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Nicole Kozeneski Resume 2017

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Nicole KozeneskiSchool Psychologist at RPS 205

Nicole Kozeneski Resume 2017

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NICOLE K. KOZENESKI
6504 Elm St •Union, IL 60180• (815) 721-9541
Nkozeneski@gmail.com
Education
DIRECTOR OF SPECIAL EDUCATION ENDORSEMENT PROGRAM FALL 2015 - SUMMER 2016
Northern Illinois University Naperville, IL
SSP in SCHOOL PSYCHOLOGY SPRING 2003 - FALL 2005 & FALL 2008 – SPRING 2010
Texas State University San Marcos, TX
B.A PSYCHOLOGY ~ MINORS CRIMINOLOGY, PHILOSOPHY FALL 1997 – SPRING 2001
Marquette University Milwaukee, WI
Licenses and National Certification
DIRECTOR OF SPECIAL EDUCATION ENDORSEMENT
SCHOOL SERVICE PERSONNEL TYPE 73- issued by the Illinois State Board of Education
LICENSED SPECIALIST IN SCHOOL PSYCHOLOGY (LSSP) - issued by the Texas State Board of Psychological Examiners
NATIONAL CERTIFICATION IN SCHOOL PSYCHOLOGY (NCSP) – issued by the National Association of School Psychologists
Professional Employment
ADMINISTRATIVE INTERNSHIP Summer 2016
Rockford Public School District #205– Wilson Aspire Rockford, IL
 General Administrative duties for Middle and High School level Extended Summer School
 Participated in Private and Parochial Timely and Meaningful Consultation Meeting
 Helped develop and participate in Extended School Year staff training regarding expectations, safety plans, related services,
and the Unique Curriculum
 Reviewed IEP’s for compliance
 Handled daily management of Extended School Year such as staff discipline, staffing, classroom behavior management,
transportation, and crisis management
SCHOOL PSYCHOLOGIST Fall 2012-Current
Rockford Public School District #205– Jefferson High School Rockford, IL
 Conduct comprehension special education assessments for all disability areas
 Handle all initial 504 eligibility and accommodation meetings
 Scheduled and lead school problem solving team 2013-2014
 Develop Functional Behavior Assessments and Behavior Intervention Plans
 Consult with parents, administrators, teachers, interventionists, social workers, educational diagnosticians, speech/language
pathologists, and other educators and professionals for special education and general education students including Problem-
Solving Teams and Response to Intervention (RtI)
 Provide crisis management; maintained CPI certification
 Provide peer consultation regarding assessment instruments, processes, and technological support
ASSESSMENT SPECIALIST/LSSP SCHOOL YEAR 2011-2012
Aldine Independent School District – Conley Elementary Houston, TX
 Participated on Campus Leadership Team acting as Special Education Administration
 Facilitated all Admission, Review, and Dismissal Meetings, completed Psychoeducational and Psychological evaluations, and
ensured development of appropriate Individual Education Plans for elementary campus
 Participated on district Assessment Team to review all initial special education Specific Learning Disability and Intellectual
Disability identification reports to ensure federal eligibility compliance
 Participated on district Autism Assessment Team as needed to complete initial evaluations for students suspected as having
an Autism Spectrum Disorder
 Itinerant psychological services for the district completing behavioral consultations and psychological evaluations for students
in grades Pre-K through High School
ASSESSMENT SPECIALIST/LSSP SCHOOL YEAR 2010-2011
Aldine Independent School District –Wilson Intermediate Houston, TX
 Participated on Campus Leadership Team acting as Special Education Administration
 Worked with Special Education Counselors counseling students, developing counseling plans, and training on completing
measurable Behavior Intervention Plans
 Facilitated all Admission, Review, and Dismissal Meetings, completed Psychoeducational and Psychological evaluations, and
ensured development of appropriate Individual Education Plan
 Participated on district Assessment Team to review all initial special education Specific Learning Disability and Intellectual
Disability identification reports to ensure federal eligibility compliance
School Psychology Internship Experience
1200 HOUR SCHOOL BASED INTERNSHIP SCHOOL YEAR 2009-2010
Aldine Independent School District Houston, TX
 Completed psychological evaluations for schools throughout the district under the supervision of a PhD level Licensed
Specialist in School Psychology
 Worked with Special Education Counselors counseling students, developing counseling plans, and completing Behavior
Intervention Plans
 Worked with Building Diagnosticians on holding Admission, Review, and Dismissal Meetings, completing
Psychoeducational evaluations, and developing appropriate Individual Education Plans
School Psychology Practicum Experience
ALTERNATIVE PRACTICUM SPRING 2009
Clinic for Autism Research, Evaluation, and Support (CARES) San Marcos, TX
 Advanced training in measures of Autism Assessment performed in a team format.
 Trained on the use of ADOS, ADI-R, PEP-3, CARS, GARS, VINELAND, and BRIEF
 Certified vision screener
SCHOOL BASED PRACTICUM FALL 2008
New Braunfels Independent School District New Braunfels, TX
 Worked in conjunction with the School Psychologist doing testing and assessment for the special education department.
 Observed and participated in various Admission, Review, and Dismissal Committee meetings, including manifestation
determinations.
 Consulted with teachers on academic and behavioral classroom interventions
 Extensive training in assessment for Emotional Disturbance and Cross–Battery Assessment
 Participated in early childhood play-based assessment
 Experience in Dyslexia assessment for 504 services
 Exposure to KABC-II, KTEA-II, WPPSI-III, Roberts Apperception Test-2, Thematic Apperception Test, Adaptive Behavior
Assessment System-II, various other projective instruments, emotional, and ADHD scales
SCHOOL BASED PRACTICUM SPRING 2004
Westview Middle School Pflugerville, TX
 Worked in conjunction with the School Psychologist doing testing and assessment for the special education department.
Completed initial and re-evaluation reports for students with learning disabilities.
 Observed various Admission, Review, and Dismissal Committee meetings.
 Exposure to WISC-IV, WIAT, WJ-III Cognitive and Achievement, UNIT, BASC-II, MMPI-A, 16PF, K-SEALS
Relevant Employment
MENTAL HEALTH ASSOCIATE SUMMER 2008- FALL 2009
San Marcos Treatment Center San Marcos, TX
 Provided hands-on physical care, supervision, crisis intervention, behavior management, and behavior modification as
directed by the individual treatment plan and unit program guidelines.
 Documented patient behaviors, condition, and progress on a daily basis by recording data in the prescribed format. Progress
notes in the medical record accurately reflected behavioral data as well as activities. Charting was consistently thorough &
descriptive.
 Assured a safe, nurturing, clean, & supportive environment through proficiency in the prevention and management of patient
aggression. Implemented verbal and physical skills safely and appropriately, and maintained seclusion and restraint at
minimal levels.
MENTAL HEALTH SPECIALIST III FALL 2005-SUMMER 2008
Allendale Association Lake Villa, IL
 Provided leadership and direction to Mental Health Specialist’s I and II
 Handled all unit scheduling to ensure appropriate coverage and staff to resident ratios
 Acted as Medicaid liaison for individual unit
 Provided general direction and supervision to residents within the unit/cottage, including one-on-one attention to assigned
residents, in accordance with the individual unit/cottage program.
 In conjunction with the treatment team, assisted in developing, writing and implementing group and individual treatment
plans.
 Administered medications and followed medical procedures for residents as directed by Health Services.
 Documented shift activities and maintained appropriate records including all data needed for Medicaid billing. Completed
appropriate forms and paperwork.
 Facilitated a group on Life Skills for adolescent males with cognitive delays, and a group on Women’s Issues for adolescent
females, also co-facilitated a group on the Conflict Cycle for adolescent males.
ON-GOING CASE MANAGER FALL 2001-FALL 2002
Innovative Family Partnerships, Inc. West Allis, WI
 Worked directly with children and families involved in the child welfare system providing services and case management by
developing treatment plans, coordinating services and evaluating case progress and movement towards permanence.
 Prepared court reports for presentation at court hearings, made recommendations concerning case dispositions, and testified
at court hearings as required.
 Acted as unit representative to present concerns and comments of individual unit to organizational leaders.
 Worked on a committee with site manager, policy director and four others to develop improvements regarding intake
policies and procedures
Certifications
CHAMPS (Conversations, Help, Activity, Movement, Participation, Success) Class wide Positive Behavior Support (PBS)
 Two day training on the foundations of class wide positive behavior support with Randy Sprick on the CHAMPS method of
classroom behavior management
 5 day train the trainer program with Safe and Civil Schools in Oregon on implementation and training of the CHAMPS
program with focus on the following skills:
o Improve classroom behavior (on-task, work completion, cooperation)
o Establish clear classroom behavior expectations with logical and fair responses to misbehavior
o Motivate students to put forth their best efforts (perseverance, pride in work) Reduce misbehavior (disruptions,
disrespect, non-compliance)
o Increase academic engagement, resulting in improved test scores
o Spend less time disciplining students and more time teaching them
o Teach students to behave respectfully and to value diversity, thereby reducing cultural differences that may manifest
as misbehavior
o Feel empowered and happy to be in the classroom
o Develop a common language about behaviors among all staff
o Create a plan for orienting and supporting new staff
o Reduce staff burnout
CPR and First Aid Certified
Nonviolent Crisis Intervention (CPI)
 Seminar in crisis prevention that emphasizes early intervention and nonphysical methods for prevention or managing
disruptive behavior; also includes restraint positions, transport techniques, and team strategies.
Therapeutic Crisis Intervention (TCI)
 Five day certification program which focuses on teaching techniques to assist professionals and organizations/programs in
preventing crises from occurring, de-escalating crises, managing physical acting-out behavior, reducing potential injury to
youth and staff, and teaching youth positive coping skills.
Life Space Crisis Intervention (LSCI)
 Five day certification program which teaches a therapeutic and reality-based technique that provides helping adults with
specific competencies for effective interventions with children in crisis.
Awards
Nominated for Outstanding Graduate Student for the School of Education at Texas State University- Fall 2010
Volunteer Experience and Activities
IBB Small Group Hard to Fill Bargaining Team
 Trained in Interest Based Bargaining
 Worked on small team for contract negotiations for hard to fill positions/schools
Marquette Women’s Rugby
Our Next Generation
 Worked as a tutor/mentor with high risk kids in first through fifth grades.
Midnight Run
 Worked as a volunteer in a homeless shelter, spent most of my time there working with children
Volunteer at NASP Conference – Dallas, TX
National Association of School Psychologists
Publication
Klose, L. M., Plotts, C., Kozeneski, N., & Skinner-Foster, J. (2012). A review of assessment tools for diagnosis of autism spectrum
disorders: Implications for school practice. Assessment for Effective Intervention, 37(4), 236-242.
Ad

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Nicole Kozeneski Resume 2017

  • 1. NICOLE K. KOZENESKI 6504 Elm St •Union, IL 60180• (815) 721-9541 Nkozeneski@gmail.com Education DIRECTOR OF SPECIAL EDUCATION ENDORSEMENT PROGRAM FALL 2015 - SUMMER 2016 Northern Illinois University Naperville, IL SSP in SCHOOL PSYCHOLOGY SPRING 2003 - FALL 2005 & FALL 2008 – SPRING 2010 Texas State University San Marcos, TX B.A PSYCHOLOGY ~ MINORS CRIMINOLOGY, PHILOSOPHY FALL 1997 – SPRING 2001 Marquette University Milwaukee, WI Licenses and National Certification DIRECTOR OF SPECIAL EDUCATION ENDORSEMENT SCHOOL SERVICE PERSONNEL TYPE 73- issued by the Illinois State Board of Education LICENSED SPECIALIST IN SCHOOL PSYCHOLOGY (LSSP) - issued by the Texas State Board of Psychological Examiners NATIONAL CERTIFICATION IN SCHOOL PSYCHOLOGY (NCSP) – issued by the National Association of School Psychologists Professional Employment ADMINISTRATIVE INTERNSHIP Summer 2016 Rockford Public School District #205– Wilson Aspire Rockford, IL  General Administrative duties for Middle and High School level Extended Summer School  Participated in Private and Parochial Timely and Meaningful Consultation Meeting  Helped develop and participate in Extended School Year staff training regarding expectations, safety plans, related services, and the Unique Curriculum  Reviewed IEP’s for compliance  Handled daily management of Extended School Year such as staff discipline, staffing, classroom behavior management, transportation, and crisis management SCHOOL PSYCHOLOGIST Fall 2012-Current Rockford Public School District #205– Jefferson High School Rockford, IL  Conduct comprehension special education assessments for all disability areas  Handle all initial 504 eligibility and accommodation meetings  Scheduled and lead school problem solving team 2013-2014  Develop Functional Behavior Assessments and Behavior Intervention Plans  Consult with parents, administrators, teachers, interventionists, social workers, educational diagnosticians, speech/language pathologists, and other educators and professionals for special education and general education students including Problem- Solving Teams and Response to Intervention (RtI)  Provide crisis management; maintained CPI certification  Provide peer consultation regarding assessment instruments, processes, and technological support ASSESSMENT SPECIALIST/LSSP SCHOOL YEAR 2011-2012 Aldine Independent School District – Conley Elementary Houston, TX  Participated on Campus Leadership Team acting as Special Education Administration  Facilitated all Admission, Review, and Dismissal Meetings, completed Psychoeducational and Psychological evaluations, and ensured development of appropriate Individual Education Plans for elementary campus  Participated on district Assessment Team to review all initial special education Specific Learning Disability and Intellectual Disability identification reports to ensure federal eligibility compliance  Participated on district Autism Assessment Team as needed to complete initial evaluations for students suspected as having an Autism Spectrum Disorder  Itinerant psychological services for the district completing behavioral consultations and psychological evaluations for students in grades Pre-K through High School
  • 2. ASSESSMENT SPECIALIST/LSSP SCHOOL YEAR 2010-2011 Aldine Independent School District –Wilson Intermediate Houston, TX  Participated on Campus Leadership Team acting as Special Education Administration  Worked with Special Education Counselors counseling students, developing counseling plans, and training on completing measurable Behavior Intervention Plans  Facilitated all Admission, Review, and Dismissal Meetings, completed Psychoeducational and Psychological evaluations, and ensured development of appropriate Individual Education Plan  Participated on district Assessment Team to review all initial special education Specific Learning Disability and Intellectual Disability identification reports to ensure federal eligibility compliance School Psychology Internship Experience 1200 HOUR SCHOOL BASED INTERNSHIP SCHOOL YEAR 2009-2010 Aldine Independent School District Houston, TX  Completed psychological evaluations for schools throughout the district under the supervision of a PhD level Licensed Specialist in School Psychology  Worked with Special Education Counselors counseling students, developing counseling plans, and completing Behavior Intervention Plans  Worked with Building Diagnosticians on holding Admission, Review, and Dismissal Meetings, completing Psychoeducational evaluations, and developing appropriate Individual Education Plans School Psychology Practicum Experience ALTERNATIVE PRACTICUM SPRING 2009 Clinic for Autism Research, Evaluation, and Support (CARES) San Marcos, TX  Advanced training in measures of Autism Assessment performed in a team format.  Trained on the use of ADOS, ADI-R, PEP-3, CARS, GARS, VINELAND, and BRIEF  Certified vision screener SCHOOL BASED PRACTICUM FALL 2008 New Braunfels Independent School District New Braunfels, TX  Worked in conjunction with the School Psychologist doing testing and assessment for the special education department.  Observed and participated in various Admission, Review, and Dismissal Committee meetings, including manifestation determinations.  Consulted with teachers on academic and behavioral classroom interventions  Extensive training in assessment for Emotional Disturbance and Cross–Battery Assessment  Participated in early childhood play-based assessment  Experience in Dyslexia assessment for 504 services  Exposure to KABC-II, KTEA-II, WPPSI-III, Roberts Apperception Test-2, Thematic Apperception Test, Adaptive Behavior Assessment System-II, various other projective instruments, emotional, and ADHD scales SCHOOL BASED PRACTICUM SPRING 2004 Westview Middle School Pflugerville, TX  Worked in conjunction with the School Psychologist doing testing and assessment for the special education department. Completed initial and re-evaluation reports for students with learning disabilities.  Observed various Admission, Review, and Dismissal Committee meetings.  Exposure to WISC-IV, WIAT, WJ-III Cognitive and Achievement, UNIT, BASC-II, MMPI-A, 16PF, K-SEALS Relevant Employment MENTAL HEALTH ASSOCIATE SUMMER 2008- FALL 2009 San Marcos Treatment Center San Marcos, TX  Provided hands-on physical care, supervision, crisis intervention, behavior management, and behavior modification as directed by the individual treatment plan and unit program guidelines.  Documented patient behaviors, condition, and progress on a daily basis by recording data in the prescribed format. Progress notes in the medical record accurately reflected behavioral data as well as activities. Charting was consistently thorough & descriptive.
  • 3.  Assured a safe, nurturing, clean, & supportive environment through proficiency in the prevention and management of patient aggression. Implemented verbal and physical skills safely and appropriately, and maintained seclusion and restraint at minimal levels. MENTAL HEALTH SPECIALIST III FALL 2005-SUMMER 2008 Allendale Association Lake Villa, IL  Provided leadership and direction to Mental Health Specialist’s I and II  Handled all unit scheduling to ensure appropriate coverage and staff to resident ratios  Acted as Medicaid liaison for individual unit  Provided general direction and supervision to residents within the unit/cottage, including one-on-one attention to assigned residents, in accordance with the individual unit/cottage program.  In conjunction with the treatment team, assisted in developing, writing and implementing group and individual treatment plans.  Administered medications and followed medical procedures for residents as directed by Health Services.  Documented shift activities and maintained appropriate records including all data needed for Medicaid billing. Completed appropriate forms and paperwork.  Facilitated a group on Life Skills for adolescent males with cognitive delays, and a group on Women’s Issues for adolescent females, also co-facilitated a group on the Conflict Cycle for adolescent males. ON-GOING CASE MANAGER FALL 2001-FALL 2002 Innovative Family Partnerships, Inc. West Allis, WI  Worked directly with children and families involved in the child welfare system providing services and case management by developing treatment plans, coordinating services and evaluating case progress and movement towards permanence.  Prepared court reports for presentation at court hearings, made recommendations concerning case dispositions, and testified at court hearings as required.  Acted as unit representative to present concerns and comments of individual unit to organizational leaders.  Worked on a committee with site manager, policy director and four others to develop improvements regarding intake policies and procedures Certifications CHAMPS (Conversations, Help, Activity, Movement, Participation, Success) Class wide Positive Behavior Support (PBS)  Two day training on the foundations of class wide positive behavior support with Randy Sprick on the CHAMPS method of classroom behavior management  5 day train the trainer program with Safe and Civil Schools in Oregon on implementation and training of the CHAMPS program with focus on the following skills: o Improve classroom behavior (on-task, work completion, cooperation) o Establish clear classroom behavior expectations with logical and fair responses to misbehavior o Motivate students to put forth their best efforts (perseverance, pride in work) Reduce misbehavior (disruptions, disrespect, non-compliance) o Increase academic engagement, resulting in improved test scores o Spend less time disciplining students and more time teaching them o Teach students to behave respectfully and to value diversity, thereby reducing cultural differences that may manifest as misbehavior o Feel empowered and happy to be in the classroom o Develop a common language about behaviors among all staff o Create a plan for orienting and supporting new staff o Reduce staff burnout CPR and First Aid Certified Nonviolent Crisis Intervention (CPI)  Seminar in crisis prevention that emphasizes early intervention and nonphysical methods for prevention or managing disruptive behavior; also includes restraint positions, transport techniques, and team strategies. Therapeutic Crisis Intervention (TCI)  Five day certification program which focuses on teaching techniques to assist professionals and organizations/programs in preventing crises from occurring, de-escalating crises, managing physical acting-out behavior, reducing potential injury to youth and staff, and teaching youth positive coping skills.
  • 4. Life Space Crisis Intervention (LSCI)  Five day certification program which teaches a therapeutic and reality-based technique that provides helping adults with specific competencies for effective interventions with children in crisis. Awards Nominated for Outstanding Graduate Student for the School of Education at Texas State University- Fall 2010 Volunteer Experience and Activities IBB Small Group Hard to Fill Bargaining Team  Trained in Interest Based Bargaining  Worked on small team for contract negotiations for hard to fill positions/schools Marquette Women’s Rugby Our Next Generation  Worked as a tutor/mentor with high risk kids in first through fifth grades. Midnight Run  Worked as a volunteer in a homeless shelter, spent most of my time there working with children Volunteer at NASP Conference – Dallas, TX National Association of School Psychologists Publication Klose, L. M., Plotts, C., Kozeneski, N., & Skinner-Foster, J. (2012). A review of assessment tools for diagnosis of autism spectrum disorders: Implications for school practice. Assessment for Effective Intervention, 37(4), 236-242.