Dr. Megan HutchinsonNationally Certified School Psychologist
What do school psychologists do?
School psychologists work with students, teachers, and families in many capacities. We assess student strengths and needs related to learning in a variety of ways, work with school teams to determine eligibility and need for special education and gifted services, assist in reinforcing positive behavior in schools, guide learning strategies and problem solving skills, collaborate with teachers, administrators, and other professionals to increase student success, and help students to develop mental wellness.
I am a Pennsylvania and Nationally Certified School Psychologist. I completed my undergraduate degree at the University of Pittsburgh in Applied Developmental Psychology. I attended Indiana University of Pennsylvania for my master’s degree in education, certification in school psychology, and doctorate in education. I have been working for the State College Area School District since 2011. I currently work at Spring Creek Elementary School (K-5).
I work collaboratively with the staff and fulfill a variety of roles to improve overall student academic performance and social/emotional/behavioral health and skills. I am part of the Instructional Support Team/Student Assistance Program, and consult within our Multi-Tiered Systems of Support for academics and behavior (MTSS), which provide indirect supports to all students in the schools. I also work directly with students individually or in small groups to improve social skills and behaviors that increase academic success in the classroom. Facilitating multidisciplinary team evaluations for students referred for special education and gifted support services is part of my role, as well.
I have been serving on the Association of School Psychologists of Pennsylvania (ASPP) state executive board as the North Central Region Delegate since 2013. I've presented at a state conference on Response to Intervention/Multi-Tiered Systems of Support. My interests include systems-level change, multi-tiered systems of supports for academics and behavior, and fidelity of implementation of response to intervention.
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