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Accomplishments

Research and Educational Projects

  • 2004-2005 Conducted a study at the district level, on the Reliability of iRegression Formula anid Michigan Severe Discrepancy Model on Identifying K-12 Students with Learning Disabilities, analyzed test data, interpreted test results and prepared a written report and presented an oral presentation on the findings.
  • 1992-1993 Maintaining Early Academic Readiness in End of Year Kindergarten Students through an Enrichment Literacy Summer School Program. 
    •  Kellogg's Foundation Education Grant-$5,000
  • 1988-1989 Conducted a research study at the district level, on The Effects of Stimulant Medications on Academic Performance and Time On-Task Behavior, analyzed data, interpreted results and prepared written report on finding.

Objective

To obtain a responsible and challenging position with a progressive higher learning institution or medical setting where my education and work experience will have valuable application and utilization of my opportunity for professional development and advancement in the core competencies of leadership.

Skills

Working with Culturally Diverse Populations

Interpersonal and Communication

Computer Software and Technology

Proficiency in Microsoft Word, Excel, Access, PowerPoint, Internet, electronic student information systems and other communication and data-based software programs

Individuals with Disabilities Education Act (IDEA) 2004

Understanding of Americans with Disabilities Act (ADA) 1990

Working Understanding of Section 504 Rehabilitation Act

Crisis Intervention

Student-Learner Focus Approach

Friendly, Easily Approachable, Energetic & People Pleasing

Educational Evaluation and Planning

Informal and Formal Assessment

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Individual/Group Counseling

Problem Solving

Group and Team Work Collaboration

Multi-Tasking, Planning, Organizational, and Time Management

Administration of Standardized Diagnostic Instruments

Education

Jan 1989Jul 2005

Grand Valley State University

Graduate Non-Degree

Department of Education

Substance Abuse, Learning Disabilities, Data-Driven Decision Making, Technology, Special Education Law,  Reading Literacy

Jan 1989Mar 1992

Michigan State University

Educational Specialist Degree

Counseling and School Psychology; Department of Counseling, Educational Psychology, and Special Education

Emphasis on Tests and Measurements, Clinical Assessment& TreatmentMethodologies, Learning Disabilities, Cognitive Impairments, Social and Behavioral Disorders, Individual Counseling, Professional Codes of Ethics, Teacher Education,Disabilities in Higher Education,Michigan Department of Special Education Rules, Regulations & Laws,Section 504 Rehabilitation Act, and Confidentiality in Student Services

Sep 1982May 1984

Michigan State University

Master of Social Work

Clinical Social Work Intervention; Clinical and Administration Department of Social Work

Concentration in Clinical Assessment, Treatment, Crisis Intervention, Reality Therapy, Individual, Group, and Family  Therapy, Family, Psychotherapy, Community Organization, Professional Codes of Ethics,  and Client Confidentiality

Aug 1978May 1982

Western Michigan University

Bachelor of Science

Psychology and Special Education; Department of Psychology

Concentration in Child/Adolescent Psychology, Abnormal Psychology, Applied Behavioral Analysis, Experimental Research Design, Tests and Measurements, and Mild to Severe Cognitive Impairments

Work History

May 2011Present

C.O.O.R Intermediate School District

School Psychologist

  • Conducted psycho-educational assessments of students ages birth-25 with a disability or a suspected   disability.
  • Administered tests and interpreted test results that included approved intelligence, personality, achievement          and perceptual motor tests.
  • Completed and presented a written evaluation report to parents/guardians and to the local educational                   agency  within required timelines.
  • Conducted parent interviews and classroom observations
  • Provided consultation to parents, school personnel, students and others.
  • Consulted with other personnel including teachers, principals, other ancillary  staff and parents to evaluate    program effectiveness.
  • Established and maintained appropriate records, reports, documentation and procedures.
  • Participated in parent/teacher conferences, staffing meetings as appropriate.
  • Used various software packages for communication and documentation  purposes.
  • Provided pre-referral consultation.
  • Maintained regular and consistent attendance and punctuality. 
  • Maintained a professional personal appearance. 
  • Adhered to district health and safety procedures. 
  • Maintained confidentiality.
Sep 2011Present

Building Bridges Therapy Center

School Psychologist

  • Collaborates  with educators, parents and other mental health professionals to assist in creating a safe, healthy and supportive learning environment for all students and to be able to strengthen connections between home 
  • Administers and interprets a wide range of individualized standardized assessment instruments in all psychological domains.
  • Evaluates adaptive behavior of children, when appropriate, through the use of appropriate adaptive behavior instruments. Conducts test sessions in a professional manner and provides appropriate setting and materials. 
  • Conducts effective psychological and psycho-educational diagnostic, prescriptive evaluations of children. 
  • Uses a consultative problem-solving process for planning, implementing, and evaluating academic, social and functional services.
  • Coordinates and consults with special education teachers and related service staff (i.e. Speech, OT, PT, Vision, Audiology, etc.) as part of the assessment process. 
  • Is able to complete interventions and instructional support to assist in developing academic skills. Is familiar with Individual Education Plans (IEP) and is able to assist in writing and can consult on implementing goals.
  • Knowledge of confidentiality requirements; is familiar with and must meet required timelines and submit compliance documentation as required by federal and state guidelines. Maintains a system to safeguard children's rights regarding privileged communications.
  • Writes comprehensive diagnostic, prescriptive evaluation reports based on evaluation results and, in conjunction with the Multidisciplinary Evaluation Team (MET) as a whole, determines student eligibility for special education programs in compliance with IDEA, State Board of Education rules and regulations, and local procedures within required timelines.
  • Knowledge of computers and the ability to utilize IEP software for report writing.
  • Collaborates with the school social worker, special education teacher and IEP team, conducts Functional Behavior Assessments (FBA using research-based practices), and constructs effective positive-reinforcement based Behavior Intervention Plans (BIP) from the FBA data.
  • On-going  professional growth through reading, workshops, and coursework and connecting with professional organizations.
  • Consults with the Intervention Assistance Team (IAT) as needed, and attends at least the last IAT meeting prior to a referral to special education.
  • Communicates, as needed, with community health facilities, special schools, consulting physicians, psychologists, and other resources, which offer services to children and schools.
  • Employs and adheres to a professional code of ethics (American Psychological Association and National Association of School Psychologists). Maintain confidentiality.
  • Demonstrates respect and rapport with administrators, faculty, staff, parent, students, and colleagues. 
  • Maintains current and appropriate records for students, parents, and school. 
  • Conduct parent interviews and classroom observations.
  • Participate in IEPT, MET and other meetings as appropriate.
  • Establishes and maintains appropriate records, reports, documentation and procedures.
  • Travels to meet job requirements.
  • Participate in parent/teacher conferences, staffing and other meetings as appropriate.  
  • Adhere to Board Policies.
  • Provides training (professional development) for staff and parents
  • Uses various software packages for communication and documentation purposes.
2014Present

Ausable Valley Ciommunity  Mental Health

Psychologist

  • Receive notification of petitions for new guardianships and conservatorships and conducts investigations to determine if guardianships and conservatorships are necessary.
  • Conducts psychological assessments in guardianship and conservatorship matters by gathering, assessing and evaluating information regarding living and housing arrangements, care plans, and other information concerning the personal health and safety. 
  • Interview mentally ill and developmentally disabled adults to evaluate personal, Intelkectual,  educational, and adaptive functioning. 
  • Within time frames that meet Court and statutory requirements, prepare reports for the Court documenting visits, and  psychological assessment findings. 
  •  Provide reccomendations concerning the appropriateness of the conservatorship or guardianship.
  • Prepare written reports and attend  hearings and testifies in Court as required.

Mar 2011Jun 2011

Byron Center Public Schools

School Psychologist

  •  Conducted psycho-educational assessments of students ages birth-25 with a disability or a disability.
  • Administered tests and interpreted test results that included approved intelligence, personality, achievement and perceptual motor tests. 
  • Completed and presented a written evaluation report to parents/guardians and to the local educational agency within required timelines. 
  • Conducted parent interviews and classroom observations.
  • Provided consultation to parents, school personnel, students and others.
  • Consulted with other personnel including teachers, principals, other ancillary  staff and parents to evaluate program   effectiveness.
  • Established and maintained appropriate records, reports, documentation and procedures.
  • Participated in parent/teacher conferences, staffing meetings as appropriate.
  • Used various software packages for communication and documentation  purposes.
  • Provided pre-referral consultation.
  • Maintained regular and consistent attendance and punctuality. 
  • Maintained a professional personal appearance.
  • Adhered to district health and safety procedures.
  • Maintained confidentiality.
Aug 1993May 2011

Grandville Public Schools

School Psychologist

  • Provided individual assessment, time-limited counseling, and, as interests and needs arise, group counseling to students seeking assistance with personal, psychological, and/or interpersonal and relationship problems.
  • Provided support for students whose personal, psychological, or interpersonal problems were interfering with their functioning as students in the school community.
  • Completed training in computer technology, data warehouse, student information and other network communication software programs or systems.
  • Established and maintained appropriate records, reports, documentation, procedures, and student confidentiality.
  • Assessed with formal and/or informal assessment tools and/ or instruments all students referred for special education testing.
  • Administered, analyzed and interpreted test results from a variety of educational and psychological measures, which included but not limited to intelligence, personality, academic achievement, visual, perceptual, motor coordination, variables of attention and concentration, and auditory processing tests.
  • Shared and interpreted the results of the evaluation with parents/guardians, relevant diagnostic staff, teachers, principals and to the local school building/district representative.
  • Provided crisis counseling and counseling services for students with acute psychological problems.
  • Supported behavioral analysis and program planning for speech and language, cognitive, and social-emotional, behavior, and students with autism spectrum disorders.
  • Conducted student and parent interviews and classroom observations.
  • Provided consultation to teachers, parents, principals, diagnostic staff, and other professionals directly involved regarding student needs and/or educational modifications, accommodations, and or strategies.
  • Reviewed educational records,Individual Education Plan (IEP) and Section 504Plan documents ofnew andincoming students to the district, and thendeterminedand recommended whatspecial education temporary placements and/or accommodations were appropriate for the student.
  • Determined and developed necessary educational and learning style accommodations based on the disability area(s).
  • Facilitated the development and implementation of building level Regular Education Three Tier Intervention Programs.
  • Participated in Individual Education Plan (IEP), Multidisciplinary Evaluation Team (MET), Student Support Team (SST), pre-referral and parent meetings as needed.
  • Consulted with other personnel including teachers, speech pathologist, occupational therapist, principals, and other ancillary staff and parents to evaluate and monitor program effectiveness.
  • Provided training (professional development) for staff and parents as appropriate.
  • Used various software packages for communication and documentation purposes.
  • Provided supervision and educational training to practicum students and interns.
Jun 2000Jul 2000

Grand Rapids Public Schools

Contracted School Psychologist

  • Conducted comprehensive three year re-evaluations of school age students with learning emotional, behavioral, autism spectrum, physical, and otherwise health-related disabilities.
  • Administered various educational and psychological tests, analyzed and interpreted test results that included approved intelligence, academic achievement and visual perceptual and motor coordination, variables of attention-concentration, and visual processing speed test.
Sep 1992Jun 1993

Forrest Hills Public Schools

School Psychologist

  • Assessed with formal and/or information assessment tools and/ or instruments all students referred for special education testing.
  • Administered and interpreted intelligence, achievement, interest, personality, and other psychological tests to diagnose disorders and formulate educational plans.
  • Supported behavioral analysis and program planning for students with speech and language, cognitive, autism spectrum, social-emotional and behavior disorders.

  • Conducted student and parent interviews, classroom observations, and time on-task studies.

  • Provided consultation to parents, school personnel, students and other professionals.

  • Completed one-on-one consultations with children and adolescents with behavioral/mental/physical disabilities in an effort to enhance their quality of life at home and also in the school and community settings.

  • Provided Individual Education Program (IEP) planning and implementation for students within the school setting and recommended and coordinated efforts with teachers to have student’s academic needs appropriately met in the leastrestrictive environment (e.g. Instructional Support Services, Title I Services, and CategoricalClassroom Programs).

  • Completed and presented a written evaluation report to parents/guardians, relevant diagnostic staff, teachers, principals and to the local school building/district representative within the required time lines.

Aug 1984Jun 1992

Grandville Public Schools

School Social Worker

  • Provided individual assessment, time-limited counseling, and, as interests and needs arise, individual and group counseling to students seeking assistance with personal, psychological, or interpersonal and relationship problems.
  • Provided support for students whose personal, psychological, or interpersonal problems are interfering with their functioning as students in the school setting.
  • Provided adequate direct and/or indirect Social Work Services across four elementary school buildings.
  • Collaborated with the principal, teachers, and other school personnel.
  • Designed, organized, recommended and implemented school programs to help students improve their academic achievement.
  • Collaborated with the IEP Committees in determining the eligibility of the emotionally impaired programs and services.
  • Assisted in the supervision of student discipline and oversee the implementation of the classroom and school discipline policies.
  • Provided crisis counseling for students with acute psychological problems.
  • Presented to faculty, staff, administrators, parents and others with concerns regarding issues of student mental health; supported academic programs which contribute to the healthy development of students.

Certifications

Oct 1984Present

State of Michigan

School Social Worker

Aug 2014Aug 2016

State of Michigan

Temporary Limited License Psychologist

June 2016June 2020

State of Michigan

School Psychologist