Jessica received her M.A. and Ed.S. in School Psychology from James Madison University. This is her ninth year working in Washington County Schools. Jessica loves working as part of a team, partnering with students, family, and school personnel to improve outcomes for all students. She is committed to helping students and families navigate the special education process, to support diverse learners, and to strengthen family-school partnerships.

Mandy is a Nationally Certified School Psychologist. She received her Bachelor of Science degree in Psychology with a minor in Sociology from Radford University in 2012. She received her M.A. in School Psychology in 2013 and Ed.S. in School Psychology in 2015 from James Madison University. Mandy presented at the National Association of School Psychologists Annual Conference in 2016 on her research titled Suicidal Behavior Among Elementary School Students and Current Needs in Prevention Practices. Mandy worked as a school psychologist in Wise County Public Schools for four years before joining Washington County Schools in 2018. She also works as a crisis worker for The Trevor Project, a crisis prevention organization for LGBTQ+ youth.

Michael is a Nationally Certified School Psychologist. He earned a Doctor of Philosophy degree in School Psychology from the University of Tennessee in 2011. Michael also earned a Master of Arts in Marriage and Family Therapy with specialization in Child & Adolescent Therapy from Richmont Graduate University in 2007. Dr. Hopkins is also a Licensed Clinical Psychologist in Virginia.

Michael practiced as a Licensed Psychologist prior to coming to Washington County Schools. He has experience and training in the treatment of behavioral, social, and emotional concerns of children and young adults. He has a wide variety of clinical training and experience including individual and group clinical services to children, adolescents, and adults in settings such as residential treatment, outpatient treatment, counseling practices, school systems, and juvenile corrections. He has worked with children & adolescences using a variety approaches such as Cognitive Behavioral Therapy, Trauma-Focused Cognitive Behavioral Therapy, Behavioral Therapy, Discrete Trails Training, Play Therapy, Interpersonal Therapy, and Parent-Child and Family relations.

He has presented at National and Regional Conventions and local institutions on topics such as response to intervention, academic evaluation, data management, and Autism. Michael is published in peer reviewed journals such as Journal of Evidence-Based Practices for Schools, Psychology in the Schools, and Gifted Child Quarterly as well as a self-developed, published and validated curriculum-based measure of Mathematics and Reading.