Collaborative, results-oriented school psychologist with strengths in teacher consultation, research-based practices for academic and behavioral concerns, teacher training in effective ways to problem solve around academic and behavioral concerns, parent consultation, individual and group counseling, and Response to Intervention.
Dissertation: Relationships among the Reading, Writing, and Comprehension Skills of Intermediate Elementary School Students
Teach the following graduate-level courses: Psychological and Educational Interventions, Multicultural Counseling, Counseling Seminar, Counseling Children in School Settings, Practicum in Counseling and Assessment, Research Methods and Statistics in Education, Advanced Human Growth and Development. Provide academic advisement and thesis coordination. Coordinate 2nd year practicum experiences. Collect and analyze accreditation data and develop program recommendations. Collaborate with field-based school psychologists to present relevant workshops for students. Lead investigator on 2 university grants.
Developed and implemented training modules for teachers and school staff in 9 states in the following areas: Problem Solving around Academic Concerns (Reading, Writing, and Math); Problem Solving around Behavioral Concerns; Problem Solving around Group and Class-Wide Concerns. Evaluated effectiveness of training outcomes. Evaluated effectiveness of student impact and achievement. Collaborated with systems-level staff and school administration to develop implementation plans, training schedules, and data collection schedules.
As adjunct faculty, taught, the following courses: School Consultation I; School Consultation II; Academic Assessment; and Internship Seminar. Developed, coordinated, and supervised practicum experiences for students in school settings.
Coordinated and implemented training, conducted program evaluation, and collected and analyzed data for Institute of Educational Sciences' grant (R305F050051) for Prince William County Public Schools analyzing the effectiveness of Instructional Consultation (IC) Teams (17 treatment, 11 quasi-experimental, and 17 control elementary schools). The focus of the model was to provide support to classroom teachers to identify, analyze, prioritize, and develop and implement interventions for academic, social, and behavioral concerns at the individual and classroom levels. Significant results with regard to teacher self-efficacy were indicated in Year 3 of program implementation.
Implemented training and technical support assistance to school districts in Delaware, Western, MD, and the state of Virginia. Training content addressed the following areas: Problem Solving around Academic Concerns (Reading, Writing, and Math); Problem Solving around Behavioral Concerns; Problem Solving around Group and Class-Wide Concerns. Designed and coordinated the online coaching program for school-based team facilitators. Organized, collected, and analyzed program evaluation data for school districts. Created technical supports for evaluation data. Provided ongoing systems-level consultation support to Baltimore City Public Schools.
Developed and taught content for course entitled, “Consultation in School Psychology” to graduate students in the school psychology program.
Developed, organized, and implemented: (1) comprehensive staff development training plan in order to bring staff to national standards, (2) a structured model of clinical supervision for staff, and (3) policy and guidelines for identification of students for special education. Collaborated with central office to develop a Department of Student Services. Delivered professional development on issues such as the appropriate identification of special education students, effective behavioral intervention, early intervention, and consultation with teachers.
Provided county-wide and school-based staff development, training, and technical support to problem-solving team facilitators and members from 38 elementary and 18 middle schools. Conducted annual program evaluation for teams. Coordinated data on special education referral patterns for all 66 county schools by providing staff training, organizing the data collection, analyzing data results, and producing reports. Developed and produced problem-solving training guides and modules. Co-developed operations manual for school-based problem-solving teams. Managed budget for program. Chaired and/or participated on county-wide committees including Learning Disabilities Subcommittee, Functional Behavioral Assessment Subcommittee, Staff Development Committee, and Student Services Advisory Committee.
Provided psychological services to Waterloo Elementary School's ED program, Regional Early Childhood Center, and general school population. Provided consultation to teachers, staff, and parents around academic and behavioral concerns of students. Collaborated with school staff and teachers to implement PBIS. Conducted individual and group counseling sessions, provided crisis intervention, and performed psychological assessments. Facilitated Instructional Consultation Team. Facilitated parenting groups. Developed and conducted team and staff training.
Responsible for facilitating problem-solving team at Thomas Johnson Elementary School. Developed and presented workshops and training on academic and behavioral topics. Provided consultation on school-wide issues. Developed and implemented budget. Assisted with coordination of program evaluation. Supervised interns. Performed psychological assessments. Conducted individual and group counseling. Facilitated parenting groups
Provided consultation to 5 elementary schools. Conducted psychological assessments, psychological counseling, and parent and staff consultation. Collaborated with administration, parents, and other mental health professionals to develop prevention and intervention programs for students experiencing academic, behavioral, emotional, and/or social difficulties. Assisted with programming and placement. Conducted workshops for staff and parents.
Nationally Certified School Psychologist
Maryland Certified School Psychologist
National Association of School Psychologists
Maryland School Psychologists Association
American Psychological Association
American Psychological Association, Division 16, School Psychology
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