-Conducted initial and triennial psych-educational evaluations remotely using live, interactive video conferencing platforms-Knowledge in conducting remote academic achievement and intellectual assessments (i.e., WISC-V, WJ IV-COG & ACH, RIAS-2, WIAT-4, etc.)-Familiarity in protocols, procedures and materials needed for conducting standardized assessments remotely such as use of document cameras, basic technical support, digital stimulus books, and full-face view of the student-Conducted social-emotional and/or behavioral assessments using remote resources such as virtual classroom observations and assessment tools (i.e., BASC-3, Conners-3, Vineland-3, etc.)-Provided timely comprehensive evaluation reports as required by the state and district regulations-Worked as a part of the IEP team to determine a student’s special education eligibility and recommendations

-Management of 75+ special education students-Conducted initial and triennial psycho-educational evaluations to determine the presence of a suspected disability, eligibility for Special Education and related services, and present levels of functioning-Facilitated individual and group counseling sessions for students identified with academic, social-emotional, and behavioral deficits-Assessed the effectiveness of intervention(s) through various progress monitoring tools such as counseling progress data, academic transcripts and IEP progress reports-Conducted threat and risk assessments to determine the level of suicide ideation, prevention, interventions-Participated in consultation and collaboration meetings with School/Wellness Counselors and Administration to develop effective behavioral interventions, behavioral plans, and post-hospitalization plans-Conducted significant reviews of students’ special and general education records, consultation and collaborate meetings with Program Specialists, teachers, parents, and students to determine appropriate placements in therapeutic schools, nonpublic schools or special day programs

- Management of 75+ special education students- Conducted and interpreted intellectual, academic achievement, social-emotional, and behavioral testing (i.e. WASI-II, WAIS-IV, WJ-IV, TAPS-4, Conners 3, CEFI, CDI-2, etc.) to determine the presence of a suspected disability (i.e. ASD, ADHD, SLD, ID, ED, etc.) and determine eligibility requirements for Special Education and related services- Participated in Student Study Team (SST), Section 504, IEP, pre-referral and data review meetings with multidisciplinary team members in developing and implementing appropriate academic, social-emotional and/or behavior evidence-based intervention plans- Participated in meetings with students, multidisciplinary team members and parents to address substance abuse concerns- Delivered short-term crisis responses to students displaying an immediate social-emotional need to determine the level of threat and/or risk and conducted suicide risk assessment protocols- Consultation and collaborations with outside medical, learning and/or behavior specialists to implement recommended interventions to further support a student’s needs within the education setting- Educated the school’s personnel on Special Education laws and regulations, various initiatives to increase positive staff-student interactions, implementation of behavior and social-emotional best practices and the protocol/procedures for assessing for Special Education and related services

-Administered psychological, academic and social assessments within the educational setting-Developed and implemented academic/behavioral evidence-based intervention plans-Assessed the effectiveness of intervention(s) through various progress monitoring tools (i.e. EasyCBM, STAR Reading/Math, AIMSweb)-Conducted initial evaluation and three-year re-evaluation meetings for special education students-Knowledge of educational disorders (i.e. Dyslexia, dysgraphia, etc.) and its impairments on educational and/or social performance-Comprehension of child and adolescent psychopathologies (i.e. ADHD, ODD, ASD, etc.)-Managed a caseload of at least 100 students at two elementary schools (Prek-5)

As a school psychology intern for Deptford Township Schools, I performed the following tasks:-Administered psychological, academic and social assessments within the educational setting-Facilitated individual counseling sessions for students identified with social, emotional, academic, and behavioral deficits-Developed and implemented academic/behavioral evidence-based intervention plans-Developed and implemented a classroom wide behavior intervention plan for Tier 1 supports-Conducted suicide threat assessments and ideologies-Conducted initial evaluation and three-year re-evaluation meetings for special education students with a caseload of 20 students