As we enter the 21st century, calls for change in the duties and skills of school psychologists have been renewed (Fagan & Sheridan, 2000; Ysseldyke, 1997). There is much concern that traditional roles are too narrowly defined and prevent school psychologists from realizing their full potential to positively influence children and schools. Some (Sheridan and Gutkin, 2000) have proposed that in order to improve the services we offer, school psychologists must more completely engage in the systems which impact our students. The purpose of this discussion is to suggest that the greatest promise for reshaping the role of the school psychologist and more completely engaging in the systems we serve is to increase our involvement in activities related to

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