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School Psychology

Clarence Center Elementary 
Erin Ostrum-Alongi
EOstrum-Alongi@clarenceschools.org
716-407-9150
 
Clarence Center Elementary Behavior Support Class  
Tara Agnello, M.S., C.A.S., BCBA, LBA
tagnello@clarenceschools.org
716-407-9150
 
Harris Hill Elementary
Michelle Braun-Burget, M.A., C.A.S.
mbraun-burget@clarenceschools.org
716-407-9175
 
Sheridan Hill Elementary
Katie Attea, M.S., C.A.S.
kattea@clarenceschools.org
716-407-9255
 
Ledgeview Elementary
Jessica Stachewicz, M.A., C.A.S.
jstachewicz@clarenceschools.org
716-407-9077
 
 
Clarence Middle School
David Romanowski, M.Ed., C.A.S.
dromanowski@clarenceschools.org
716-407-9210
 
Sarah Parish, M.A., C.A.S.
sparish@clarenceschools.org
716-320-4890
 
Clarence High School
Doug Dermott,  M.A., C.A.S, NCSP
Department Chairperson
ddermott@clarenceschools.org
716-407-9030
 
Kristen Rudz, M.S., C.A.S.
krudz@clarenceschools.org
716-407-9030
 
Miles Cassetta, M.A., C.A.S., NCSP
mcassetta@clarenceschools.org
716-407-9039
Clarence High School/Harris Hill
 
Out of District & Nativity of the BVM
Christine Berry, Ph.D.
cberry@clarenceschools.org
716-407-9122
 
 
 
  • School Psychologists are professionals with specialized training in psychology. 
  • School Psychologists work with parents, teachers, and other mental health professionals to create an individualized yet supportive educational environment. 
  • School Psychologists understand child development and work to tailor their services to meet the particular needs of each student.  Their services include improving academic achievement, promoting positive behavior and mental health, supporting diverse learners, create safe and positive school climates, strengthen family-school partnerships, and improve school-wide assessment and accountability.
Improve Academic Achievement
  • Promote student motivation and engagement
  • Conduct psychological and academic assessments
  • Individualize instruction and interventions
  • Manage student and classroom behavior
  • Monitor student progress
  • Collect and interpret student and classroom data
  • Reduce inappropriate referrals to special education

Promote Positive Behavior and Mental Health

  • Improve students communication and social skills
  • Assess student emotional and behavioral needs
  • Provide individual and group counseling as related to school performance
  • Promote problem solving, anger management and conflict resolution
  • Reinforce positive coping skills and resilience
  • Promote positive peer relationships and social problem solving
  • Make referrals to and help coordinate community services 

Support Diverse Learners

  • Assess diverse learning needs
  • Provide culturally responsive services to students and families from diverse backgrounds
  • Plan appropriate Individualized Education Programs for students with disabilities
  • Adjust classroom facilities and routines to improve student engagement and learning
  • Monitor and effectively communicate with parents about student progress

Create Safe, Positive School Climates

  • Prevent bullying and other forms of violence
  • Support social–emotional learning
  • Implement school-wide positive behavioral supports
  • Identify at risk students and school vulnerabilities
  • Provide crisis prevention and intervention services

Strengthen Family–School Partnerships

  • Help families understand their child’s learning and mental health needs
  • Assist in navigating special education processes
  • Connect families with community service providers when necessary
  • Enhance staff understanding and responsiveness to diverse cultures and backgrounds
  • Help students transition between school and community learning environments, such as residential treatment or juvenile justice programs

Improve School-Wide Assessment and Accountability

  • Monitor individual student progress in academics and behavior
  • Generate and interpret useful student and school outcome data
  • Collect and analyze data on risk and protective factors related to student outcomes
  • Plan services at the district, building, classroom, and individual levels
This information was adapted from the National Association of School Psychologist website: