and needs. I will be problem solving to develop effective
services. RTI is also part of domain 3, because I will be using evidenced based strategies. I will
be using the strategies most relevant to the childs individual abilities. Finally, this activity fits
domain 7 because I will be using my knowledge of family systems and culture. I will use this
knowledge when I generate ways to get families to participate in the interventions.
IEPs
Along with assessment and interventions, I will spend time meeting with caregivers,
teachers, and other school staff. In these meetings, results and progress will be reported. These
are usually referred to as Individualized Education Plans (IEPs). These meetings will contribute
to the familys sense of belonging and will help to keep everyone on the same page, increasing
the success of the interventions. I believe that this will be another area where I can bring my
strengths to the table. I have found success in creating cohesive meaning for groups of people
while breaking down any miscommunications.
According to an article written on IEPs, IEP meetings are an important part of student
success. They help establish and monitor the interventions put in place for the child. They ensure
that standards are being met for the grade the student is enrolled (Ahearn, 2010). Not only is this
article evidence based, but it fills some of the best practice domains.

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This activity is consistent with domains 2 and 7. It fits into domain 2, as I will be
successfully navigating the meetings so that each child and their family are receiving effective
services. Domain 7 is also covered, as it will be my opportunity to interact with families and get
them involved in their childs learning.
Counseling
Another important role I would like to play is direct counseling. This might take
approximately 10% of my monthly schedule. I see this primarily serving the purpose of creating
a sense of community. It is a practice that lets children and staff know that they are not alone in
their struggles. However, depending on the nature and topic of the counseling, this activity really
fits into all themed areas. If a child is referred to see me for counseling due to behavioral
problems, I will be giving them individual guidance in social skills. If a child is referred to me
because a lack of academic success is causing self-esteem issues, we will likely end up working
on finding a way that they can enjoy learning again. Counseling is also another activity that has
been shown to benefit children. According to the national registry of evidence based programs,
one such effective program is coping cat. It has been shown to reduce child anxiety, and help
them develop plans to cope with future situations (NREPP, 2006).
Counseling fulfills domains 2 and 6. It fills domain 2 because I would be using my
knowledge of various communication methods in order to effectively counsel. It fits into domain
6 because I will be using knowledge about risk factors to know which children would most
benefit from counseling. I will be using knowledge of resilience factors to know how to aid
children during counseling.

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Professional Development

I envision about 5% of my month will be dedicated to professional development. This

will include participating in research on topics I feel are lacking in my repertoire of knowledge.
Additionally, it may also include going to diversity workshops. Continued education is important
in keeping myself up to date in a constantly changing field so that I can continue to meet my
goals for others. Beyond that, I practice what I preach. I see learning as a tool. I too need to
continue learning new things in my own life.
This activity falls under all the domains, as it will enhance and keep me up to date in all
areas. However, it specifically fulfills domain 9 and 10. It fills domain 9 because I will be
understanding and interpreting data in order to advance my own understanding of related areas. I
will need to understand the data before I can apply it to my services. It also specifically fulfills
domain 10, because I will need to actively gather my information from evidenced-based and
current literature, if I am to stay up to date with the constantly changing legislation and best
ethical practices.
Social-Skills Group
Another 5% of my time may go into social skills groups. This is technically a tier 2
intervention, and would fit under general interventions. However, I feel that there will always be
a place for social skills enhancement, regardless of area or age group. As this directly applies to
my theme of teaching social skills, I know that this is a specific intervention I will be happy to
dedicate time to.
Growing up, I often struggled to navigate through social situations. Because of this I
know how important it is to develop problem solving strategies to navigate through them. One

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such intervention that was found to have positive effects on childrens social behavior and their
values, was the too good for violence intervention (Clearinghouse, 2006).
Social skills groups also fulfill several of the domains. It falls under domains 4, 6, and 8.
It falls under domain 4 because I will be increasing the social and emotional functioning through
this intervention. This activity fits under domain 6, because in this intervention I will be using
evidence based strategies to prevent deficits in mental health. It fits under domain 8, because I
will be using my knowledge about individual differences to promote respect for diversity.
Positive Behavioral Support
Another intervention that I would like to invest in, is the positive behavioral support at
tier 3. This is a school wide intervention that has all staff actively acknowledging desirable
behavior. All too often, we are quick to punish children for doing the wrong thing, but we forget
to tell them what to do.
This system wide intervention ensures that children feel a sense of community and that
they feel as though they are contributing to their community. In this process. they are made to
feel appreciated by the adults around them. This intervention also serves to teach children how to
have successful interactions with others. As they are reinforced for certain behaviors, they learn
what type of interaction will please others.
According to NASPs best practices, the positive behavioral support intervention
provides teaching experiences for desired behavior. It also tends to create positive relationships
between students and staff, which in turn influence overall student academic outcomes
(McKevitt & Braaksma, 2008).
This intervention falls under domains 5 and 6. It falls under domain 5 because I will use
knowledge about the school system and what resources are available. Only then will I be able to

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successfully implement a school wide intervention. It also fits domain 6 because I will be using
evidence-based strategies to prevent deficits in mental health.
Community Outreach
About 2% of my month should be dedicated to community outreach activities. This will
include sitting in on city committee meetings that discuss for example, financial agendas. This
will also include putting on workshops in the community, for example as a none-profit service to
a community organization. This will primarily serve the purpose of building rapport with the
community and those I work for and with. Those I serve will be more familiar with my presence
and work. It also serves to keep me connected to the community, which I believe is important in
my own life.
This activity fulfills domains 6, 7, and 8. It is important to domain 6 because I will be
creating partnerships with other resources in the community. I will have direct connections to
those services that I may need to send children to in the event of a crisis. As for domain 7 and 8,
I will have more involvement with my schools community, so I will have an intimate view of
the various cultures in my community. I will see the things that are important to them. I will then
be able to use this knowledge to develop stronger connections with families and modify my
services in relation to diversity issues.
In-Service Training
I foresee around 3% of my monthly agenda being dedicated to in-service training for the
staff at my district, and workshops for the parents. This might include parent-teacher
communication skills and classroom or home behavioral management training. Depending on the
focus of the training, this activity may serve the purpose of enhancing the social skills of the
adults as well. It could serve to help teachers create a happier environment in their classroom,

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thus indirectly teaching children to enjoy their education. It may also help parents create a
happier environment at home, thus contributing to the overall well-being of the child. Whatever
the concentration, this activity should also create a sense of community amongst the staff and
families. It will send the message that the school community is here to help them succeed.
A survey showed that after receiving an in-service training on communication, teachers
felt more competent in reaching their goals with parents (Symeou, Roussounidou, Michaelides,
2012). If teachers are better able to have positive experiences with families, childrens needs are
more likely to be met.
As for the domains, this activity falls under domain 4 and 5. In-service training is part of
domain 4 because it will require me to use my knowledge of evidence-based practice to help
adults behave in ways that support healthy emotional-functioning. It is part of domain 5 because
I will have to use my knowledge of the school system to teach the staff skills they can use on a
day to day basis.
Communication
Finally, at least 1% of my time will need to be put into returning messages and
scheduling activities. This includes staff emails, scheduling times to return phone calls, and
scheduling meetings. Part of developing a rapport and creating a caring community will mean
keeping up with, and consistently communicating with others. This falls under domain 7. In
general, and especially when returning messages late, I will need to use my knowledge of family
needs and culture to ensure positive communication and collaboration.
Together, all the activities I envision scheduling in my average month cover all 10
domains of a recommended best practice service delivery. I will implement each of the activities
enthusiastically because they all make progress toward those 3 themes that I find most important

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for a successful life (social skills, community, and excitement for education). This is the service
delivery model I see myself aiming for in my career. Below, image 1 displays a chart that clearly
shows the relative time I will spend in each activity.
Image 1. Monthly Activities; dedicated time commitment (%)

Monthly Activities

Assessment & Testing

Participating in Interventions
4%

5%

IEP Meetings

2% 3% 1%

5%

Counseling
40%

10%

Professional Development

10%

Social Skills Groups

20%
Positive Behavioral Support
Community Outreach
In-service Training for Staff and
Family
Returning Messages &
Scheduling

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References

Ahearn, E. (2010). Standards-based IEP: Implementation update. In Forum.

Ikeda, M. J., Rahn-Blakeslee, A., Niebling, B. C., Allison, R., NCSP, & Stumme, J. (2006).
Evaluating evidence-based practice in response-to-intervention systems. NASP
Communiqu, 34, Retrieved from:
http://www.nasponline.org/publications/cq/cq348evaloutcomes.aspx
McKevitt, B. C., & Braaksma, A. D., (2008). Best practices in developing a positive behavior
support system at a school level. NASP Best Practices. Chapter 44
National Association of School Psychologists. (2015). NASP practice model 10 domains
(Standards & Certification). Retrieved from: https://www.nasponline.org/standards-andcertification/nasp-practice-model/nasp-practice-model-implementation-guide/section-inasp-practice-model-overview/nasp-practice-model-10-domains
National Association of School Psychologists. (2009). School Psychologists Involvement in
Assessment (Position Statement).
Symeou, L., Roussounidou, E., & Michaelides, M. (2012). I Feel Much More Confident Now to
Talk With Parents: An Evaluation of In-Service Training on TeacherParent
Communication. School Community Journal, 22, 65-88
(2006). Coping cat. SAMHSAs National Registry of Evidence-Based Programs and Practices.
Retrieved from: http://nrepp.samhsa.gov/ViewIntervention.aspx?id=91
(2006). Too good for violence. What Works Clearinghouse.