Tomorrow's School Psych

In this episode, I’m talking about efficiency, but not in the usual way. Instead of throwing random productivity tips at an already overloaded schedule, I’m walking through a more useful approach, figuring out what the actual problem is first. Because sometimes you do need a better system, and sometimes the job is simply asking too much of you.

I also share the four questions I use to spot where inefficiency is really coming from, along with a personal example of how I avoid the tasks that need the most brainpower.

This one is practical, honest, and a good reminder that getting more efficient is not always about doing more. Sometimes it starts with blaming yourself less and thinking more clearly.

Highlights:

(01:42) - Why the real problem matters first

(03:15) - The first question to ask yourself

(04:30) - When the workload is the actual issue

(06:08) - Why we avoid the harder task

(07:28) - Three strategy ideas that stood out

(08:56) - Stop blaming yourself, start solving the problem

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 joined by Tim to talk about report writing, efficiency, and why so many school psychologists need a better system.

We get into the real frustrations behind writing thorough reports, the decision fatigue that builds up fast, and what inspired Tim to create a tool that feels more intuitive, supportive, and actually usable.

We also talk about AI, workflow, mental health, and why saving time is about more than productivity. It can create more space to support students well.

And yes, we also cover the cookie game inside the program, because if report writing can feel a little less painful, I’m all for it.

Highlights:

(03:00) - The non negotiables behind building the tool

(04:44) - Why Tim decided to gamify report writing

(08:18) - How speed and quality can actually work together

(09:50) - What more efficiency could open up for students

(12:36) - What Tim wants to improve next

(16:01) - A reminder of how much school psychologists really do

To learn more about this tool: https://www.simplespedreports.com/

Check it out today and see how Tim has integrated the HIPAA-compliant AI tool Bastion directly into the report writing program.

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 breaking down one of the most useful lenses we can bring to student evaluation, executive functioning.

I talk through when I start looking more closely at these skills, especially when the data is not lining up and a student’s classroom performance tells a very different story from their test results.

I also walk through how I assess executive functioning, both with formal tools and without them, because sometimes the most important clues are sitting right there in the classroom, the backpack, or the work samples.

This one is practical, honest, and a reminder that the gap between knowing and doing can tell us a whole lot.

Highlights:

(01:32) - When the data and classroom picture do not match

(02:18) - The red flags that point to executive functioning

(03:04) - When formal testing can give useful insight

(04:03) - The tools I use to look more closely

(05:02) - Why observation often tells the bigger story

(06:20) - The gap between knowing what to do and doing it

Here are some of the tools I mentioned:

1. NEPSY: Auditory Attention and Response Set, Inhibition, or Animal Sorting
2. D-KEFS: Trail Making, Color-Word Interference, or Tower Test
3. A Continuous Performance Test for sustained attention
4. BASC
5. Conners

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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Have you ever wondered what it would look like to use your school psych skills outside of a traditional K 12 role?

In this episode, I’m continuing our conversation about alternative career paths and focusing on private practice, what it actually looks like and what it doesn’t.

I share my journey of becoming a Licensed Educational Psychologist, keeping that license in my back pocket, and eventually building a practice centered on executive functioning support, learning disabilities, and ADHD.

If you’re feeling burned out, curious, or just craving more flexibility, this episode is your reminder that you don’t have to leave school psychology to expand your role. Sometimes it’s about creating options for your future self.

Highlights:

(01:10) The myths about private practice and what it really can look like

(02:05) Getting licensed early, even without a clear plan

(03:10) Consulting, evaluations, and parent advocacy in practice

(04:05) Why executive functioning became my focus

(05:15) Coaching students and even fellow school psychs with EF challenges

(06:20) Expanding your career without abandoning the field

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.

Connect with Jenny:

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In this episode, I sit down with Elizabeth Hamblet, a nationally recognized expert on the transition to college for students with disabilities.

With more than two decades of experience working in college disability services offices, Elizabeth shares what really changes after high school and why so many students arrive on campus with expectations that simply don’t match reality.

We talk about the biggest misconceptions around accommodations, why IEPs and 504 plans don’t transfer, and how well intentioned supports in K–12 can sometimes make independence harder.

This conversation is a must listen for school psychs, special ed teachers, and transition teams who want to better prepare students for what college actually requires.

Highlights:

(02:45) How Elizabeth transitioned from high school special ed to college disability services

(08:23) Why IEPs and 504 plans do not carry over to college

(15:05) Accommodations colleges are not required to provide

(20:47) The danger of over supporting students in high school

(24:30) Executive functioning and self advocacy in real world college settings

(28:05) The most rewarding and most challenging parts of working in college disability services

Links:

Kelley Challen: https://substack.com/@kelleychallentransitions

Documentation requirements: https://bit.ly/LDblog109x and https://bit.ly/LDAv5

Elizabeth’s Book: https://bit.ly/ECHbook

Her free blog with more than 50 posts: https://bit.ly/LDAFRs

Her YouTube channel: https://bit.ly/LDAYT

Her free Facebook group for parents focused on college accommodations: https://bit.ly/FBGCTA

Her free twice-monthly newsletter: https://bit.ly/LDANS

Her Substack: https://echamblet.substack.com/

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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Have you ever quietly wondered, do I really want to be doing this exact version of the job for the next 20 years?

In this episode, I’m kicking off a mini series exploring the different ways school psychologists can use their credentials beyond the traditional K–12 role, and I’m starting with what was possible inside my own district.

I share how pursuing additional training in school neuropsychology and getting deeply involved in MTSS work completely shifted my career path without requiring me to leave.

This episode is about asking better questions, building new skills, and realizing that sometimes expansion doesn’t mean walking away, it means leaning in differently.

Highlights:

(01:35) The quiet question that changed my career path

(02:45) Why I pursued a certification in school neuropsychology

(03:55) Creating a more specialized role within my district

(04:45) Getting involved in MTSS and prevention work

(05:40) Discovering a love for training and systems level impact

(06:15) What might be possible without leaving the field

If you are thinking of changing positions and need some interview tips, check out ours inside 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.

Connect with Jenny:

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Interview season can feel intense, especially in school psychology where you’re often sitting in front of a full panel and being asked to explain complex, real world work on the spot.

In this episode, I’m sharing three practical tips to help you feel clear, confident, and prepared whether you’re interviewing for internship, your first job, or a new district.

We’ll talk about how to answer “tell us about yourself” without rambling, why your closing questions matter more than you think, and what to do when you genuinely don’t know an answer. You don’t need to be perfect. You just need to show how you think.

Highlights:

(01:36) How to answer “tell us about yourself” with clarity

(02:45) A simple structure to bring your resume to life

(03:35) Why the last question of the interview really matters

(04:20) Smart questions to ask the district panel

(05:00) What to say when you don’t have experience with something

(05:45) Showing integrity and problem solving under pressure

For more interview tips, check out 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.

Connect with Jenny:

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In this episode, I’m joined by Kelly Mobeck, also known as Coach Kelly, a certified performance and leadership coach with over two decades of experience supporting high achieving professionals.

Together, we talk about overwhelm, that heavy, all consuming feeling so many of us carry, and why it’s not a sign that you’re failing or doing something wrong.

Kelly shares practical, grounded strategies to help you create relief in the moment, along with deeper insights into how perfectionism, people pleasing, and self doubt quietly fuel burnout.

This conversation is about finding clarity, setting boundaries that actually stick, and choosing progress over perfection so you can move forward with more ease, alignment, and harmony.

Highlights:

(02:26) How overwhelm is different from stress and burnout

(08:24) What’s really underneath the feeling of being overwhelmed

(10:27) How perfectionism and people pleasing quietly fuel burnout

(12:53) Small practices that bring relief in the moment

(15:08) How to prioritize when everything feels urgent

(22:49) The self limiting belief that keeps overwhelm alive

Connect with Kelly:

Coach Kelly’s Website - https://www.kellyjmobeck.com/

Lift and Lift(her) Programs - https://www.kellyjmobeck.com/services-1-1

Kelly’s Podcast - Let’s Be Honest Before We Start Pretending - https://www.kellyjmobeck.com/blog

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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This episode is a thoughtful, practical conversation for anyone working in schools who wants to support LGBTQ students without feeling overwhelmed or unsure where to start.

I’m joined by Katie Pettersen, a school psychologist with deep experience advocating for students, families, and staff in an increasingly complex educational landscape.

We talk about what affirming support can actually look like day to day, from small signals of safety in your office to navigating evolving policies, systemic barriers, and burnout.

This isn’t about doing everything or being the loudest voice in the room. It’s about showing up ethically, sustainably, and in ways that genuinely help students feel seen, protected, and supported.

Highlights:

(01:52) Simple ways to create affirming spaces in your office and sessions

(05:27) Why you don’t need to be an expert to support LGBTQ students

(09:10) Navigating evolving policies and ethical responsibilities

(12:15) The role peers play in creating inclusive school climates

(17:03) Supporting students without burning yourself out

(20:24) Protecting your own mental health while doing advocacy work

Supreme Court Ruling: https://www.cde.ca.gov/re/lr/mt/

NASP Resources: https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice

Merlin app: https://merlin.allaboutbirds.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.

Connect with Jenny:

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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.

Connect with Jenny:

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WEBSITE