Today’s episode is part three of my series on knowing your tools and strengthening eligibility practices, and we’re focusing on low incidence disabilities.

I’m walking through three practical tips to help you evaluate students with hearing impairments, visual impairments, or orthopaedic impairments in a way that’s accurate, equitable, and truly team-based.

We talk intentional tool selection (with specialists at the table), how to avoid accidental over-testing by mapping responsibilities, and how to interpret specialist results so your eligibility statements are clear, educationally relevant, and legally defensible.

If low incidence cases ever make you feel like the stakes are higher (because they are), this one will help you feel more confident and coordinated.

Highlights:

(02:05) Why low incidence eligibility needs an extra layer of collaboration and intention

(03:15) Tip 1, choose tools collaboratively so the data reflects ability, not access issues

(04:55) Visual and hearing examples that show how “standard” tools can mislead

(06:45) Tip 2, avoid over-testing by sharing responsibilities and leveraging specialist data

(07:45) Tip 3, translating specialist findings into real classroom impact and eligibility language

(08:55) How to build your skills over time, and where ongoing support can help

The Prepared School Psych Community - https://jennyponzuric.com/prepared-school-psychologist/

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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Today I’m talking autism evaluations, specifically how to do them thoughtfully, collaboratively, and in a way that actually reflects the whole student.

This is part two of my eligibility series (part one was learning disabilities), and I’m sharing three practical tips you can put into play immediately.

We’re getting into why your speech-language pathologist is not an “extra” on the team, how understanding their tools helps you write a clearer eligibility statement, and why a quick team conversation before decisions get made can save everyone from messy, disconnected data.

Highlights:

(01:35) - Autism is rooted in communication differences, so your SLP is an essential partner

(02:10) - Tip 1: Collaborate early and often, your SLP is an indispensable lens

(03:25) - Tip 2: Know what the SLP tools actually measure so you can integrate, not just report scores

(05:20) - The best question to ask, “Why this measure instead of that one?”

(06:10) - Tip 3: Team review before eligibility, catch discrepancies and align the story

(08:05) - How stronger present levels and shared understanding set up the whole IEP for success

The Prepared School Psych Community - https://jennyponzuric.com/prepared-school-psychologist/

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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Can we talk learning disabilities for a second? Because SLD evaluations live right at that messy intersection of data, instruction, and real human experience, and it’s one of my favorite areas to nerd out on.

In this episode I’m sharing three quick tips that can make your evaluations clearer, more accurate, and way more connected to actual educational impact.

We’ll hit the practical stuff, like really understanding what your academic subtests are truly measuring (even if you’re not the one administering them), then zoom out to how those standard scores do or don’t match classroom demands.

And finally, my favorite part, connecting the dots so your team and families walk away thinking, “Oh, now I get it.”

Highlights:

(01:35) - Why SLD evaluations sit at the intersection of data, instruction, and lived experience

(02:05) - Tip 1: Know your academic tools, even if you’re not the one giving the test

(03:30) - Reading comprehension isn’t one thing, how different tests measure it in totally different ways

(05:40) - Tip 2: Standardised tests vs classroom learning, naming the disconnect without losing the plot

(07:25) - Tip 3: “Connect the dots”, making cognitive and processing scores mean something real

(08:55) - Bringing it home: translating results into educational impact

The Prepared School Psych Community - https://jennyponzuric.com/prepared-school-psychologist/

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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In this episode, I’m talking teacher consultation with Michelle Valdivieso, and she brings the kind of calm, seasoned clarity that makes you instantly rethink how you walk into a classroom.

We get into what consultation is really for, how it’s changed with rising behavior needs, and why being “the testing person” is the fastest way to stay invisible.

We also talk about the tricky stuff, like consulting when you don’t have a teaching background, getting real buy in (especially pre referral), and how to support teachers without accidentally insulting them.

If you’ve ever left a meeting thinking, well that went… badly, this one’s for you.

Highlights:

(02:25) - The real point of consultation, getting ahead of referrals and building Gen Ed bridges

(03:40) - Why behavior concerns are up, and what’s really underneath them

(04:52) - Collaborative vs directive, visibility is not optional

(06:13) - “You weren’t a teacher”, how Michelle built credibility anyway

(08:31) - What to do when a teacher says “I’m not doing that”

(14:22) - The simplest next step, go watch teaching before you try to consult

To learn more about the Prepared School Psych community: https://jennyponzuric.com/prepared-school-psychologist/

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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This episode is a reminder that present levels are not just for students. They matter for you too. Our work changes constantly, and so do we, which means taking a moment to assess where we are right now can bring clarity, calm and direction. 

Today I walk you through a quick reflection you can use any time of year to check in on how you are doing and what might need adjusting.

We look at your relationships at work, how your time is spent and the thoughts that shape your experience each day. With small shifts in awareness, you can improve communication, reclaim pockets of focus and change the tone of your self talk. 

This little reset is simple, grounding and helps you step into the school building with more intention tomorrow than you had today.

Highlights:

(01:32) Why school psychs need their own present levels check

(02:05) How to assess the health of your team relationships

(03:10) A simple way to evaluate how your time is really being used

(04:15) The internal thoughts that help or hinder your work

(05:22) A Carl Rogers reminder about self acceptance and change

(05:55) Creating a mini self IEP to guide your next steps

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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This episode is for anyone who ends the day wondering how they were busy for eight hours yet somehow still have a full to do list. 

Our attention is constantly pulled in every direction, and sustaining focus has become one of the most valuable executive functioning skills we have. Today I break down what gets in the way of deep focus and how to make attention feel easier, not heavier.

You will learn how to identify your biggest distractions, why your personal patterns matter, and how to choose one simple habit that can improve your focus within two weeks. 

Whether your interruptions come from students, colleagues, devices or your own thoughts, these strategies will help you protect your time, your energy and your sense of accomplishment at the end of the day.

Highlights:

(01:38) The everyday distractions that quietly drain your attention

(03:05) How to spot your own patterns and define your Why

(04:40) Reflecting on strategies you have already tried

(06:12) Choosing one realistic habit to stick with for two weeks

(07:10) The power of boundaries, Do Not Disturb and intentional focus blocks

(07:45) Small physical shifts that boost mental endurance

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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This episode is packed with heart, honesty, and the real work happening behind the scenes to grow our field. I sat down with three incredible leaders who are reshaping how we recruit, support, and retain school psychologists, especially those from underrepresented backgrounds. 

Their energy is contagious, and their commitment to creating a more welcoming profession shines through in every story they share.

Kristin (president), Anna (past president), and Marissa (president elect) make up the presidential trio of the Washington State Association of School Psychologists (WSASP). Together, they represent school psychologists across Washington through local, state, and federal advocacy, research, and guidance. 

These three young leaders work full time in different districts while holding multiple leadership roles across organizations. They are a true dream team, excited about the future of school psychology. 

WSASP’s core purpose is to empower school psychologists as school based mental health professionals and change agents who support students, school communities, and colleagues through collaboration and evidence based practices that lead to educational success.

We get into everything from barriers in graduate programs to the power of mentorship, community, and paid internships. You will hear practical ideas you can bring into your own school, along with a few hopeful reminders that change is already underway. 

If you care about building a field where everyone feels they belong, this one matters.

Highlights:

(01:45) The internship barrier and the push for state funded stipends

(03:32) What is actually working in recruiting diverse candidates

(06:48) How the role of the school psychologist is expanding beyond testing

(08:55) Post covid mental health needs and new intervention opportunities

(12:40) Balancing evaluation demands with relationship centered practice

(17:45) Signs of hope for representation and accessible graduate pathways

Washington State Association of School Psychologists: https://www.wsasp.org/

Facebook: https://www.facebook.com/groups/wsasp

LinkedIn: Washington State Association of School Psychologists

Instagram for Major, facility dog: @majortherapylab

Dogs for Better Lives:  https://dogsforbetterlives.org/

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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This episode was such an energizing conversation, because it highlights something every school psychologist eventually faces, that moment when a policy shift threatens your work and you have to decide how to respond. 

Kim and Mike walked me through a real situation in Indiana where their scope of practice was suddenly on the line, and how fast, coordinated action changed the outcome. It is a reminder that we are not powerless, even when legislation feels intimidating or unclear.

We also talk about the fears many psychs have around contacting legislators, and how personal stories carry more weight than perfectly crafted templates. 

If you have ever wondered what advocacy looks like behind the scenes, or whether your voice actually matters, this one will give you a clearer picture and a bit more confidence in your own influence.

Highlights:

(01:45) What House Bill 1002 originally aimed to do

(04:12) The moment school psychs realized the amendment posed a real threat

(06:20) How NASP stepped in and amplified the response

(09:48) Common misconceptions legislators had about school psychology

(14:36) The turning point when the harmful language was removed

(16:55) Lessons for any psych preparing to advocate in their own state

Website: https://iaosp.wildapricot.org/

Facebook: https://www.facebook.com/IASPonline

Instagram: @inschoolpsych

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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This episode is a short, powerful reminder of how easily projection shows up in our daily work. 

When we are tired, stretched thin or overloaded with meetings and deadlines, it is so tempting to hand our stress to someone else without even realizing we are doing it. 

I talk through the phrases we all catch ourselves using, the ones that push responsibility outward, and how a small shift toward reflection can feel grounding instead of draining. This is especially helpful during those midyear months when our August goals feel miles away.

I also explore what projection and reflection sound like in real scenarios, from long IEP meetings to teacher frustration to the quiet envy that can surface when we compare ourselves to others. Reflection is not about taking all the blame. It is about reclaiming the part we can influence. 

When we change the way we talk to ourselves, we change the way we lead, support and show up for our students and teams. These micro reflections really can turn into habits that help us finish the school year with more clarity, confidence and calm.

Highlights:

(01:34) The subtle ways projection shows up in our self talk

(03:10) Why accountability shifts outward when we feel overwhelmed

(04:52) Real examples of projection versus reflection at work

(05:57) How comparison fuels projection and drains confidence

(06:49) Why projection protects us, and why reflection grows us

(07:24) A future self exercise to build intentional habits

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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I had such a great conversation in this episode, because it taps into a feeling so many of us know well. We entered school psychology excited to work directly with kids, then suddenly found ourselves buried in testing cycles and report writing. 

Talking with Dr. Zack Maupin was a reminder that our skills stretch far beyond that loop, and that it is absolutely possible to make space for more meaningful, hands-on work.

Zack shares practical, realistic ways to shift your role without adding chaos to an already full plate. We talk interventions, behavior plans, counseling touch points, and how school systems can lean on us more effectively. 

If you have ever wondered how to step out of the refer, test, place cycle, this one will feel like a breath of fresh air.

Highlights:

(02:08) Starting the conversation about broadening the school psych role

(03:15) Zack's path from clinical work to meaningful school based support

(04:30) When testing and reports stop leading to real interventions

(05:05) Finding fulfillment through consulting, behavior plans, and SEL

(05:39) Making role expansion realistic for busy psychs with big caseloads

(06:40) How system level changes can reduce unnecessary assessments

Zack mentioned our mini-courses inside the Prepared School Psych community. Join today at: https://jennyponzuric.com/prepared-school-psychologist/

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

Connect with Jenny:

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