ASHLEY MAYNARD

2262 Long Pond Road, Rochester, NY 14606 • (585) 943-6418 • maynard_ashley@roberts.edu

EDUCATION

Master of Science in School Psychology with Certificate of Advanced Study May 2022
Roberts Wesleyan College, Rochester, NY GPA: 3.9

Bachelor of Science in Inclusive Childhood Education & Psychology May 2019

St. John Fisher College, Rochester, NY GPA: 3.6

RELATED EXPERIENCE

School Psychology Intern Fall 2021 – Spring 2022

Pittsford Central School District, Pittsford, NY
• Complete at least 25 initial and triennial comprehensive psychological evaluations in both
elementary and high school settings.
• Provide IEP-mandated individual and small group counseling services for students.
• Collaborate with parents, teachers, administrators, and outside service providers to address
academic, behavioral, and social-emotional student needs.
• Provide behavioral and emotional crisis intervention to students as needed.
• Conduct both formal and informal behavioral observations.
• Implement evidence-based academic and behavioral interventions for at-risk students.
• Participate in building and district level meetings (IST, PST, TIG & CSE).

School Psychology Practicum Student Fall 2020 – Spring 2021

York Central School District, Retsof, NY
• Completed 13 initial and triennial psychoeducational evaluations for students K-12.
• Observed and participated in building level meetings (RTI & CSE).
• Observed and conducted small group, and individual counseling sessions.
• Consulted with teachers, parents, and related service providers in the development,
implementation, and monitoring of evidence-based interventions.
• Designed and implemented universal positive behavior support initiatives for students.

Student Teacher Spring 2019

Longridge Elementary, Rochester, NY
• Designed and taught lesson plans based on Common Core standards and district curriculum
for mathematics, reading, writing, science, and social studies for 4th grade students.
• Assessed and monitored student progress using Aimsweb and iReady diagnostic data in
reading and mathematics.
• Differentiated instruction for all students in the classroom through guided reading and
mathematics groups.
• Fostered students’ social-emotional development through daily SEL instruction.

Teacher Immersion Fellows Program Substitute Teacher Fall 2018

East Rochester Central School District, East Rochester, NY
• Implement daily lesson plans with fidelity for students in grades K-12.
• Maintained a positive classroom environment, conducive to learning, through the use of
evidence-based classroom management techniques.
• Developed and maintained positive working relationships with students, staff/faculty, and
administrators.
• Attended professional development training sessions on various educational best practices.
 Fieldwork Student Spring 2017 – Fall 2018
Longridge Elementary School, School 12 & School 33, Rochester, NY
• Designed and taught large and small group lessons, differentiating instruction for all students.
• Utilized various evidence-based classroom management techniques to create an engaging,
safe environment conducive to learning.

Service-Learning Experience
Genesee Community Charter School, Rochester, NY Fall 2018
Early Childhood School 57, Rochester, NY Spring 2017
East Rochester, Pinnacle School 35, East Rochester/Rochester, NY Fall 2016
• Created and implemented small group SEL lessons to students grades K-6.
• Connected community outreach experiences to colligate course content material.

RELATED EMPLOYMENT

Assistant Field Hockey Coach Summer 2019 – Spring 2022

St. John Fisher College, Pittsford, NY
• Assist with the supervision and organization of an NCAA Division III colligate program.
• Provide whole group and individual on-field instruction and tactical development.
• Aid with the management of team travel, budget, alumni relations, fundraising, and film
analysis.

Substitute Teacher Spring 2019 - Fall 2020

Greece Central School District, Rochester, NY
• Implemented daily lesson plans with fidelity for students in grades K-12.
• Maintained a positive classroom environment, conducive to learning, through the use of
evidence-based classroom management techniques.
• Fostered student academic engagement to promote learning.
• Developed and maintained rapport with students, staff, and administrators.

TRAININGS

• Crisis Prevention Institute (CPI) Nonviolent Crisis Intervention Fall 2021

• Safe Schools Against Violence in Education Training (SAVE) Winter 2019
• Dignity for All Students Act Training (DASA) Spring 2019
• NYS Mandated Reporter Training Winter 2018

AFFILIATIONS

• National Association of School Psychologists (NASP)

• New York Association of School Psychologists (NYASP)
• Greater Rochester Area School Psychologists (GRASP)

PROFESSIONAL SKILLS

• Strong interpersonal written and oral communication skills

• Effective time management and organizational skills
• Knowledge of academic, cognitive and social-emotional assessment, scoring, and interpretation
• Behavioral, academic and mental health consultation and collaboration
• Data-based decision-making skills
• Dedication to professional development and life-long learning