Facials, dermoplane, anti-aging & more.

-Met 1-Meeting with the Big 5 (Admin, Parents/Guardians, General Education Teacher, & Special Education in an in person or online format-Determine as a team whether further testing is needed accordingly. -MET to report findings of the evaluation with the Big 5 Team. -Collaborating with parents/guardians, admin, gen ed & special education, & related services as needed & required. -Observations as required & needed with permission of the parent/guardian. -This is an estimate of the responsibilities as they varied according to the need. -Feel free to inquire. -Ability to speak in English & to support in Spanish as needed or required. -Ability to test in English or support in Spanish as needed or required.

-School Psychologist servicing the needs of the TEAM to include the Lead School Psychologist, Administrators, Teachers, Special Education Teachers, Parents, & Students. -Good communication and rapport building skills via in-person, emails, phone calls, Zoom/Google Meets.Summary: Work on current & postdated workload. Lead in Multidisciplinary Evaluation Team (MET 1) and (MET 2) meetings in the English language and assist with bilingual needs. -Assessing students, observations, scoring, report writing to include Prior Written Notice (PWN).

A fun & an exciting experience working at the Main campus (Surprise, AZ). I had a blast working with an amazing TEAM & another fabulous School Psychologist. We each had our own caseload and were very supportive of one another. -Such dedicated and a hard-working team. Summary: Worked with a school TEAM to include Lead School Psychologist, Adminstrators, Fellow School Psychologist, Teachers, Special Education Teachers, parents, & students. Light counseling, rapport building with all, Child Study Team (CST)/ Through-and-around process (TAP), Multidisciplinary Evaluation Team (MET) 1 and MET (2), Evaluation Results Meeting-Assessments & Evaluations & Report Writing inclusive of Prior Written Notices (PWN). -Good communication skills via email, phone, and in meetings (in-person, Zoom, Google Meets)-Observations, Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP) when necessary, as deemed by the TEAM. -Participation in TEAM & professional development and participated in team building activities.

Worked as a School Psychologist Doctoral Intern, July 2019-May 2020 & as a School Psychologist, July 2020-May 2021.Summary: I worked for the benefit of the TEAM to include Special Education Director, Administrators, Teachers, Special Education Teachers, Parent, and Students. I was already a nationally certified school psychologist prior to beginning the doctoral internship. -Engaged in Child Study Team (CST), Multidisciplinary Evaluation Team (MET) 1 and (MET) 2 meetings. -Supported and engaged in Bilingual & typical English Language meetings.-Good Communication skills via email, phone, Zoom/Google Meets.-Assessed students and established rapport. -Worked on current caseload and worked on postdated cases. -

K-8th grade

Preschool and Elementary School-Sole Preschool Psych with 2 lower-functioning cross-categorical classrooms to include autistic and high social-emotional concerns at the elementary school. -Successfully led team & completed many MET 1/MET 2 meetings, cognitive & social-emotional evaluations, speech evaluations by speech pathologist, sped conducted academic testing, PT/OT screeners & further PT/OT evaluations as required/needed at preschool and elementary school. -Consultation & Collaboration with Administrators, Speech Pathologist, Related Services, Regular & Special Education Teachers, & Parents. -Led, secured, maintained special education population needs with administrator/teacher/parent referral meetings, RTI meetings with principal, special education, regular education, speech pathologist, & other related services as needed, results of screeners as a team at MET 1 meetings & conclusive results at MET 2 meetings.-Conducted Elementary Functional Behavioral Assessment (FBA's ) as required and needed with special education team. The special education teacher & I served as primary resources & speech & OT contributed as required/needed. -Consents were signed & parents were fully informed & made aware of the FBA process & results. Behavior Intervention Plans (BIPs)were created from the results of the FBA evaluation by myself, special education teacher, & team & included parent suggested modifications & contributions & their written consent. Progress Monitoring & Graphs were provided based observation results of special education teacher & I. -Positive Behavioral Interventions & Supports System (PBIS) Tier Level 1 Training & Implementation at Preschool. Exposure to Tier 2 & 3 Level for Elementary. Previous training of Tier 2 at Madison School District for Elementary & Middle School. -Bilingual evaluations as required & needed. -Spanish interpretation as required & needed.

-School Psychologist Intern at Madison #1 Middle School & Madison Rose Lane Elementary-Consult and Collaborate with School Psychologist, Administration, General and Special Education Staff, & Parents-Direct & Indirect Observations, Meetings, Interviews, and Assessment & Evaluation of students-MET report writing (IEP Pro), Prior Written Notice & Permission to Evaluate-Cognitive, Academic, & Social-Emotional Assessments-Observe ADOS-2-Participate & Conduct FBA & BIP as a team -PBIS Participation-Participate in Academic & Behavioral RTI Meetings-Lead & Participate in MET Meetings -Participate in General & Special Education Meetings and Trainings-Participate in a Home Visit-Exposure to Social Work -Light Counseling -Seek to Blossom in the Field for the Benefit of the Big 5 (All)

-Practicum Student placed at the Cartwright Elementary School District-Shadowed an experienced School Psychologist-Trained in general education, special education, and learning for independence students-Trained in the organization of old and new files, transfers, initial, and continuing students-Directly collaborated & consulted with general and special education staff-Communicated with administration, staff, and parents-Trained in administering and scoring academic, cognitive, and ability tests-Participated in Individualized Education Plan (IEP) and Multidisciplinary Evaluation Team (MET) meeting-Led and Participated in MET meetings-Participated in Problem Solving Study (PST) meeting with the School Psychologist, Principal, Assistant Principal, and General Education Teacher-Touched on Response to Intervention (RTI) in a conference format-Learned about Informed Consents, Writing Reports, Behavioral Graphs, Tracking Data, Functional Behavior Assessment (FBA), Behavioral Intervention Plan (BIP)-Observed general education, special education education, behavioral, sensory, and counseling classrooms-Consulted and collaborated with general education and special education teachers, parents, social worker, principal, and assistant principal-Exposure to Spanish special education terms-Case Studies & More

-Worked for the Arizona Chapter of American Academy of Pediatrics (AZAAP), Best Care for Kids-Placed at 3 pediatric offices-Consulted & Collaborated with the providers, patients & their families-Provided multiple types of assistance to attend to their basic, special, financial, social,mental, & various other needs-Collaborated with other coordinators, various organizations, and medical providers-Strategically planned with higher up and other coordinators on the management and further development of the program-Contributed data to spreadsheet -Researched resources and referrals and uploaded to a shared drive-Attended First Things First Grant Meetings as Needed-Reported Pertinent Information to Higher Up -Attended Youth Mental First Aid USA, First Things First, Early Intervention, Child Rehabilitative Services (CRS) Conferences (More)

-Research Assistant for Dr. Jose Nanez at the Cognitive and Vision Research Lab, Arizona State University, West Campus-Gave vision tests to test participants-Set up computer assessments-Monitored computer assessments-Entered data results into SPSS report-Data collection contributed to the research poster, “Effects of Trial Number Time Differences onVisual Perceptual Learning,” presented at the Western Psychological Association Convention 2010

-Advocated for victims of crimes, all ages-Contacted, communicated, and explained victim rights to victims via phone, mail, and face to face meetings -Escorted and attended court hearings with victims-Attended court hearings on behalf of victims -Updated victims on court case information-Referred and encouraged resources such as counseling

• Analyze and make adjustments of an accounting system• Communication & Contact with Adult Probation, Attorneys, Judges, Probationers, & Victims• Study Criminal Restitution Orders for errors within the system• Data entry of new court orders into the system• Process letters, locate victims, take inventory of the system, and attend trainings/seminars• Ability to process errors within system, often assisted supervisor and staff• Trained other employees• Problem Solver Certificate