Wednesday, Oct. 23, 2013
7:30-9 a.m. Registration & Continental Breakfast
9 a.m.-4 p.m.

PREPaRE Workshop 1 (2nd Ed.) - Crisis Prevention and Preparedness: Comprehensive School Safety Planning * | Scott Woitaszewski, Ph.D. and Todd Savage, Ph.D., NCSP
This 1-day workshop provides school-based mental health professionals, administrators, security professionals, and other educators the knowledge and resources to help them establish and sustain comprehensive school safety and crisis prevention and preparedness efforts. With updated research and strategies, this workshop makes a clear connection between ongoing school safety and crisis preparedness. It also will emphasize the unique needs and functions of school teams and the steps involved in developing these teams, including a model that integrates school personnel and community provider roles. The workshop also explores how to prepare for school crises by developing, exercising, and evaluating safety and crisis plans. Objectives:

  • Provide an overview of the school crisis team's roles and responsibilities
  • Provide crisis prevention and mitigation strategies (physical safety and psychological safety)
  • Provide best practice options for safety drills and protocols
  • Provide best practice options for school safety and school crisis plans
10:15-10:30 a.m. Break
12-12:45 p.m. Lunch
2:15-2:30 p.m. Break
5 p.m. WSPA Board Meeting & Dinner
WSPA Networking following the board meeting - open to all attendees
Thursday, Oct. 24, 2013
7:30-8:45 a.m. Registration/Continental Breakfast
8:45-10 a.m.


Family-School Collaboration: Building Positive Parent-Teacher Relationships at the School-wide Level | Kathleen Minke, Ph.D., NCSP
Positive parent-teacher relationships are associated with students’ academic success. Strategies are reviewed that encourage productive working relationships between educators and parents through thinking systemically, communicating clearly, and creating a more “family friendly” school.

10-10:30 a.m. Break, Auction
10:30 a.m.-12 p.m.

Concurrent Sessions:

An Introduction to School Crisis Prevention & Intervention: A Graduate Student's Guide to Getting "PREPaREd" | Scott Woitaszewski, Ph. D.
The graduate student session will provide an introduction to the school psychologist’s role in crisis prevention and intervention. Come learn about the PREPaRE training curriculum, developed by the National Association of School Psychologists to meet the needs of school-based teams. Connect with other students across school psychology programs in Wisconsin while learning.

Critical Issues Facing School Psychologists: Resources & Networking | Sara Soleymani-Alizadeh, Ed.S. and Edmund Campbell, Ed.S.
Icebreaker activity. Transition to breakout groups on different topics. Each small group will assign a facilitator, note taker and time keeper. Each small group will discuss specific questions on their topic. Groups will pick their final/best answers for each question and write it on poster size papers on the wall around the room. Everyone will walk around the room from poster to poster and read the collective answers. Gather again as a whole group. Discuss main points/common. End with a final networking/relationship building fun activity themes. Objectives:

  • Gain a better understanding of topics as it relates to school psychology
  • Share resources
  • Network with other school psychologists to better serve the needs of our students

The 'How' of Meeting the Diverse Needs of our Students: CRP and UDL through a Multi-Level System of Support | Dana McConnell and Kent Smith, MSSW, CISW, LSSW
State data identifying achievement gaps confirms that our systems are not yet meeting the needs of all of our students. But, how can we align the various initiatives occurring in the state to address this need? This session will spend a brief amount of time defining Culturally Responsive Practices (CRP) and Universal Design for Learning (UDL). It will then walk through data disaggregation, how to interpret and use the data to look for patterns to most efficiently and effectively target the needs through a Multi Level System of Support (MLSS). Lastly, we will spend some time discussing short-term and long-term actions to move your system forward in meeting the needs of ALL students. Goals: Understand the concepts of UDL and CRP; Understand that this is integrated within their system of collaboration, high quality instruction, and assessment practices; Understand data disaggregation, how to use data, addressing system data and outcome data; Teach how we integrate what the data shows into a system component; Provide examples of what can be done both short-term and long-term in order to evolve our systems to meet the needs of ALL students. Objectives:

  • Walk away with an understanding of how CRP and UDL compliment a Multi Level System of Support in order to meet the diverse needs of students
  • Gain an understanding of what Culturally Responsive Practices and Universal Design for Learning are and actions that can be taken in the short-term and long-term in order to meet the diverse needs of our students

Selective Mutism: Assessment and Intervention * | Randy T. Busse, Ph.D.
Selective mutism is a low incidence disorder for which few school psychologists have training in either assessment or intervention. Given the potential long-term social and academic consequences of selective mutism in school settings, and that the school setting typically is the last and often most difficult setting stimulus for initiating and maintaining speech, school psychologists should be aware of methods for working with children with selective mutism. Therefore, the purpose of this mini-skills workshop is to provide participants with a framework and skills for working with selective mutism. Participants will learn about the etiology of selective mutism. Participants will learn how to differentially diagnose selective mutism. Objectives:

  • Introduce and discuss the etiology of selective mutism
  • Present assessment, intervention, and monitoring methods
  • Present specific examples and tips for engaging in the treatment of selective mutism
  • Discuss the research base on the treatment of selective mutism
12:15-1:15 p.m. Lunch
1:30-4:45 p.m.
(with break at 2:45 p.m., approximately)

Concurrent Sessions:

Unpacking and Repacking the Common Core State Standards: A Guide to the Academic and Behavioral Demands for Success | Tamara A. Maxwell, English Language Arts Consultant, Wisconsin Department of Public Instruction
Success in school requires an array of knowledge and skills, which are both explicitly and implicitly taught and learned. In this session, we will learn how to focus on not only the academic demands of the standards, but also the behavioral demands of the standards. We will follow the process teachers use to unpack a standard for the content, cognitive, language and behavioral demands and repack the standard to write learning targets and understand the instructional and assessment implications of the standards. Once educators develop the pedagogical automaticity to unpack and repack the standards, they are able to make instructional decisions to meet the needs of individual learners.

Response to Intervention in Wisconsin: Using Empirical Evidence to Guide SLD Decision Making | Jacalyn W. Weissenburger, Ph.D. and John Humphries, NCSP
Compelling evidence shows that using reliable and valid screening and progress-monitoring tools to identify struggling learners can ensure that Response to Intervention works with integrity. Given Wisconsin’s rule on Specific Learning Disabilities will be fully implemented December 1st, there is no time to waste. School psychologists and other educators need to work together to adopt and administer the best tools to make timely and reliable decisions to determine whether students are benefiting from core instructional practices or targeted interventions. This session is intended to provide valid and up-to-date information on using curriculum-based measures and data-based decision making practices to accurately identify students with specific learning disabilities as well as others who are struggling to learn in key academic areas. Case study examples will be utilized to illustrate how to best use evidence to make eligibility and instructional decisions in Wisconsin’s schools. Objectives:

  • Explain how to implement best practice methodologies in the use of screeners
  • Describe how to use curriculum-based measures at all grade levels
  • Analyze graphed data to make accurate decisions regarding when to modify interventions
  • Analyze graphed data to make accurate eligibility decisions for students with specific learning disabilities

Brief Solution-Oriented Counseling in Schools * | Kathleen Minke, Ph.D., NCSP
(3 hours - I b)
Solution-oriented counseling stresses working from the student’s view of the problem and effecting change through utilizing existing client resources and strengths, as well as interrupting unproductive problem patterns. It is a research-supported, culturally sensitive approach well suited for the practical realities of schools, including the need to document
positive outcomes. This session will provide an overview of the approach and offer guidance.

Brief Experimental Analysis in Practice | Michael I. Axelrod, Ph.D.; Melissa Coolong-Chaffin, Ph.D., NCSP; Dana Wagner, Ph.D.; Kimberly Maczko, B.A.; Kaitlyn O’Shea, M.S.E. and Karissa Danes, M.S.E.
The field of school psychology is experiencing a paradigm shift away from a test-and-place model to a problem solving model. The focus of our practice is moving away from answering questions related to eligibility (i.e., Does the student have a disability?) toward answering questions related to instruction (i.e., What should we teach? How should we teach? Is it working?) (Reschly, 2008). School psychologists need efficient and effective tools to answer these questions. One such tool is Brief Experimental Analysis (BEA). BEA utilizes single case design methodology to “test drive” interventions in order to select an effective intervention for an individual student (see Burns & Wagner, 2008 for a review). Used in this way, BEA can guide intervention selection for learners who have failed to respond to standard instruction (Reschly, Coolong-Chaffin, Christenson & Gutkin, 2007). The focus of this session is on conducting BEA in reading. The session will begin with an overview of the principles underlying BEA methodology and the research supporting its use. We will then demonstrate BEA procedures that we have used in our practice and research. Participants will have a chance to practice procedures and ask questions. We will discuss how BEA can be used across other academic areas as well. Participants will learn how to implement several interventions including modeling, incremental rehearsal, repeated reading, vocabulary, building background knowledge, and comprehension strategies. Dependent variables including oral reading fluency and comprehension will be discussed. Using protocols and materials that we have used in our own practice and research, participants will practice administering each intervention, scoring and graphing dependent variables, and interpreting results. The session will conclude with an overview and discussion about how the BEA reading methods used in this session transfer to BEA in other academic areas. Objectives:

  • Understand the principles underlying BEA and the evidence base supporting its use
  • Learn how to develop and conduct a BEA in reading using several different instructional conditions and multiple dependent variables
  • Learn to analyze data associated with BEA results in order to make informed instructional and intervention decisions
5-6 p.m. Children’s Services Silent Auction ends and winners may pick up their items
7 p.m.-12 a.m. Thursday Evening at the Livery (Shuttle service is provided from hotel, running continuously)
Friday, Oct. 25, 2013 
6:30  a.m. 5K WSPA Fun Run (gather in lobby & bused to lakeshore, anticipated start of the run 6:30 a.m.)
7:30-9 a.m. Full Breakfast
9 a.m.-12:15 p.m.(with  break at 10:15 a.m., approximately)

Concurrent Sessions:

DPI Update | Kathryn L. Bush, Ph.D., School Psychology Consultant, Wisconsin Department of Public Instruction
Dropout Early Warning System: An updated system for your school’s data: WISEdash & A middle school data system for dropout prevention

WISEdash: The ability to turn data into information quickly and easily has become increasingly important in education. The Department of Public Instruction will change the way DPI provides the data we collect back to schools and districts, and the way school and district staff, can access data about Wisconsin public schools in a system called WISEdash. Eventually, WISEdash will be used to provide public reports in addition to secure reports for district users. This portion of the session will cover the local application process for secure access for school psychologists to WISEdash, ad hoc reporting functionality (district, a demographic), and smart reporting. Drop-Out Early Warning System: This new reporting system for seventh grade offers schools a list of students who have risk factors strongly associated with high school dropout. Districts in the pilot rated the tool as highly useful in helping schools identify students at high risk of future drop out, and plan proactively for drop-out prevention strategies. This system is being rolled out statewide this fall.
Lenses on Reading: Why do the reading specialist and I seem to be speaking a different language?: A review of Wisconsin’s major underlying philosophies of reading
Speak the same language as teachers and reading specialists: Review the continuum of reading philosophies, learn what practices you can expect to see depending on the underlying philosophy of the practitioner and learn about the continuum of respect for kinds of research.

Response to Intervention Applied to Math | Matthew Burns, Ph.D.
Any multi-tiered system of support (MTSS) or RTI system should follow some core tenets to be successful. This interactive session will apply those tenets to math and will discuss a comprehensive assessment-to-intervention system. Objectives:

  • Identify class-wide problems for math and deliver an evidence-based intervention
  • Use data to determine the appropriate intervention for tier 2
  • Use data to determine an appropriate intervention for individual students experiencing severe math difficulties

Sexual Behavior and Young Adults with Autism and Developmental Disabilities | Christine R. Peterson, Ph.D.
The focus of this talk will begin with an overview of what research tells us about individuals with ASD/DD and sexual health and well-being. We will continue with a frank discussion about some of the challenges professionals and care-givers encounter on the topic of sexual behavior and how best to understand and frame the topic for instruction. We will complete our time with a review of several evidence based instructional strategies for teaching. Resources for learning more will also be offered. Objectives:

  • Provide an overview of what the research suggests about individuals with Autism/DD and sexual health
  • Begin to build a framework for assessing and understanding what to teach and when related to sexual education
  • Examine several evidence-based strategies for instruction

Methods for Assessing Response to Intervention * | Randy T. Busse, Ph.D.
In the wake of recent changes to IDEA and the current resurgence in the field of school psychology toward a problem-solving approach of service delivery, there is a greater need than ever to advance our methods for assessing and evaluating treatment outcomes. Whereas our business prides itself on our assessment knowledge and skills, these skills most often are adequately applied only to problem identification or classification. Treatment outcome assessment, on the other hand, often is approached in an unsystematic manner or is based on a single outcome indicator rather than on outcome assessment that includes multiple sources, settings, and methods. Thus, what is deemed best practices in assessment flies out the window when we engage in treatment evaluation, thereby limiting data-based decision making and accountability. The purposes of this workshop are a) to provide an update on methods for assessing single-case and small group treatment outcomes and b) to provide a multi-method framework and tools for assessing and monitoring treatment outcomes that can be used in research and practice applications. Objectives:

  • Learn briefly about commercially available paper-based and computer-based treatment outcome/monitoring methods. The primary focus of the workshop will be on providing participants with conceptual bases and applications of specific treatment outcome assessment methods.
  • Learn how to derive, use and interpret a variety of outcome assessment methods for standardized measures and for observational data. These assessment methods include: single-case effect size, visual analysis ratings, reliable change indexes, percentage of non-overlapping data, goal attainment scalings, trend analysis and convergent evidence scaling.
  • Describe and provide easy-to-use methods to derive these treatment outcome tools and to use them for evaluating treatment effectiveness. An interactive integrated example will be presented that will allow participants to practice the skills covered in the workshop and that will allow for ongoing audience participation.
12:15-1:15 p.m. Lunch

1:15-2:30 p.m.

Closing Keynote:

Reshaping the School Psychologist’s Role within a Multi-Tiered System of Support | Matthew Burns, Ph.D.
There have been calls to reform role of the school psychologist for over 60 years, but those efforts focused on the field rather than the unique skills, expertise and interests that each school psychologist brings to their practice. The MTSS movement provides school psychology its best opportunity to reshape our role since the initial special education mandate over a quarter of a century ago. Perhaps more importantly, an MTSS model allows individual school psychologists to find or better develop their niche role within their school. This presentation will discuss the provision of school psychological services to address the needs of entire systems, smaller system and individual students, and will also discuss how to best implement the desired change. Objectives:

  • Discuss their role within a MTSS
  • Self-identify current and personally desired roles within a MTSS
  • Implement successful change initiatives
2:45 p.m. Convention Committee Wrap-up

*These conference activities have been organized and selected by the WSPA Mental Health Committee to meet the criteria for the Certificate in Professional Development-Mental Health.
(F=Foundations  A=Assessment  I=Interventions)

PREPaRE Workshop 1 (2nd Ed.) - Crisis Prevention and Preparedness: Comprehensive School Safety Planning * | Scott Woitaszewski, Ph.D. and Todd Savage, Ph.D., NCSP  (6 hours – I d)

Selective Mutism: Assessment and Intervention * | Randy T. Busse, Ph.D. (1.5 hours-A a or I b)

Brief Solution-Oriented Counseling in Schools * | Kathleen Minke, Ph.D., NCSP

Methods for Assessing Response to Intervention * | Randy T. Busse, Ph.D. (3 hours-A d)

Further details on the requirements to achieve this certificate will be distributed at the WSPA conference. For further information, please contact Veronica Milling (

The Wisconsin School Psychologists Association is approved by the National Association of School Psychologists to offer continuing education for psychologists. The University of Wisconsin-La Crosse is approved by the American Psychological Association to offer continuing education for psychologists. The Wisconsin School Psychologists Association and the University of La Crosse maintain responsibility for these programs and their content.