In recent history psychologists have been indispensable in the schools due to federal and state legislative and regulatory mandates. These mandates have reserved a place for school psychologists, primarily in assessment and the provision of related services to identified children. As these federal and reflective state legislative mandates evolve and transform, and thus affect the security of the delivery of psychological services within the parameters of these mandates, school psychologists need to position themselves to be prepared for shifts in mandated services. In addition, school psychologists need to be instrumental in the movement to develop and implement alternative psychological service delivery systems. Psychologists need to educate decision makers about (1) the importance of providing for children's developing competence, and (2) the ability of psychologists to assist in promoting children's educational attainment, physical health, and mental health. Two overlapping routes for school psychologists and other psychologists to become indispensable in the schools are: (1) responding to mandated roles and functions; and (2) responding to innovative, non-mandated roles and functions. Being indispensable will be tied to demonstrable outcomes that have meaning in the local school district and are cost effective. (JBJ)