Theresa L. Hoehn-Sherwood, M.S.Ed, MSA

*** ***** ****** ******* ******, NY 13685 803-***-**** adycxe@r.postjobfree.com

PROFESSIONAL GOAL:

To work with Veterans and families to facilitate comprehensive eligibility/accessibility for all supports and services available to the men and women whom have faithfully served our Country.

CERTIFICATIONS:

New York: School Psychologist, Permanent.

North Carolina: School Psychologist, School Administration

South Carolina: School Psychologist

STRENGTHS:

Diplomacy and Tact

Sense of Humor

Integrity

Committed Child Advocate

EXPERIENCE:

District School Psychologist, South Jefferson Central School District, Adams, NY.

8/21 to current.

Grant Administrator through Department of Defense Educational Activity (DoDEA), Indian River Central School District, Philadelphia, NY, FORT DRUM, NY. 4/18 to 10/19. The 2016 Strategies for Success Grant provides social-emotional supports to students within the Intermediate (4-5), Middle School (6-8) and High School (9-12) buildings. Responsibilities include:

Instrumental in developing policies and procedures in compliance with the Grant’s overarching goal of improving academic outcomes through improved school attendance, decreased office discipline referrals and improved grades. Sought feedback and ensured buy-in from District-level administration to facilitate effective execution of such P&P’s.

Worked collaboratively with existing Pupil Personnel Staff (psychologists, guidance clrs, social workers) and building administration. Ensured services complimented and supported District-level policies and procedures, while remaining sensitive toward the need to supplement, not supplant, existing personnel.

Supervised staff of 3, comprising of LCSW, substance abuse counselor and home-to-school coordinator by providing directive, input and support to ensure efficient execution of services and to facilitate professional growth.

Empowered staff to service students and families to remove roadblocks from learning, such as unresolved mental health issues, substance abuse or truancy.

Served as Coordinator between multiple schools, while remaining sensitive toward differences between leadership styles amongst buildings, to optimize efficiency and effectiveness of service delivery.

Effectively managed multi-faceted “arms” of the Grant, to include an Afterschool Program, a Suicide Prevention Program, and PBIS initiative(s) (Positive Behavior Intervention Strategies),

Responsible for development and submission of quarterly, semester and annual reports to both Syracuse University, Grant Evaluator and DoDEA (directly).

Coordinated and executed various staff trainings in accordance with Grant requirements, requiring cooperative, collegial interface with multiple levels of school personnel, from District-level administration to support staff.

District School Psychologist, Indian River Central School District, Philadelphia, NY, FORT DRUM, NY. 08/15 – 07/17 Served populations at the Calcium Primary Schools within the IRCSD, age ranges: 4-through 11. Total population: approximately 700 ethnically-diverse students, comprised of 95% military dependents. Responsibilities included:

Completed psychoeducational evaluations of students to determine eligibility for classification and special education services through the administration of cognitive, educational and social-emotional assessment instruments. Assessment reports included initial and triennial evaluations in accordance with NYSA Part 200 regulations and Federal IDEA guidelines.

Completed attentional screenings, including self, parent and teacher rating scales and direct assessment, for physician review to ascertain possible medical diagnosis of attention deficit (hyperactivity) disorder.

Interfaced with Department of Social Services and Probation; provided written communication regarding student progress and needs.

Coordinated crisis management interventions through direct assessment; interfaced with outside community agencies and mental health services at Fort Drum.

Monitored regular and special education at-risk students, and maintained communications with parents.

Managed limited client caseload of individualized counseling services, using directive, cognitive-behavioral strategies for problem-solving and goal-setting.

Attended professional workshops and in-service training(s) in areas such as development and implementation of Federally-compliant IEP’s, transition planning, and the grief process in children and adolescents.

Supported regular education teachers through proctoring/administration of State assessment tools in the regular classroom setting.

Interviewed parents and new students at the annual kindergarten screenings to obtain social and developmental history.

Staff School Psychologist, Richland One School District, Columbia, SC, FORT JACKSON, SC. 8/13 -07/15

Provided psychoeducational evaluations of students as one component in eligibility determination for classification and Exceptional Children’s services through the administration of cognitive, educational and social-emotional assessment instruments. Assessment reports included initial and re-evaluations in accordance with SC State Ed Regulations and IDEA Federal guidelines.

Functioned in a case management capacity within 3 assigned buildings by processing all incoming transfer special education students for comparable services, and coordinating meetings/services for related service providers, including audiology, occupational, physical and speech therapists.

Functioned as a lead within manifestation meetings, including serving in a liaison capacity between parent, special education department and school administration. Completed administrative and psychologist-related duties based on case outcome, including development of functional behavior assessments/behavior intervention plans and/or referrals to alternative placements.

Staff School Psychologist, Cumberland County Schools, Fayetteville, NC, FORT BRAGG, NC 8/2010 – 6/2013

Provided psychoeducational evaluations of students as one component in determining eligibility for classification and Exceptional Children’s services through the administration of cognitive, educational and social-emotional assessment instruments. Assessment reports included initial and re-evaluations evaluations in accordance with NC DPI Regulations and IDEA Federal guidelines.

Served on Student Services Team, Crisis Management Team, IEP Team and School Improvement Team to provide professional input and guidance to maximize student learning.

Served in a lead capacity during the revision of the County-wide Student Services Manual, disseminated to all SST Leaders for ’13-’14 academic year.

Title I School Psychologist, Richland One School District, Columbia, SC FORT JACKSON, SC. 8/06 - 6/10.

Served populations at various Title I elementary schools within the Richland One School District, ages: 4-10.

Provided daily instructional support to teachers within the District’s 41 Child Development (4 year old population) classes, to address behavior management, language and pre-academic skill deficits, using the Perry Preschool Project research methods and High/Scope curriculum.

Provided professional development in-service(s) to building-level teaching staff, using PowerPoint presentation format, to enhance staff skills within classroom settings.

Provided continual parent training(s) regarding developmental expectations. Recommended specific learning opportunities to enhance their children’s optimal cognitive, social and emotional development.

Served as Crisis Prevention Institute (CPI) instructor to provide certified training, with a goal to teach staff effective tools to de-escalate crises and provide alternative responses to explosive behavior.

Completed academic and behavioral screenings to determine need for further evaluation. Collaborated with staff and parents to develop interventions and supports to assist students, based on screening results.

Completed initial screenings at annual Child Development registration for at-risk students, to ensure appropriate level of services and to determine need for further evaluation.

District School Psychologist, Indian River Central School District, Philadelphia, NY, FORT DRUM, NY. 9/98 – 10/05

Served populations at the IR High School, Theresa Primary and Philadelphia Primary Schools within the IRCSD, age ranges: 5-11 and 14-21. Total population: approximately 1300 ethnically-diverse students, comprised of 55% military dependents. Responsibilities included:

Completed psychoeducational evaluations of students to determine eligibility for classification and special education services through the administration of cognitive, educational and social-emotional assessment instruments. Assessment reports included initial and triennial evaluations in accordance with NYSA Part 200 regulations and Federal IDEA guidelines.

See above, second time around

School Psychologist Intern, Troy City Schools, Troy, NY 9/97-1/98

Completed a six-hundred hour internship experience at elementary, middle and high schools within the Troy school system.

School Psychology Practicum Student, Albany, NY 5/97-8/97.

Completed a three-hundred hour, pre-internship experience under the supervision of the Director of The Child Research Student Center, State University of New York at Albany.

Network Analyst, Provider Relations Department, Value Behavioral Health, Troy, NY. 1994-1996

A managed healthcare company specializing in coordination of insurance benefits for mental health and substance abuse treatment services. Responsibilities included:

Recruited and credentialed new providers into the VBH network in accordance with corporate protocol.

Educated mental health professionals and their staff regarding VBH policy and procedure pertaining to the network participation contract.

Administrative/Marketing Assistant, Beverwyck Retirement Community, Albany, NY. 1992-1993

Functioned as administrative and marketing support to the Executive Director and marketing/sales ass’t..

Executive Secretary, American International Group, Risk Management Division, New York, NY. 1991

Bank Teller, Home & City Savings Bank, Albany, NY. 1990

EDUCATION:

M.SA in School Administration, August 2012, Campbell University, Buies Creek, NC

M.S. Ed. in School Psychology, December 1997, The College of Saint Rose, Albany, NY.

B.A. in Psychology, cum laude, May 1990, Russell Sage College, Troy, NY.

Graduate and Assistant Instructor of Dale Carnegie’s “Leadership Training for Managers”, 1993

Certified instructor through the Crisis Prevention Institute (CPI), 2006

MILITARY EXPERIENCE:

Honorable Discharge, Army National Guard: June 2001 through February 2008, E5, Sergeant.

INTERESTS:

Dog fan.

Sewing

Home improvement.

COMPUTER SOFTWARE SKILLS and COMPENTENCIES:

NY State-initiated Frontline/ IEP Direct database (used for all special education students to develop evaluations, eligibility determinations and generation of manifestations);

SC State-initiated Enrich database (used for same purpose as cited above);

NC State-initiated CECAS database (used for same purpose as cited above)

Various Microsoft word processing and spreadsheet programs, including Google worksheets and docs.

References available upon request.

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