Allison Charette Email & Phone Number

Westfield, In, Us

Psycho-educational Evaluations and Advocacy Solutions (PEAS) for Kids specializes in educational consultation, advocacy, and customized assessment plans for children (grades PK-12+). Assessment plans address emotional concerns and learning disabilities such as Dyslexia, as well as characteristics of Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder (ADHD). PEAS for Kids strives to utilize the results of our evaluations to provide recommendations and work with parents in advocating for their child's educational needs within the school setting.PEAS for Kids has recently expanded to be able to provide support for school districts that are having difficulty navigating the evaluation process, whether due to staff shortages or COVID-19 protocols, and beyond. We carefully picked some of the most talented school psychologists, speech-language pathologists, occupational therapists, and Board Certified Behavior Analysts (BCBAs) that Indiana has to offer. Whether a consent for evaluation has already been signed and you’re on a short timeline, or you need someone to handle everything from obtaining consent to completing the evaluation and running the eligibility meeting, we’ve got you covered.

Indianapolis, Indiana, Us

College Station, Tx, Us

Chicago, Il, Us

Leadership- Facilitated meetings to develop interventions for students displaying difficulties with behavior and/or academic concerns.Teamwork- Facilitated meetings with appropriate personnel to interpret assessment results and to develop recommendations, including planning educational interventions/strategies or designing behavioral change programs for students or classes.- Conducted formal and informal evaluative observations in a variety of settings.- Consulted and collaborated with colleagues, students, families, and other professionals to promote effective implementation of interventions and other services.- Assisted school staff in selecting and designing instructional techniques for students experiencing academic, social, and/or emotional difficulties by collecting data, matching that data with interventions, educating teachers about the data, monitoring progress, and making decisions based on that progress.Problem Solving & Data Analysis- Used data outcomes for implementing and adjusting academic or behavior plans at an individual, group, or systems-level.- Participated in problem-solving meetings, as well as meetings to determine eligibility, appropriate planning, and reevaluation for students who required special education programs and services.- Collected, analyzed, and interpreted various data (social, emotional, behavioral, and psychological) to identify student strengths and needs in order to make informed, data-based decisions regarding eligibility for special education supports and services, as well as to aid in developing effective services and programs.Planning & Organization- Provided written psychological reports that included results, interpretation, implications, and identification of needs.Systems Knowledge- Utilized Microsoft Office to create team reports, functional behavior assessments, behavior intervention plans, train staff, and schedule meetings with multiple staff members.

Chicago, Il, Us

Leadership- Managed and trained CPS employees at all selective enrollment elementary and high school testing sites to ensure that students received legally designated accommodations as specified by federal law in their IEPs or 504 Plans, and assisted in securing certified specialty teachers for students based upon those accommodation groups.Teamwork- Collaborated with team members to develop online registration capacities for students with disabilities, as well as their federally mandated accommodations for district assessments, as they pertained a students' IEPs or 504 Plan.Problem Solving/Data Analysis- Devised and distributed parent surveys to acquire feedback with regards to information and service delivery, and analyzed the results to guide programmatic changes.- Facilitated written and verbal communications with parents regarding prerequisites required for consideration into select programs, and provided counseling regarding child development.Planning & Organization- Designed, executed, and monitored schedules for approximately 3,000 students with disabilities applying for selective enrollment programs, while ensuring that federal special education statutes inclusive of the least restrictive environment (LRE) requirements of Part B of the Individuals with Disabilities Education Act (IDEA) were honored for all diverse learners.- Developed and implemented a methodology for record keeping in the tracking and documenting of services rendered at testing sites for students, while maintaining and securing confidential student record files for students with disabilities.Systems Knowledge- Queried databases to generate reports for approximately 3,000 students scheduled for selective enrollment testing, exported student data with IEP/504 Plans from those reports, placed students in appropriate accommodation groups, and managed the process at each testing site to ensure that each student received the accommodations that they were entitled to receive.

Chicago, Il, Us

Leadership- Facilitated meetings to develop interventions for students displaying difficulties with behavior and/or academic concerns.Teamwork- Facilitated meetings with appropriate personnel to interpret assessment results and to develop recommendations, including planning educational interventions/strategies or designing behavioral change programs for students or classes.- Conducted formal and informal evaluative observations in a variety of settings.- Consulted and collaborated with colleagues, students, families, and other professionals to promote effective implementation of interventions and other services.Problem Solving & Data Analysis- Used data outcomes for implementing and adjusting academic or behavior plans at an individual or group level.- Analyzed school-wide data from academic screeners to identify students who needed additional support, then created academic and/or behavior intervention plans for those students.- Participated in problem-solving meetings, as well as meetings to determine eligibility, appropriate planning, and reevaluation for students who required special education programs and services.- Collected, analyzed, and interpreted various data (social, emotional, behavioral, and psychological) to identify student strengths and needs in order to make informed, data-based decisions regarding eligibility for special education supports and services, as well as to aid in developing effective services and programs.Planning & Organization- Provided support, instruction, technical assistance, and ongoing monitoring of progress toward measurable, identified goals for students at individual, group, and systems-level.- Provided written psychological reports that included results, interpretation, implications, and identification of needs.Systems Knowledge- Used Microsoft Office to create team reports, functional behavior assessments, behavior intervention plans, train staff, and schedule meetings with multiple staff members.

Naperville, Il, Us

Leadership- Coordinated the school-wide screening and benchmarking of students, including the selection and administration of screening instruments and procedures.- Implemented a school-wide social-emotional curriculum, discipline plan, and procedure for monitoring and improving student behavior.- Facilitated meetings to develop interventions for students displaying difficulties with behavior and/or academic concerns, and presented school-wide academic and behavior data to a staff of 50+.Teamwork- Assisted staff in selecting and designing instructional techniques for students experiencing academic, social, and/or emotional difficulties by collecting data, matching it with interventions, educating teachers, monitoring progress, and making decisions based on that progress.Problem Solving & Data Analysis- Developed individual, group, and system-level interventions that improved or resolved the identified problems or concerns as they related to the educational progress.- Collected, analyzed, and interpreted various data (social, emotional, behavioral, and psychological) to identify student strengths and needs in order to make informed, data-based decisions regarding eligibility for special education supports and services, as well as to aid in developing effective services and programs.Planning & Organization- Provided support, instruction, technical assistance, and ongoing monitoring of progress toward measurable, identified goals for students at individual, group, and systems-level.- Completed informal needs assessments, consulted and collaborated with stakeholders, and analyzed data to make informed programming recommendations based on the needs of the school.Systems Knowledge- Created spreadsheets for staff with extensive detail regarding school-wide student progress monitoring and district assessment data for multiple assessments, allowing for filtering to easily identify the at-risk, below average, average, and above average populations.

Monona, Wi, Us

Leadership- Implemented a school-wide social-emotional curriculum, discipline plan, and procedure for monitoring and improving student behavior.- Facilitated meetings to develop interventions for students displaying difficulties with behavior and/or academic concerns, and presented school-wide academic and behavior data to a staff of 50.Teamwork- Served as a member of multiple school and district-level committees to assist in the development of district-wide initiatives (MTSS, PBIS, etc.) and to ensure that those initiatives were carried out effectively school-wide.- Facilitated meetings with appropriate personnel to interpret assessment results and to develop recommendations, including planning educational interventions/strategies or designing behavioral change programs for students or classes.Planning & Organization- Provided support, instruction, technical assistance, and ongoing monitoring of progress toward measurable, identified goals for students at individual, group, and systems-level.- Provided written psychological reports that included results, interpretation, implications, and identification of needs.- Completed informal needs assessments, consulting and collaborating with stakeholders, and analyzing data to make informed programming recommendations based on the needs of the school.Systems Knowledge- Used Microsoft Office to create team reports, functional behavior assessments, behavior intervention plans, train staff, and schedule meetings with multiple staff members.

- Worked in collaboration with the social worker, guidance counselors, assistant principals, and principal during administrative team meetings.- Led meetings regarding students of concern and conducted file reviews prior to the meeting for those students.- Met with fellow school psychologists from the district, as well as the director of pupil services, to discuss current district concerns.- Co-supervised a homeroom class consisting of approximately 25 students.

Richmond, In, Us

- Served as the multidisciplinary team case manager for 16 schools (all preschools, all private schools, 2 elementary schools, the high school, and the alternative school) by assigning appropriate personnel to the evaluation team and maintaining compliance with strict timelines.- Developed the Report of Multidisciplinary Team Evaluation in conjunction with other members of the multidisciplinary team that was written in clear, concise terms, and addressed the referral question.- Explained assessment findings to parents, teachers, principals, and other professional personnel.- Demonstrated knowledge of the RTI process, and participated in problem-solving team meetings at Tier 3 when referral for multidisciplinary team evaluation was being considered.

License, Director Of Exceptional Learners

Education Specialist Degree (Ed.S), School Psychology

Master Of Science (M.S.), Education

Bachelor Of Science (B.S.), Psychology