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  • 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
  • Adept in communication and collaboration with teachers, staff, and parents with a proven track record of commended performance
  • Willingness to go above and beyond the requirements of the job to be innovative and support the organization

Work experience

Jan 2018present

School Psychologist

San Elijo Middle School
  • Primary responsibilities include working with students and their families to identify and address learning and behavior problems that interfere with school success; evaluating eligibility for special education services (within a multidisciplinary team); supporting students' social, emotional, and behavioral health; teaching parenting skills and enhancing  home–school collaboration

  • Provides counseling, instruction, and mentoring for those struggling with social, emotional, and behavioral problems. Skilled at Functional Behavioral Assessment and Behavioral Intervention Plan development.

  • Promotes wellness and resilience of students by reinforcing communication and social skills, problem solving, anger management, self-regulation, self-determination, and optimism.

  • Supervisor to School Psychologist Interns and member of school administrative team. 
Dec 2015Jan 2018

School Psychologist

Grapevine Elementary School
  • Delivered 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.
  • Completed assessments for initial qualification  and requalification for special education services, 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.
  • Served as District representative for North Coastal Consortium for Special Education implementation of Patterns of Strengths and Weaknesses across North County San Diego.
  • Held Nonviolent Crisis Prevention Intervention and Behavior Intervention certifications
  • Led school 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.
  • Planned and delivered high quality counseling services to students with Individualized Education Plans/Programs.
  • Integral member of school-based student support team; expert in providing teachers and staff with easily implemented strategies and interventions for all students.
  • Actively assisted 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.




Permanent Certificate: School Psychologist

New York State Department of Education

Pupil Personnel Services Credential: School Psychologist

California Commission on Teacher Credentialing




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