EIR-Program Staff

Dr. Brian McDonald, Superintendent, provides Executive Oversight of our EIR grant program and serves as the liaison between the district and the Board of Education, as well as all other external stakeholders.

Elizabeth J. Blanco, Ed.D., Chief Academic Officer leads the instructional strategies for the District's students, implementing the District's instructional plan, and overseeing a variety of academic programs, including elementary and secondary instruction; special education; arts, gifted, and multilingual education; and curriculum, instruction and professional development.

Julianne Reynoso, Project Director, is responsible for the administration and financial fidelity of the EIR grant project, ensuring it is compliant with all federal, state, and district policies. He/she leads, manages, and oversees all aspects of Project YEES. He/she will make ongoing project information, findings, and products available to the Coordinating and Advisory Council (CAC) to ensure continuous feedback and improvement. The Project Director leads the CAC team and supervises all Project YEES staff, including the Local Evaluator.

To be hired, Grant Program Coordinator, , is responsible for the day-to-day operations of our EIR grant project, which includes professional development, Pull-Out Student Services (POSS), Saturday School, and referrals to the Parent University. He/she assists in recruitment; supports our delivery of training and coaching; participates in a continuous improvement process; ensures sustainability of Project YEES in participating schools; and facilitates evaluation and dissemination efforts. He/she will coordinate with all aspects of the CAC.

Lara Choulakian, LCSW, PUSD Mental Health Coordinator, oversees the day-to-day operations of PUSD's mental health program, which includes school-based mental health services conducted by both PUSD employees and community-based service providers. She participates in all training opportunities provided through the grant to become a certified Trainer-of-Trainers in the evidence-based programs implemented under the EIR grant program.

Academic Intervention Teachers (AIT), (4.0 FTE).AIT’s provide individualized support for high-needs students who are struggling academically and/or behaviorally in the general school setting. High-needs students participating in Pull-Out Student Support (POSS) receive an individualized program designed to support the students’ academic, social, and emotional needs. Interventions are provided for high-needs students who require extra support to fill the gaps in student learning in order to make gains at their level and successful progress towards graduation. Participating students receive intervention instruction over a 10-week period unless assessment and evaluation deem otherwise.

 

The evidence-based Check-In/Check-Out system is utilized on a daily basis during the 10-week program and students receive an average of 90-120 minutes per week of additional academic support in a small group or one-on-one instruction depending on the need. After the successful completion of the POSS program, students continue to report via Check-in/Check-out on a weekly basis throughout the remainder of the school year.

 

The Academic Intervention Teachers conduct morning meetings with all participants to focus on goals and reinforce SEL principles. Group sessions and one-on-one academic support continue throughout the school day (Monday through Thursday). Fridays are dedicated to: morning and afternoon CI/CO; counselor/teacher collaborations; verification; data analysis; and lesson planning. The Academic Intervention Teachers also participate in Saturday School sessions by providing additional support to ensure their academic success.

Mari Martin, Licensed Clinical Social Worker provides Clinical Supervision to the two Clinical Social Workers hired for the EIR grant program.

Clinical Social Workers will be hired to assist students with improving self-esteem, building self-control, developing self-monitoring skills, and taking responsibility and accountability for personal behavior. High-needs students participating in Pull-Out Student Support (POSS) receive individual and group therapeutic mental health counseling. Counseling interventions are individualized based on clinical need, using evidence-based interventions such as CBT, Motivational Interviewing, or Problem Solving Treatment.

 

The Clinical Social Workers conduct morning meetings with all participants to focus on goals and reinforce Social and Emotional Learning (SEL) principles. Group sessions and one-on-one therapeutic support continue throughout the school day (Monday through Thursday). Fridays are dedicated to: morning and afternoon CI/CO; counselor/teacher collaborations; verification; data analysis; and lesson planning. The Clinical Social Workers also participate in Saturday School/Intervention to Suspension sessions by providing additional support to reinforce skills and increase exposure to positive adult relationships.

Clerical Support a part-time individual will be hired to provide clerical support to schools in the Experimental Group.