School social workers are challenged with the responsibility to clinically assist students to the extent that they are ready to learn in school. Because social, emotional, and behavioral issues impact student readiness to learn, these issues clearly fall within the purview of school social work. However, many school social workers have a limited amount of time to spend with students and no doubt struggle to develop and implement services in a broad, timely, and clinically efficient manner. The author has developed and will describe a method of school social work service delivery that is systemic and can be implemented school-wide. He will also analyze its effectiveness in accomplishing two goals: increasing awareness of social work services and increasing the student's willingness to connect to the school social worker. This method of analysis can be duplicated by other interested practitioners wanting to measure the effectiveness of their message to their students. When positive results are replicated, they can provide the social worker with a greater sense of self-efficacy as well as with evidence-based data to share with those who may have other ideas about how a school social worker should be spending his or her time in the school.