Videos
2016 F. Peter Gross Best Practices Award Winners - Kate Lavik & Paul Mooradian
Remarks from OSPA Awards Committee Co-Chair Melissa Bestgen
Welcome to the Spring 2016 Awards Banquet. I am Melissa Bestgen, and this is Cindy Thompson, and we are Awards Committee Co-Chairs. Today we have the honor of presenting two awards to our colleagues. The purpose of the Pete Gross Best Practice Award is to recognize school psychology programs that demonstrate exemplary professional practices and to provide specific information to other
school psychologists. Practices in areas such as technical skills, direct service to students, indirect services to students, and personal effort are considered. Nominees must be OSPA members and can be nominated by anyone.
Dr. Kate Lavik and Dr. Paul Mooradian have been integral in continuing the success of the Akron Public School IAT program for the 2015-2016 school year. Since the Fall, they have functioned as the IAT Leads, acting as liaisons between the Akron Public Schools Office of Special Education and schools throughout the district. They have provided training and technical assistance to the 54 teams across the city and worked with the staff to build a systemic and sustainable program. They spend time observing and providing feedback to each team, researching and providing resources on progress monitoring
tools and research-based interventions, and adjusting the district’s policies and procedures based on the needs of a large, diverse district. Through their trainings and collaborations, they have served
thousands of students throughout APS, providing at-risk students with research-based supports to improve academic and behavioral performance across all grade levels. The Ohio School Psychologist Association Executive Board is honored to present Dr. Kate Lavik and Dr. Paul Mooradian with the 2016 Pete Gross Best Practices Award.
Remarks from Kate Lavik and Paul Mooradian
Kate: Paul and I would like to thank the Awards Committee and those who nominated us for this award. We would like to say that we are not in this IAT Lead position alone. Thanks to the tremendous foundational work done by Mandy Tandy in our district last year, we have been able to split the district IAT role into three psychologists and two administrators for this current school year. “Divide and conquer,”
as one might say. Paul acts as the elementary liaison, Dr. Rob Kubick acts as the middle school liaison, and I act as the high school liaison. Mrs. Andrea Severyn and Mr. John Biltz are the administrative side
of our team and help to foster our connections with other departments in the district, such as Curriculum and Instruction and Special Education. So, Paul and I would like to thank Mandy for her amazing and
dedicated work in reviving the IAT system in the Akron Public Schools last year; Rob, Andrea, and John for being our partners in crime this year as we work to expand the capacity of our building-level IATs and improve communication and partnerships with other departments in the district; and upper-level administrators, like Mrs. Aimee Kirsch, former school psychologist in Akron now District Assessment Specialist, and Mrs. Karen Liddell-Anderson, Director of Special Education, who are supportive of the integral role that IAT and Response to Intervention play in the district’s overall goal of closing the achievement gap.
Paul: Thank you, Kate. This year, with the support of our lead team, we have made the first small steps in refocusing our building IAT teams. Of course, some buildings are further along than others. Our goal for year 2 is to roll-out a district-level procedure for the IAT/ RTI process that will finally bring the building teams under a common protocol. This will be a big challenge for a large urban school district with approximately 40 elementary buildings used to doing their own thing and with different ideas about the purpose of the IAT. We hope to more clearly define the role of our IAT’s and align them more strategically
with our other district initiatives including building level PLC’s. We hope to clarify roles, adopt a common language, and eliminate the duplication of effort. Further we are working to align our RTI within our existing E/LA and Math curricula and more effectively and efficiently utilize existing intervention strategies embedded within these curricula. We hope to begin our first staff training with our school psychologists at the beginning of this year and continue our staff and building level trainings as the year progresses.
Kate: Additionally, I’d like to thank my husband for his unending support of my professional endeavors and for sharing the workload at home so I can take on exciting new roles at work. I’d like to thank my parents for imparting on me a need to achieve and do the best that I can. My brothers and sister have been lifelong cheerleaders for me, even though they may not have had much of a choice as the younger siblings. My in-laws have been great supporters, as well, and I would like to thank all of my family and friends for their continued love and encouragement.
Paul: Again, we would like to thank you all for this award. There are so many great school psychologists in this room doing interesting and innovative things. We would like to encourage all of you to consider
nominating a colleague for this fine award.
2015 VWM Scholarship Winner - Nicholas Dehoff
A dozen years ago the first OSPA scholarship raffle was held. Following 5 years of sending our funds to NASP, the board unanimously chose to create the Ohio School Psychologist Association Scholarship in 2007. We began with $19,000. Earlier this summer we had a balance of $89,000. However, with $4,000 distributed to our 2 current recipients and a loss of approximately $5,000 in the recent market correction our balance is now $80,333.00. These impacts emphasize the need for successful yearly raffles going far into the future. As we met the previous $80,000 goal last year we have now established our new goal at $100,000.
Previous winners are Ryan Taylor, Amber Kokal, Autumn LaRiche, Morgan Aldridge, Diahna Davis, and Amy Bruno. Please stand if you are present. I now have the pleasure of introducing you to our eighth and ninth recipients.
The eighth recipient is a second year student at Miami University, but hales from the Hawkeye state. He completed his undergraduate work at the University of Iowa in liberal arts –psychology. He was a resident-assistant, a Hawkeye Guide, and the trombone squad leader for the Hawkeye Marching Band, in addition to multiple other service activities.
Following graduation he spent one year working as an instructional assistant in a special education class. His empathy for those struggling to learn engendered a desire to have a greater impact in students’ lives. The culmination of personal and students’ experiences led him to school psychology.
At Miami he works at the Rinella Learning Center assisting Miami students who are experiencing academic challenges. His supervisor reports that he demonstrates a strong work ethic, superior quality work, a positive attitude, and excellent rapport with the students. She states that “he is aptly qualified to provide advice and constructive feedback to those students with whom he works, noting their strengths as well as areas of need.” In his position he demonstrates wisdom in seeking assistance and accepting feedback when particularly difficult circumstances occur.
One of his professors wrote that he demonstrates a high degree of academic and professional competence. He is well-prepared, well-organized, and eager to learn. He demonstrates a “high level of attention to detail and thoughtfulness” while demonstrating highly effective communication and collaboration skills.
Another of his professors stated that Nick has impressed all with whom he has worked as he balances academic and professional competence, leadership and service. He exhibits a passion for school psychology and has conducted himself in a fashion exemplifying service, proper application of ethics, and a passionate need to ensure the safety of students with whom he works”
Nick says of himself that he has a strong sense of empathy for students and believes that he will contribute to Ohio School Psychology by “practicing in a truly empathic fashion …….in order to understand a student and subsequently individualize plans which will have a positive meaningful impact”.
As one of this year’s selection committee’s unanimous choices it is my distinct pleasure to introduce Miami University student, Nicholas W. DeHoff, as the eighth recipient of the Valorie Wolcott Mendelson OSPA Scholarship. We wish Nick the very best………
Submitted by
Valorie Wolcott Mendelson
Chair, OSPA Scholarship Committee
November 5, 2015
2015 VWM Scholarship Winner - Kallie Petitti
You are experiencing a first: this is the first time ever that we have been able to award a second scholarship in one year. So going forward here is our second 2015 recipient.
Another of this year’s recipients is a second year student at Kent State University, who graduated from Olmsted Falls High School in the greater Cleveland area. Following high school graduation she chose Fashion Merchandising at Kent State University as her major, but found it monotonous. She turned her attention to the field of psychology and soon realized that, in her words, “exploring how the diversity of one’s personal experiences affects one’s behavior and developmental growth " held a strong pull for her. She completed her B.A. in psychology.
Following graduation she served one year as the Project Coordinator of Sister United Now (SUN). Her supervisor during this period spoke highly of Kallie’s work, saying that she “gets” the psychological and learning styles of students at a complex level. In this role she was invited to co-author a book chapter on transforming Black girls’ lives, successfully completed interviews with media reporters, clearly demonstrating her knowledge of theory and practice.
While enrolled in her first year of the school psychology program at KSU, Kallie participated in a 5-year grant program funded by the US Department of Education designed to prepare personnel to provide related services to children, including infants and toddlers, with disabilities. The collaboration with KSU’s College of Education and the Family Child Learning Center included spending 20 hours per week at FCLC learning how to work with young children with disabilities and their families.
Kallie’s work there has been exemplary both in the academic requirements and the engagements in service (volunteering beyond requirements in a local Head Start/Early Start Program). Her supervisor described Kallie’s leadership style as a “servant leader” due to her focus on the growth and well-being of the people and communities to which she belongs. Also Kallie is described as authentic, competent, genuinely interested in children and their families, and trustworthy – all desired traits for a school psychologist.
Another reference source noted that Kallie has the capability of utilizing feedback to redirect her behavior or performance in a relatively short time framework. Her maturity and demeanor of self-reflection in order to grow her capacity to serve children and families with whom she may interface was cited as a noteworthy quality. Her discerning ability to question, yet remain professional in adverse situations, bodes well for future responsibilities as a school psychologist.
Other experiences in which Kallie has engaged include teaching assistant, research intern, poster presentations at APA convention and Midwestern Psychology Conference, Vice President of the Student Affiliates of School Psychology at KSU, and membership in OSPA and NASP. She is also currently privately tutoring a 4 year old child with Autism in the Akron area.
As another of the selection committee’s unanimous choices it is my distinct pleasure to introduce Kent State University student, Kallie R. Petitti, as the ninth recipient of the Valorie Wolcott Mendelson OSPA Scholarship. We wish Kallie the very best………
Submitted by
Valorie Wolcott Mendelson
Chair, OSPA Scholarship Committee
November 5, 2015
2015 R.A. Horn Honorary Life Membership – Dr. Michael Forcade
Remarks from OSPA Awards Committee Co-Chair Cindy Thompson
The OSPA Awards Committee, along with the OSPA Executive Board, would like to present Dr. Michael Forcade with this honor. Dr. Forcade received his doctorate degree from the University of Cincinnati in 1979 and has been a tireless advocate for students and school psychology since. He has worked throughout Hamilton County as a school psychologist, supervisor, and director of special services, providing guidance to hundreds of employees across his region. He has also worked as an adjunct professor at the University of Cincinnati.
Dr. Forcade has been a member of OSPA and NASP since the late 1970s, holding numerous leadership positions in both. In OSPA, he has served as the Southwest Regional representative, Ohio delegate to NASP, Fall Conference chair, and President. In NASP, he has served as Ethics Committee Chair, Convention Committee Exhibit Chair, and Convention Chair. He has also served on the Board of Trustees for the NASP Children’s Fund and as chair of the Ohio Supervisors of School Psychologists. For his service to the profession, he has been awarded the OSPA President Award, OSPA Bartlett Award, and the NASP Presidential Award three times. For his continued outstanding service to the profession, the Ohio School Psychologists Association Executive Board is honored to present Dr. Forcade with the 2015 R. A. Horn Honorary Life Membership Award.
2015 F. Peter Gross Best Practices Award - Mrs. Amanda Tandy
Remarks from OSPA Awards Committee Co-Chair Melissa Bestgen
The OSPA Awards Committee, along with the OSPA Executive Board, are pleased to present the F. Peter Gross Best Practices Award to Amanda Tandy. Amanda Tandy has worked in Akron Public Schools for only four years, but already has been instrumental in implementing a sustainable Intervention Assistance Team framework. Very early in her tenure, Amanda identified a need for improved intervention supports throughout the elementary and secondary schools, and worked with the district leadership to develop a successful IAT program. She has conducted professional development in over fifty schools, providing staff with the training and tools needed to run building-based IATs. She has created a series of training manuals, handbooks, and assessment rubrics to help future teams follow a research-based IAT process. She has also developed a system to track IAT participation, encouraging accountability at both the building and district level. After laying the groundwork for IATs, she continues to monitor progress and provide support through regular meetings with district leadership to review IAT data and providing continued professional development to school psychologists and other educators throughout APS. For her outstanding service to the students of Akron Public Schools and exemplary professional practice, the OSPA Executive Board is honored to present Amanda Tandy with the 2015 Pete Gross Best Practices Award.