Customer Success Story: How School Psychologists in Elgin School District Use the BRIEF2 to Empower and Support Students

A Lifelong Commitment to Student Growth: Meet Dr. David Dybalski

With more than four decades of experience in school psychology, Dr. David Dybalski has dedicated his career to supporting students. He particularly works students with behavioral and learning challenges, teens that need additional guidance and resources. His journey began with 18 years of hands-on work in crisis intervention, where he developed a deep understanding of how to connect with adolescents navigating complex emotional and behavioral issues. For the past 27 years, he has served as the lead psychologist at Elgin High School, a role that has allowed him to refine his clinical assessment skills and make a lasting impact on students with intellectual disabilities, autism, and learning differences.

Driven by both professional passion and personal experience—he is also the parent of a child with autism—Dr. Dybalski brings empathy, insight, and a commitment to advocacy into every evaluation and conversation. His work goes beyond testing; it’s about building trust, giving students a voice, and helping them understand their own learning journeys.

He shared his story with us, as well as how he and the other school psychologists in Elgin School District use the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) from PAR to help provide students with the critical support they need to succeed.

The Challenge: Creating Pathways for Success at Elgin High School

Elgin High School has a diverse population of approximately 2,000 students, including about 200 students in special education. Dr. Dybalski’s role centers on conducting evaluations for students with intellectual disabilities, autism, and learning differences, as well as guiding transition planning for those 18 and older. These students often face unique challenges as they prepare for life after high school, and Dr. Dybalski is committed to helping them navigate the question: “What’s next?”

His approach is deeply personal. He doesn’t just administer assessments—he builds relationships. Whether it’s meeting students in their classrooms or spending one-on-one time during evaluations, he ensures they understand the process and feel empowered by it. “You see them in the halls, they trust you,” he says. “You get to talk to them on a better level.”

To support his work, Dr. Dybalski and the other psychologists at Elgin have adopted the BRIEF2. With executive functioning becoming a more prominent focus in student evaluations, the BRIEF2 has become an essential tool in their assessment repertoire. Initially administered on paper, the team has since transitioned to the online format, which has streamlined the process and made it easier to integrate into their workflow.

Using the BRIEF2 to Unlock Student Potential

For school psychologists like Dr. David Dybalski, the BRIEF2 isn’t just an assessment—it’s a window into how students think, plan, and function in their daily lives. By incorporating the BRIEF2 into the evaluation process, his team are able to identify executive functioning challenges that might otherwise go unnoticed or underreported. This deeper insight allows them to craft more personalized goals for students, such as improving task organization or managing time more effectively.

What sets Dr. Dybalski apart is his commitment to understanding the “why” behind a student’s struggles. “If a kid has trouble reading, a general score doesn’t tell you that he can’t pronounce the word,” he explains. “You have to dive into it.” The BRIEF2 helps psychologists to do just that—go beyond the numbers to understand the student as a whole person.

The Result: Building Confidence and Opening Doors

When it comes to how using the right assessment tools can make a difference in students’ lives, the results speak for themselves. Dr. David Dybalski has helped students achieve outcomes they may not have thought possible. Many of his students—particularly those with executive functioning challenges—have gone on to attend community college, a milestone that once felt out of reach.

Beyond academic placement, Dr. Dybalski’s work has had a profound impact on students’ self-worth and confidence. Through transition groups and one-on-one sessions, he creates spaces where students feel seen, heard, and supported. “Kids ask if they can be part of the group because they heard from a friend how helpful it was,” he shares. These peer-driven referrals are a testament to the trust and value students place in his guidance.

By focusing on the individual rather than just the data, Dr. Dybalski ensures that each student’s unique strengths and challenges are acknowledged. His work continues to shape not only educational outcomes, but also the lives and futures of the students he serves.

Why PAR: A Trusted Partnership

Throughout his career, Dr. David Dybalski has valued collaboration—and that extends to his relationship with PAR. From product support to professional development, he describes his experience with the company as “wonderful.” One standout moment was when Darla DeCarlo, a member of PAR’s team, helped secure $1,000 in funding to support his work. That gesture, along with the personal attention he receives when calling in with questions, has left a lasting impression.

Dr. Dybalski appreciates the ability to have real conversations with PAR’s team, whether it’s troubleshooting a product or exploring new ways to support his district. “I prefer to talk things through,” he says, and PAR has always been responsive and helpful. The company even connected him with a speaker to present to his district—another example of how PAR goes beyond products to support the broader mission of helping students thrive.

Looking Ahead: Continuing the Mission Using the BRIEF2

As Dr. David Dybalski looks to the future, his focus remains on empowering students through meaningful evaluations and strong relationships. He has seen a growing interest from his team of school psychologists in tools like the BRIEF2, and they plan to continue expanding the use of such tools to better support individualized learning and transition planning.

Dr. Dybalski also hopes to deepen his impact by mentoring new psychologists and growing the programs that have made a difference in students’ lives. In this journey, he sees PAR as a trusted partner—one that not only provides reliable assessments but also shares his commitment to student-centered support. Whether it’s through product innovation, funding assistance, or professional collaboration, Dr. Dybalski knows he can count on PAR to help him continue making a difference.