Azusa Pacific University (APU)
Pediatric Neurodevelopmental Institute (PNI)
Neuropsychological Assessment (Supervisor; 2007-2008)

University of California at Irvine (UCI)
Graduate School of Education (2013-2015)
Preliminary Administrative Credential

University of California at San Diego (UCSD)
Graduate School of Education (2015-2016)
Reading Instruction Certificate

George Washington University, Washington, D.C.
School of Media and Public Affairs
Public Policy Institute (July, 2016, 2017)

University of California at Santa Barbara (UCSB)
School of Education (2019)
Applied Behavior Analysis (Certificate)

PPS 513 Advanced Psychopathology
PPS 567 Legal and Ethical Practice
PPS 577 Fieldwork/Internship School Psychology

My academic areas include assessing Dual Language Learners (DLL) who are suspected of having learning disabilities. Understanding the nature of typical second language acquisition and the impact of learning in that language has been an area of utmost importance in my practice. Second language acquisition is often confused with learning disabilities, and consequently, DLL children are misidentified as having learning disabilities. However, understanding the dynamics of the bilingual mind in the early stages of second language acquisition can help connect the student with appropriate academic support. Another interest is creating safe and supportive systems for Latino parents to engage and collaborate with educators. It is crucial that Latino parents feel welcomed, validated, and embraced as equal members at their child's school site. I provide in-services and consultation to school districts to support this process.

Azusa Pacific University
Brandman University

Olvera, P. (2019). I am Pedro: Embracing my Mexican culture and United States identity. In N. J. Thorsos, J. Martinez, and M.L. Gabriel (Ed.), In Losing the Mother Tongue in the USA: Implications for Adult Latinxs in the 21st Century (Chapter 6). Hapuppauge, NY: Nova Science Publishers.

Robinson-Zañartu, C., Rodríguez, C.D. & Olvera, P. White Paper: the Provision of School Psychological Services to Dual Language Learners. Contemporary School Psychology, 23, 3–9 (2019). https://doi.org/10.1007/s40688-019-00228-1

Robinson-Zañartu, C., Draper Rodríguez, C. & Olvera, P. Contemporary School Psychology (2019). School psychologists and the opportunities and challenges of serving dual language and English learners: An introduction to the special issue. Retrieved (1/14/2019): https://doi.org/10.1007/s40688-018-00222-z.

Olvera, P. (2018). Parent-child border separations: supports to invoke humanitarianism. Association of California School Administrators. Retrieved (1/14/2019): https://content.acsa.org/educational-equity/parent-child-border-separations?fbclid=IwAR3WUksGXA1hSTRtRItLXaonz2zVFb996lBU4jxXCpZfYIZFnuAM-anCELw.

Olvera, P., Balmano, A., Vukovich, D. & LeGarreta, R. (2017). A wall and a travel ban: Supporting California’s immigrant children. Sacramento, CA: California Association of School Psychologist. Retrieve: http://casponline.org/pdfs/publications/A%20Wall%20and%20a%20Travel%20Ban.pdf

Olvera, P. (2014). Contemporary School Psychology (CSP) is committed to improving the practice of school psychologists working with bilingual and bicultural youth. Contemporary School Psychology, 18, 157-158.

Olvera, P. & Olvera, V. (2014). Bilingual school psychologists: Opportunities and challenges. Contemporary School Psychology, DOI: 10.1007/s40688-014-0034-6.

Ihori, D. & Olvera, P (2014). Discrepancies, responses, and patterns: The strengths and weaknesses of specific learning disability identification model. Contemporary School Psychology, 15, 1-11.

Clinton, A. B. & Olvera, P. (2014). Norm-referenced assessment and bilingual populations. In S.G. Little & A. Akin Little (Ed.), Academic Assessment and Intervention (pp. 102-114). New York, NY: Taylor & Francis/Routledge.

Olvera, P., & Gomez-Cerrillo, L. (2013). Integrated intellectual assessment of the bilingual student. In A. B. Clinton (Ed.), Integrated Assessment of the Bilingual Child. Washington, DC: APA.

Olvera, P. & Olvera, V.I. (2012). Optimizing home-school collaboration: Strategies for school psychologists and Latino parent involvement for positive mental health outcomes. Contemporary School Psychology, 16, 77-87.

Sikkenga, A.V., Lundeen, R.J., & Olvera, P. (2012). A look at the RTI Social Behavioral-Model in urban schools. CASP Today, 62 (2), 10; 12.

Martin, R.H., Block, M. & Olvera, P. (2012). School neuropsychology for counselors. International Journal of Humanities and Social Science, 2, 45-47

Olvera, P. & Cerrillo-Gomez, L. (2011). A bilingual approach (English & Spanish psychoeducational assessment MODEL grounded in Cattell-Horn Carroll (CHC) Theory: A cross battery approach. Contemporary School Psychology, 15, 113-123.

Olvera, P. & Olvera, V.I. (2010). Supporting the cognitive, academic, and social emotional needs of children with diabetes: The school psychologist’s role. CASP Today, 60(3), 3.

Olvera, P. & Crosby-Cooper, T. (2010). Strengths–based assessments for school psychologists. CASP Today, 60(1), 6; 1.

Olvera, P. (2007). Assessment of antisocial behavior in elementary school children: Manifestations, risk factors, models of development, and assessment of comorbid learning disabilities. Dissertations Abstracts International, 68, p. 2812.

St. John of the Cross Catholic School

Associate Editor for Contemporary School Psychology (Peer-Reviewed Journal)
Associate Editor for School Psychology International (Peer Reviewed Journal)
National Association of School Psychologists (Program Reviewer)
California Teacher Commission (Program Reviewer)

I enjoy traveling and spending time with my family.

Psalm 46:10
He says, “Be still, and know that I am God; I will be exalted among the nations, I will be exalted in the earth.”

Cesar Chavez
“Real education should consist of drawing the goodness and the best out of our own students. What better books can there be than the book of humanity?”