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ERIC Number: EJ1172534
Record Type: Journal
Publication Date: 2018
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0164-775X
Achieving and Maintaining Change in Urban Schools: The Role of The School Psychologist
Petry, Bradley; Serbonich, Nadine
Communique, v46 n6 p10-12 Mar-Apr 2018
School psychologists in Baltimore (MD) City Public Schools are engaged in efforts to expand their professional roles from a traditional to a more comprehensive model. In Baltimore, school psychologists had been in the traditional role as a special education-specific gatekeeper and service provider. Starting in 2013, a group of school psychologists, working primarily in tandem with speech-language pathologists, as well as some other specialists, identified common needs in schools in an effort to stem the tide of students entering special education service at a very young age. The Prevention and Intervention for Early Learners (PIEL) team, created strategies to address these needs tended to be prime components of what is known as multitiered systems of support (MTSS), a framework specifically designed to focus more student supports on prevention, which should, consequently, minimize overidentification. This article examines the creation and implementation of the PIEL project in the schools and what are its next steps.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland (Baltimore)
Grant or Contract Numbers: N/A