Dedicated School Psychologist whom employs data-driven decision making to evaluate and determine academic and behavioral programs, procedures, and effectiveness. Highly knowledgeable in MTSS and Psychoeducational evaluations in order to facilitate student achievement.
Skills
MTSS Training and Support
AimswebPLUS Progress Monitoring
Intervention planning
Crisis intervention
Psychoeducational evaluations
Youth and adolescent development
Education
University of Central FloridaOrlando, FL, Expected in 05/2015 ā āEducation Specialist:School Psychology - GPA:
NASP Approved Program
Practicum in Hillsborough County
Internship in Polk County
GPA: 3.9
Florida State UniversityTallahassee, FLExpected in 08/2012 ā āBachelor of Science:Psychology - GPA:
Minor: Child Development
GPA: 3.50
Work History
Bremen High School District 228 - School Psychologist Midlothian, IL, 08/2015 - Current
Assist in development of district wide Multi-Tiered System of Support manual.
Provide county-wide trainings relating to Multi-Tiered System of Support, Prevent-Teach-Reinforce Behavior Support, and data collection.
Provide district trainings to facilitate the use of aimwebPLUS at schools.
Attend and participate in Multi-Tiered System of Support meetings at schools.
Provide support to schools by developing academic and behavioral intervention plans for students based on data.
Consult with teachers and school staff while guiding them through intervention implementation and progress monitoring process.
Gather, analyze, and interpret data for schools.
Attend and participate in District Team Leadership and Tier 3 Redesign meetings.
Create district Risk Assessment/Intervention guide.
Provide counseling services to students at Marjory Stoneman Douglas High School using the PREPaRE model.
Assist in writing the Highlands County Mental Health Assistance allocation plan.
Attend parent meetings.
Conduct behavioral observations.
Administer and complete psychoeducational assessments and evaluations.
Analyze and interpret psychoeducational results.
Communicate results of evaluations to schools and parents in the form of a psychoeducational report.
Deliver all-inclusive psychological services to assigned schools.
Attend staff meetings/professional development.
Complete pre-k FDLRS evaluations and attend monthly meetings with FDLRS Child Find Specialists.
Collaborate with School Social Worker, Mental Health Therapist, and school administrators to complete risk assessments.
The Stepping Stones Group - School Psychologist Intern Gonzales, CA, 08/2014 - 06/2015
Supervisor: Mark Neely.
Attend Crisis Team training and serve on the Polk County Crisis team.
Participate in Counseling and Assessment Review committee.
Attend and participate in Problem Solving Team meetings.
Plan and develop academic and behavioral tiered interventions.
Present Parent University trainings at Title I center.
Attend staffings for discussion of results with referred students, parents, teachers, other school personnel.
Select, administer, and score psychoeducational assessments and develop psychoeducational reports.
Consult with parents, school staff, and teachers in order to facilitate the learning of students.
Counsel at-risk middle school students.
Develop, implement, and monitor behavior intervention plans.
Conduct time-sampling, duration, frequency, and narrative observations.
Attend staff meetings/professional development.
Develop and implement Positive Behavioral Interventions and Supports.
Provide comprehensive psychological services to students, staff, and teachers.
PREPaRE certified
Livius - Tutor Newton, MA, 08/2014 - 05/2015
Collaborated with teachers, school administrators, Guardian Ad Litem to facilitate learning.
Help children complete homework, study for tests, and learn time management skills.
Teach children techniques and strategies to use in class and on tests.
Hillsborough County Public Schools, Jackson Elementary - School Psychology Practicum Student City, STATE, 08/2014 - 05/2015
Mentored/Counseled at-risk elementary students.
Developed, implemented, and monitored functional behavior assessment with general education student.
Consulted with teachers and school staff.
Conducted time-sampling, duration, frequency, and narrative observations.
Attended parent conferences.
Attended Area meeting.
Observed administration of psychoeducational assessments.
Attended and took part in Response to Intervention team meetings.
Implemented small group intervention for students making questionable progress using FAIR data and used curriculum based measurement to assess progress.
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