October, 2011

Dear Colleague,

As part of the national School Psychology Awareness Week taking place November 14-18, 2011, we are celebrating the many wonderful things you do each and every day for your district's students, staff and families!

On behalf of the Rhode Island School Psychologists Association it is our pleasure to invite you to recognize and nominate a colleague in your school for the RISPA and NASP Action Partner  Award. This award recognizes excellence one or more colleagues who, either through their own efforts or by encouraging the efforts of others, make an exceptional difference in the lives of students and families by supporting the possibilities within each student.

The candidate could be a teacher, administrator, coach, community provider, parent mentor, or any other individual who stands out in your mind as going above and beyond the call of duty to help students achieve their best. The goal is to publicly recognize their special contribution to students’ positive outcomes, highlight the importance of meeting the needs of the whole child, and foster continued collaboration and advocacy on behalf of students. Members can further detail their nominations by specifying the area in which they have made a significant difference.

In two pages or less describe why the candidate should be considered for this award.

The "Possibilities in Action Partner" Program seeks to emphasize supporting the needs of the whole child in furthering positive school outcomes by publicly recognizing the special contribution teachers, administrators, other staff and parents make in their daily work and interactions with students. Recipients are selected based on suggested guidelines from NASP that highlight general qualities that contribute to children’s well-being and readiness to learn, such as fostering positive relationships, connectedness, academic self-determination, and behavioral self-control.

In general, a Possibilities in Action partner demonstrates one or more of the following attributes:

• Extraordinary personal or professional dedication to improving outcomes for students
• Outstanding professional functioning and effectiveness
• Effective advocacy for public policy that supports needed services for children and families
• Commitment to effective collaboration with school psychologists and other student services staff
• Long-term dedication to advocacy on behalf of individual student

Through their efforts, Possibilities in Action partners improve well-being and lower barriers to learning to help ensure that students are ready and able to learn.  Please see attached for further ideas and qualities that your nominee may have.

Each nominee will be recognized nationally on the NASP website as well as presented with a national certificate at our School Psychology Celebrations Event on November 17, 2011.  We would love for you to join us for food, drinks, and fun at this event to celebrate! More information and invitation to follow.  Nomination materials must be received by November 7, 2011. Send nomination materials to Andrea Piccirillo Vlaun, 7 Dutchess Drive, Cranston, RI 02921 or electronic nominations to This e-mail address is being protected from spambots. You need JavaScript enabled to view it .  Please remember to include your name and contact information nomination as well as your nominee.

Thank you for your participation in the Possibilities in Action Partner program.  You have greatly supported our effort to help school psychologists promote children’s success in school and life, to improve collaboration within the school community, and in making an exceptional difference in the lives of students and families.

• Accesses material resources for students in need
• Volunteers to help students with homework after school; or to attend an early or late PBIS/RTI meeting
• Adapts instructional assessment methods to match student learning style
• Includes all students in activities
• Recognizes the individual needs of students
• Modifies instructional materials to the student’s ability level in order to present the concept
• Celebrates small successes of all students
• Develops a reward system that allows students to receive academic recognition for improvement, not just for excellence
• Connects personally with students and families
• Engages in regular communication with parents
• Touches base with parents at times convenient for them
• Has lunch with students
• Has materials translated into needed languages before being sent home
• Makes home visits to learn about all factors that affect the student and his/her ability to learn
• Contributes significantly to positive school climate
• Greets students and colleagues by name
• Is available in the morning and in the cafeteria to greet parents and students as they come to school and supports the morning and cafeteria volunteers
• Models engagement, caring, and respect
• Serves as a mentor to new teachers
• Models effective practices in all settings
• Recognizes successes of colleagues
• Helps to make school a positive place to work and to learn
• Identifies and accesses the resources that students need
• Seeks assistance from support personnel, resource staff, and other teachers in order to develop optimal programming
• Knows about new resources; Finds books for students to take home to their families;
• Applies for grants to help provide families with material resources, such as money for eyeglasses or coats; Checks in on students to ensure that clothes are season-appropriate
• Provides needed resources for the children of deployed military parents
• Engages other adults in collaborative efforts to help students; Teams with colleagues to problem solve; Participates in collaborative planning
• Passes on important transition information from one grade to the next
• Works with the PTA and unaffiliated parents of students to bring information about school programs to all parents;
• Arranges for a “taxi” service so lower SES parents can come to evening school events
• Supports students’ physical, mental, and/or behavioral health
• Incorporates health messages into lessons; Engages children in a healthy lunch challenge
• Gets children up and out of their chairs to encourage movement; Shows caring and interest in activities outside the classroom that contribute to the whole child
• Is a trusted adult to whom students go for help
• Serves as a mentor to students; Is a good listener; Keeps confidences; Shows students respect
• Finds resources for significant needs, with student approval
• Provides lunch-bunch time to open communication in addition to task-related conversations
• Facilitates effective teaching and individualized instruction
• Utilizes creativity to heighten students’ interest
• Shares innovative ideas with peers
• Uses methodologies that are considered research-based and assists others in the building to apply these methods
• Improves others understanding of what it takes to improve outcomes for children
• Hosts professional development for colleagues
• Shares interesting articles with staff
• Highlights student success stories
• Demonstrates new ideas in the real setting of the classroom
• Attends and presents at parent–teacher meetings
• Meets informally with administrators to share ideas for improving instruction, behavior, and school climate
• Acts as a role model for students and adults
• Talks with students about personal academic interests
• Highlights successes rather than shortcomings
• Emphasizes student and teacher assets rather than deficits; Speaks positively
• Treats all adults and students in a respectful, caring manner
• Emphasizes and facilitates prevention and early intervention
• Engages students on topics of social concern;
• Encourages teachers to share information regarding children at risk
• Works with administrators and special resource personal to develop early interventions for students at risk of failure or dropping out
• Participates in school-wide prevention programs
• Supports and encourages school improvement efforts
• Participates as member of school improvement team
• Volunteers time to improve school building with planting or clean up
• Tries new approaches to improve school success
• Volunteers to model new ideas
• Accepts constructive criticism
• /Uses and promotes a problem-solving approach
• Volunteers as a member of a problem-solving team
• Meets regularly with one or more students for ongoing data collection
• Researches problem areas
• Works to narrow down concerns to the elements that can be improved
• Facilitates collaboration with community providers
• Brings community members into the school to talk with students about careers, literacy, or other social problems
• Gets community businesses to sponsor student events
• Promotes resilience in students; Helps students to develop coping skills
• Encourages students to meet challenges
• Celebrates the good times for students
• Creates an environment in which every student can succeed in something of importance to him/her

 October, 2011

Dear Colleague,

On behalf of the Rhode Island School Psychologists Association it is our pleasure to invite you to recognize and nominate a STUDENT in your school for the RISPA and NASP STUDENT POWER Award. This dynamic award recognizes excellence one or more STUDENTS of any age for exceptional efforts and individual achievements. The Student Power Award is focused on personal goals and achievements, and was created with the purpose to honor those students who through the support of others and their own effort make a difference in their own lives or the lives of others. Specifically, the award recognizes students for progress towards goals, personal optimism, willing problem solving, eagerness to work hard, and dedication to others.

In general, a NASP Student POWER Award recipient demonstrates one or more of the following attributes and/or actions:

• Progress toward individual goals
• Optimistic he or she will succeed
• Willing to solve problems
• Eager to do his or her best
• Reaches out to others

Through their hard work, Student POWER Award recipients improve their own well-being and demonstrate a desire to make an on-going difference in their own lives and the lives of others.

The goal is to publicly highlight students who demonstrate making progress toward individual goals, considering possibilities in themselves, peers or their school, maintaining an optimistic focus, trying their best, reaching out to others, and striving to meet academic and life challenges.

Members can further detail their nominations by specifying the area in which students have made a significant difference.  In two pages or less describe why the candidate should be considered for this award.  Examples are attached.

Each student will be recognized nationally on the NASP website as well as presented with a national certificate at our School Psychology Celebrations Event on November 17, 2011. A letter will also be send via e-mail to district administration highlighting the student's success as well as your contribution.  The nominator and the student and parent(s) will be invited to celebrate.  More information and invitation to follow.  Nomination materials must be received by November 5, 2011. Send nomination materials to Andrea Piccirillo Vlaun, 7 Dutchess Drive, Cranston, RI 02921 or electronic nominations to This e-mail address is being protected from spambots. You need JavaScript enabled to view it .  Please remember to include your name and contact information nomination as well as your nominee.

Thank you for being a school psychologists in our state and for participating in the Student POWER Award Program as part of National School Psychology Awareness Week. The Student POWER Award program is part of NASP of RISPA’s ongoing effort to help school psychologists promote children’s success in school and life, to help colleagues and parents redefine student success, and to highlight students’ exceptional efforts and individual achievements. It is grounded in the belief that emphasizing the positive, even in the face of adversity, is essential to achieving one’s best in school and life.

Examples of recipients of the Student POWER award from nasponline.org:

Name: Luke Moser
Grade: 2
School: McGarity Elementary
State: Georgia
Nominated By: Ana Jolly/ E. Jeanne Pound

Luke is available during Writers' Workshop as a peer tutor to the other students. He sets a good example and gives students positive feedback. He also reaches out when others feel left out by including them in games and by inviting them to join him for lunch. Luke is able to set and meet his individual goals. For example he was having a problem double checking his work and test questions were being left unanswered. He has now worked on that and is double checking all of his work every time.

Name: Hahsson Alexis
Grade: 8
School: Dobbins Middle School
State: Georgia
Nominated By: Chris Wilkinson

Hahsson has had a history of behavior problems in the past. He has been very focused improving his behavior and academic performance. Whenever a challenge has presented itself he has sought the guidance of a teacher, counselor, or administrator. He has been very supportive and encouraging to other students who are facing similar challenges.

Name: Marcus Johnson
Grade: 5
School: Hal Hutchens Elementary
State: Georgia
Nominated By: Ms. Mira Chestney

Marcus strives to meet all his academic goals. He actively seeks out extra help when needed. Marcus is always willing to keep trying if something doesn't work the first time. Marcus enjoys

Name: Heavyn Snyder
Grade: 5
School: Panter Elementary
State: Georgia
Nominated By: Ms. Douglas/ Hayley Cutts

Heavyn is an excellent student with outstanding behavior. She maintains a positive outlook on life and continues to strive for self-improvement. In addition, she works hard to make good choices, both socially and academically. Heavyn is very nurturing to her younger sister and peers. She always seeks ways to become more independent, while fostering relationships with others.

Name: Makagle Bijoux Fofana
Grade:
School: Perrymont Middle School
State: VA
Nominated By: Mrs. Pamela Nicholas-Stokes

Makagle has exhibited the appropriate steps required for making progress toward her academic goals. She has presented a positive demeanor and confidence regarding her ability to be successful. Makagle has made good decisions in difficult situations. She puts forth her best effort and presents as a postive role model for her peers.

Name: Tara Poyer
Grade: Senior
School: Township High School District 211
State: Illinois
Nominated By: Kali Zanona & Brian Lazzaro

I would recommend Tara Poyer for this Student Power Award. She has made great strides since the start of her high school career and is a prime example of the success our students and program can achieve. Having recently earned Merit Status, Tara continues to demonstrate the high standards expected of our students. She strives daily to better herself and those around her in a modest, but diligent manner.

Name: Manuela Higuita
Grade: 12
School: Brien McMahon High School
State: CT
Nominated By: Dr. Paula Torres Ortiz

I know Manuaela since preschool and she certainily demonstrated outstanding progress towards our district academic goals. She has successfully completed her assignments and extracurricular activities. She is extremelly committed, mature and helpful. She is also very optimistic. She is a great role model for other students.

Name: Joseph Whitehill
Grade: 2
School: Union Elementary
State: Georgia
Nominated By: Scott Brock/ Nicole Kaiser

Joseph has become more responsible for his behavior this year. He does his best each day in class, and maintains great emotional and behavioral control.

Name: Kirsten Mangano and Ahna Cina's homeroom
Grade: 8th
School: Whitehorse Middle School
State: WI
Nominated By: Karen Corning Wydeven

The students in this homeroom were having some challenges at the beginning of this school year. Ms. Mangano and Ms. Cina observed a lot of bullying behavior that was interfering with the building of community in this class. With teacher support/suggestion, the class made an Anti-bullying Public Service Announcement. This was part of their social studies and language arts grade. Students did research on the effects of bullying and the video is very powerful. Student services staff are using this video in our presentations to 7th grade classes on anti-harassment and bullying, and the students are copresenting with us. I feel this is an excellent example of turning a typical middle school issue into not only a solution but demonstrating true leadership.

Name: Karenina VanLennep
Grade:
School: Alternative Programs
State: Maryland
Nominated By: Amanda Hearn

Ms. VanLennep works tirelessly in her role as a social worker to connect children and families with outside resources that will enable them to reconnect not only with each other, but with the their school communities as well. Ms. VanLennep has a knack for relating to parents and students alike and has proven an invaluable resource to the community as a whole, as well as to our program.

Awards presented at RISPA’s May 6, 2010 Trainer-Practitioner Connections Event

RISPA members were invited to nominate a fellow school psychologist for the Rhode Island School Psychologist of the Year. This recognition is reserved for that Rhode Island school psychologist who has demonstrated exemplary practice in a school setting, notable leadership within the profession, and an ongoing commitment to the optimal educational experiences and mental health of all children.
Selection of this award is based on the following criteria:
1. Performs job in an exemplary manner.
2. Provides school psychological services in line with current NASP practice standards.
3. Has the respect of fellow school psychologists and other professional colleagues.
4. Has demonstrated leadership in a local, state, or national association.
5. Is a current member of RISPA and NASP.
Additionally, two references are required in order to be considered for this award.

2010 Award Recipient:
Clea Poirier, Providence Public School District

RISPA Professional Service Award
Solicitation for this award is given to district administrators (special education directors, principals, assistant principals, and superintendents) to nominate a school psychologist in their district. This award recognizes excellence in the provision of school psychological services by field-based practitioners.
Award criteria:
1. The candidate provides school psychological services in an exemplary manner.
2. The candidate performs his/her job in line with current NASP practice standards.
3. The candidate is respected in professional circles.
4. The candidate demonstrates leadership qualities.
Additionally, each recipient is asked to provide two references.

2010 Award recipients:
Karen Despirito, Barrington Public School District
Tara Grabowski, East Providence Public School District
Magda Pedraza, Providence Public School District
Kim Pristawa, Burrillville Public School District

RISPA’s Exemplary Graduate Student Award
Trainers, supervisors, and professors were solicited to nominate a school psychology graduate student for RISPA’s Exemplary Graduate Student Award. The purpose of this award is to recognize a graduate student in school psychology who exemplifies quality service to the profession or has been instrumental in helping bridge the gap between research and practice.
Award criteria:
1. Involvement in community activities that strengthen the profession of school psychology
2. Service to RISPA or to NASP advocacy efforts that benefit the local community
3. Leadership and/or innovation in applying new trends in school psychology to field work
4. Use of evidence-based content to provide trainings/in-services to practitioners

2010Award Recipient:
Carla Burley,  Rhode Island College

RISPA’s Exemplary Trainer Award
Graduate students in Rhode Island were solicited to nominate a school psychology supervisor for RISPA’s Exemplary Trainer Award. The purpose of this award is to recognize a field supervisor of school psychology practicum students or interns for her/his time and support of the RI school psychology training programs.
Selection of award recipients was based on rubric scoring on the following criteria:
1. Nurturing involvement in innovative practice, leadership, and professional service
2. Providing opportunities for professional growth beyond course/program requirements
3. Providing opportunities for significant collaboration in development of programs, research, or writing
4. Consistent modeling of best practices, positive professional work characteristics, and NASP standards.

2010 Award Recipient:
Margaret Gallagher-Elmer, Smithfield Public School District