Abstract
An ongoing challenge in the preparation of school psychologists, particularly in the first year of graduate training, is finding learning experiences that provide students with an opportunity to apply foundational skills, such as consultation and data-based decision-making, in a culturally responsive manner. Service-learning is a well-established teaching mechanism designed to address just this need, yet there is scant scholarship on ways to utilize this methodology in school psychology training. This manuscript describes a service-learning experience at an urban tutoring center in which first-year school psychology Ed.S. and Ph.D. students gathered agency-wide comprehensive academic screening data and provided targeted consultation support in the area of reading comprehension to identified fourth- through sixth-grade students and their tutors. Indicators of the positive impact of this work across stakeholder groups is provided.
