1)

Integrating my Collaborative Problem Solving (CPS) skills into my

practice as a school psychologist.
I truly believe that every child would do well if they could and Collaborative
Problem Solving provides an excellent methodology for approaching
problems from an egalitarian viewpoint, as opposed to continuously placing
educators and other adults in the expert role. Once I have gained sufficient
experience, I would also like to attend a Tier-II certification course in the near
future.

2) Serving as a leader of the MTSS team and aiding with implementation
and progress monitoring of both academic and behavioral
interventions.
I am a strong believer in the idea that multi-tiered systems of support (MTSS),
which include both PBIS and RTI, represent the direction that we are headed
as a profession and I intend to ensure that all of my schools are doing
everything possible to take a proactive stance on their students education.

3) Increasing my understanding of culturally responsive practices for
English Language Learners (ELLs), particularly in relation to
assessment.
I would like to gain additional experience evaluating the full body of evidence
on a child, including his/her WIDA Access scores, comparisons to culturally-
similar ELL peers, as well as understanding how to integrate data in order to
determine which assessments would be most appropriate to be administered,
based on a students level of proficiency in both English and his/her native
language.

4) Implementing a Tier-I affective education curriculum (e.g. Second
Step, Brain Wise, Olweus) school-wide.
I want to continue to expand on the success I have had this year in
implementing the Signs of Suicide (SOS) curriculum, with all sixth grade
students at Denison, by engaging every student in my building in universal
affective education. A comprehensive affective education curriculum will help
provide students with much needed tools to combat depression, suicide and
violence.

5) Interpreting assessment results in a manner that enables practical
recommendations that can be implemented with fidelity, by both
teachers and parents, with minimal difficulty.
Even the best set of recommendations is likely to go unused if they are, for
whatever reason, inaccessible to the reader. I intend to be more conscious of
my audience and provide recommendations that are less rooted in theoretical
constructs and more user-friendly.