This volume of the journal for the California Association of School Psychologists provides current information on a broad array of topics related to the work of school psychologists. Articles in this volume provide information addressing an assortment of important issues in the field, including: the translations and validation of an assessment for use with Spanish-speaking students; applied research examining family-centered practices in an ethnically diverse elementary school; consultation, collaboration, and support for new teachers; a longitudinal study of the association between grade retention and school dropout; a synthesis of best practices in assessing kindergarten readiness; and the use of a formative program portfolio process to enhance graduate school psychology training. Articles in this issue include: (1) "The California School Psychologist as a Quintessential Resource" (Shane R. Jimerson); (2) "Using the DAS Nonverbal Scales with Spanish Speaking Children: Translation and Validation" (Jonathan Sandoval; Malu Antunez-Bellatin; Sharon Lewis); (3) "An Applied Research Study of Family-Centered Practice sin an Ethnically Diverse Elementary School" (Bonnie S. Ho; Susan J. Robinette; Rachael Gonzales); (4) "Consultation in New Teacher Groups: School Psychologists Facilitating Collaboration among New Teachers" (Steven E. Knotek; Leslie M. Babinski; Dwight L. Rogers); (5) "Exploring the Association between Grade Retention and Dropout: A Longitudinal Study Examining Socio-Emotional, Behavioral, and Achievement Characteristics of Retained Students" (Shane R. Jimerson; Phillip Ferguson; Angela D, Whipple; Gabrielle E. Anderson; Michael J. Dalton); (6) "Best Practices in Assessing Kindergarten Readiness" (Renee Pavelski Pyle); and (7) "Using a Formative Program Portfolio to Enhance Graduate School Psychology Programs" (Michael Hass; Jan Osborn). (Contains 208 references.) (GCP)