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Summary

  • Extensive background in Functional Behavioral Assessments and Behavior Intervention Plans with a strong command of results based interventions
  • Adept in communication and collaboration with teachers, staff, and parents with a proven track record of commended performance
  • Broad experience with a variety of psycho-educational and behavioral assessment tools; abreast of current trends in school psychology, research methods, testing and evaluation techniques
  • Organized, efficient, and able to self-manage to meet deadlines; highly skilled in balancing multiple tasks and initiatives at once
  • Dedicated and passionate for professional standards and values; self-reflective and displays a positive attitude when confronted with challenges
  • Willingness to go above and beyond the requirements of the job to be innovative and support the organization

Work History

Dec 2015Present

School Psychologist

Vista Unified School District
  • Delivers comprehensive psychological services including planning, assessment, prevention, and intervention to a Title I elementary school with a population of 640 students inclusive of specialized day classes for students with emotional and behavioral disabilities.
  • Assesses for initial qualification and requalification for special education, functional behavior for behavior intervention, and necessity for special circumstances instructional assistance.
  • Implemented use of Student Risk Screening Scale to aid in identifying and planning of interventions for moderate and high risk students for both externalizing and internalizing behaviors.
  • Serves as District representative for North Coastal Consortium for Special Education implementation of Patterns of Strengths and Weaknesses.
  • Current Nonviolent Crisis Prevention Intervention and Behavior Intervention certifications
  • Leader for implementation of PBIS to support Project GLAD at school site level. 
Aug 2015Nov 2015

School Psychologist

Classical Charter Schools
  • Successfully piloted universal behavioral screening across two school campuses which identified students in the at-risk range for social-emotional or behavioral problems.
  • Designed and effectively implemented evidence-based practices for identified at risk students; reduced behavioral disruptions by 60%.
  • Conducts functional behavior assessments for students requiring higher levels of social-emotional or behavioral support.
  • Accountable for planning and delivering high quality counseling services to students with IEPs.
  • Integral member of school-based student support team; expert in providing teachers and staff with easily implemented strategies and interventions for all students.
  • Actively assists Dean and other staff on a daily basis in providing crisis emotional and behavioral support to students.
Aug 2011Jun 2015

School Psychologist

Poway Unified School District
  • Identified and assessed the learning, development, and adjustment characteristics and needs of individuals and groups, as well as, the environmental factors that affect learning and adjustment. 
  • Served multiple school sites and with various Special Education Programs including but not limited to Resource Specialist, Autism Spectrum Disorder, and Non-Severely Handicapped.
  • Developed individual educational plans designed to promote educational, physical and social development, particularly with preschool and elementary population.
  • Completed 65 total initial, triennial, and supplemental assessments, 10 Functional Behavior Assessments, and 10 Behavior Intervention Plans, on average, per academic school year.
  • Conducted individual and group counseling sessions that focused on improving educational progress and personal adjustment, maintained a caseload of 8 students.

Education

Aug 2009Jul 2012

Master of Science: School Psychology

National University, San Diego

To receive a Master of Science in School Psychology, students must complete at least 90 quarter units of graduate work. Students are not awarded the master’s degree until they have completed all graduate and credential coursework, including internship and research. Students must complete all coursework with a GPA of 3.0 or better.

Sep 1999Apr 2003

Bachelor of Arts: Psychology

University of Michigan, Ann Arbor

The undergraduate psychology program at UM is continually recognized as one of the top programs in the United States.  Undergraduate courses in psychology give students an opportunity to learn what research has shown about how behavior is motivated; how we perceive, learn, and think; how individuals differ from one another; how the personality develops from infancy to maturity and is expressed by behavior; and how interpersonal factors affect human relationships in the home, on the job, and in the community.

Certifications

20122017

Pupil Personnel Services Credential

California Commission on Teacher Credentialing

This credential authorizes the holder to perform the following services in grades 12 and below, including preschool, and in programs organized primarily for adults: provide services that enhance academic performance; design strategies and programs to address problems of adjustment; consult with other educators and parents on issues of social development, behavioral and academic difficulties; conduct psycho-educational assessments for purposes of identifying special needs; provide psychological counseling for individuals, groups and families; and coordinate intervention strategies for management of individual and school-wide crises.

2015Present

Permanent Certificate: School Psychologist

New York State Department of Education

The Permanent certificate is the advanced-level certificate and is valid for life, unless revoked for cause by the New York State Education Department.