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9 a.m.-4 p.m.
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Stand Up & Be Counted: Developing Critical Links and Pathways to Advocacy...
Sally A. Baas, Ed.D., NASP
Using the NASP Model
of Comprehensive and
Integrated School
Psychological Services to
Broaden Your Role within the
Schools. Goals:
- Learn
the NASP
Model for
Comprehensive
and
Integrated
School
Psychological
Services
(NASP
Practice
Model)
- Evaluate
the
landscape
for
opportunities
for
promoting
the practice
model given
your state
and district
policies and
practices
and your
staff
professional
development
needs
- Develop
strategies
for
incorporating
the Model
into Policy
and Practice
Conversations
will include
these
topics,
along with
using the
framework
for School
Psychology
Practice to
advocate
professionally:
- Improve
academic
engagement
and
achievement
-
Facilitate
effective
instruction
- Support
positive
behavior and
socially
successful
students
- Support
diverse
learners
- Create
safe,
positive
school
climates
-
Strengthen
family-school
partnerships
- Improve
assessment
and
accountability
Population-Based Mental
Health
Beth Doll, Ph.D.,
University of Nebraska
Population-based
services are
planned from
data-based
portraits of
the mental
health needs
of all
students in
a school,
and
incorporate
mental
health
service
programs
that fit the
unique
strengths
and needs of
a school or
district.
Ultimately,
population-based
services can
foster
school
mental
health
services
that are
more planful
and
accountable
than
traditional
service
delivery
systems.
Culturally
responsive
population-based
services
will take
advantage of
the unique
strengths of
the families
and
community
that the
school
serves, and
will address
the
particular
needs that
are most
urgent for
students
from the
community to
succeed.
This
workshop
will
describe
essential
strategies
for
reframing a
school’s
mental
health
services to
be
population-based
and
responsive
to the
mental
health needs
of a school.
Participants
will be part
of a
dialogue
about the
different
practices
and policies
that are
already in
place as
well as new
practices
that are
needed to
implement
population-based
models in
their own
schools.
Goals and
Objectives:
-
Understand
essential
strategies
for
reframing a
school’s
mental
health
services to
be
population-based
and
responsive
to the
mental
health needs
of a school.
- Describe
the
different
population-based
practices
and policies
that are
already in
place in
their
schools
-
Understand
new
practices
necessary
for
implementing
population-based
models in
their own
schools.
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10:30 a.m.-12 p.m.
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Concurrent
Sessions:
A1: You’re hired!”: Tips to a Successful First Year as a School Psychologist
Christine E.
Neddenriep, Ph.D., NCSP
Christine Neddenriep
will facilitate this panel.
Overview: A panel of school
psychologists and current
interns will answer student
questions regarding getting and
keeping their first job as a
school psychologist. Panelists
will discuss how to prepare to
enter the job market and how to
successfully interview for a
position. Panelists will also
discuss what employers are
looking for in successful school
psychologists and they will
offer strategies to succeed in
students’ first year of
employment. Objectives:
- Identify how
to successfully
enter the job
market and to
prepare a resume
to effectively
compete for jobs
as a first-year
school
psychologist.
- Determine
how to prepare
for interview
questions and to
market yourself
to the position
for which you’re
applying.
- Apply
suggested
strategies to
successfully
manage your
first year of
employment.
A2: Conducting Functional Behavioral Assessments in our Schools
Lisa Ladson, B. A., C.A.B.A.,
Educational & Behavioral Consultant
Imagine A Child's Capacity; Lisa Hoeme, M.A.
and Sharon Hammer, M.A.
Summary: Due to
increasing student needs,
developing a strong district
competency in conducting
Functional Behavioral
Assessment’s and implementing
related supports for students is
critical. This sectional guides
attendees through an overview of
the components required in
developing both classroom and
school-wide Functional
Behavioral Assessment
competencies. The presenters
will also assist participants to
identify and navigate around
common Functional Behavioral
Assessment pitfalls. Goals and
Objectives:
- Participants
will learn what
a Functional
Behavioral
Assessment is
and why it is a
vital,
collaborative
process in
looking beyond
the behavior
itself.
- Participants
will understand
and be able to
maximize the
connections
between
restorative
practices, PBIS
and RTI.
- Participants
will understand
why it is
important to
document
objective
baseline and
measure outcomes
of behavioral
interventions.
A3: Considering School Readiness from Developmental Perspective
Katee Duffy,
M.A., N.C.C., Houghton
Mifflin Harcourt Publishing
Co./Riverside Publishing
The goal that all children enter
school ready to learn is
endorsed widely by the early
childhood community. Given that
learning begins at birth,
consider the possibility of
exploring school readiness from
a developmental perspective.
This session will look at social
emotional development as the
foundation for learning and
provide a context in which all
school readiness can be framed.
Workshop participants will:
- Begin to
think about what
resources exist
in their
classroom,
schools and
districts that
might support
this method of
viewing school
readiness.
- Share ideas
of what this
might mean in
individual
classrooms and
develop
strategies that
can be
immediately
implemented.
- Be given a
brief discussion
of the types of
assessment tools
that are
available to
begin this type
of child
specific
evaluation of
school
readiness.
A4: Using the Children’s Psychological Processes Scale (CPPS) to Evaluate Children with Learning Problems
Milton J. Dehn, Ph.D.,
Schoolhouse Educational Services
The recently published
Children’s Psychological
Processes Scale (CPPS) is an
internet, web-based teacher
rating scale designed to
identify psychological
processing deficits in children
who are referred for a learning
disabilities (LD) evaluation.
The CPPS, which produces scores
on 11 psychological processes
that are highly correlated with
academic learning, has been
shown to accurately
differentiate between LD and
non-LD students. This
presentation will review the
development, technical
properties and recommended uses
of the CPPS, followed by a
review of recommendations for
conducting a selective,
cross-battery psychological
processing assessment using
cognitive scales. Learning
Objectives:
- Participants
will describe
the development,
technical
properties and
recommended uses
of the CPPS.
- Participants
will describe a
selective,
cross-battery
approach to
assessing
psychological
processes.
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1:45-5 p.m.
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Concurrent
Sessions:
B1:Cyberbullying: Preventing and Responding to Digital Assault
Philip J. Lazarus, Ph.D.
This presentation will
focus on how school
psychologists, educators and
allied professional can best
prevent and respond to
cyberbullying. This may be
defined as the willful and
repeated harassment of a person
through the use of digital
technologies and may include
flaming, harassment,
denigration, impersonation,
sexting, outing, trickery,
exclusion and cyberstalking.
This presentation will focus on
warning signs, cyberbullying
profiles, and psychological
effects. Discussion will revolve
around what students, parents
and schools can do in the areas
of prevention, supervision,
communication, education,
documentation and reporting. A
model bullying prevention act
that states can use will be
presented. Goal: At the end of
this presentation participants
will have the knowledge to be
able to design a presentation
for parents and educators on the
impact of cyberbullying on
children and what they can do to
prevent and respond to it.
Objectives:
- Participant
will be able to
describe the
types of
cyberbullying,
warning signs,
cyberbullying
profiles and
psychological
effects of
cyberbullying.
- Participants
will be able to
discuss
strategies that
they can use to
help students,
educators, and
parents prevent
and respond to
digital assault.
- Participants
will be able to
describe the
components of a
model bullying
prevention act.
B2:
Essential RtI Contributions School Psychologists:
Impacting Balanced Assessment and Collaboration Processes
Jim Ysseldyke, Ph.D.
and Denise Gibbs, Ph.D.
Mr. Ysseldyke will serve as
moderator Presentation. Summary:
Many opportunities exist for
Wisconsin’s School Psychologists
to play important roles in
maximizing student outcomes in
schools throughout the state as
the Response to Intervention (RtI)
Roadmap is embraced. This
interactive session will
describe how the skill sets of
School Psychologists can be used
to shape the balanced assessment
and collaboration processes
which are central to Wisconsin’s
vision for RtI. As school teams
collaborate to use data from
balanced assessments to make
decisions regarding student
needs for intervention and
response to intervention, School
Psychologists can facilitate the
discussions in many ways. By
providing explanations and
comparisons of the many types of
data and scores which are being
considered, the sometimes
overwhelming nature of this
decision-making task can be
simplified. The field
experiences of the presenters
will be used in framing some of
the discussions in this
interactive session.
Participants will engage in
numerous formative assessments
and interactive small group
activities throughout the
session. Objectives:
- This session
will encourage
participants to
recognize some
specific
contributions
they can make to
the
implementation
of the
collaboration
and balanced
assessment
components of
the Wisconsin
RtI Roadmap.
- This session
will encourage
participants to
consider
essential RtI
implementation
elements which
may present
stumbling blocks
to educators.
- This session
will provide
participants
with insights
regarding the
nature of
discussions
which are
central to
collaboration
within the RtI
context.
- This session
will provide
participants
with an
opportunity to
utilize
formative
assessments
which are
representative
of those which
can be used by
educators in
their efforts to
increase student
engagement and
gauge response
to
intervention/instruction.
- This session
will provide a
link between
everyday
practice and the
NASP Framework
Practice and
Standards.
B3:
Achieving Successful Behavioral Outcomes for Students with Autism or Sensory Needs
Lisa Ladson, B. A., C.A.B.A.
and Lisa Hoeme,
M.A. and
Sharon
Hammer, M.A.
Summary: This session
presents a model for helping to
understand the meaning and
purpose behind behavior that is
experienced as challenging. It
examines the specific
differences that exist in the
way that individuals with autism
experience the world. Within the
session, we will examine
differences that occur in the
sensory systems, in language use
and development and in social
understanding that can sometimes
lead to misunderstandings,
misinterpretations and
challenging behaviors. It is
only understanding these
differences that can lead first
to the most effective and
positive supports, and
eventually to successful
behavioral outcomes. Goals and
Objectives:
- Participants
will understand
the differences
that exist in
the way that
individuals with
autism
experience the
world.
- Participants
will be able to
understand the
role that
sensory,
communication
and social
supports can
play in
supporting the
neurology for
autistic
individuals.
- Participants
will be able to
understand the
importance of
using specific
strategies to
support the
neurology of
individuals on
the spectrum
through
pro-active
behavioral
interventions.
B4:
ARC Northland Training On Working With People With FASD
Lynne R. Frigaard,
Administrator/Fetal Alcohol
Specialist at Arc Northland,
formerly Association of Retarded
Citizens
Curriculum includes:
Basic overview of Fetal Alcohol
Syndrome/Effect, now called
Fetal Alcohol Spectrum
Disorders. Physical
demonstration of how alcohol
causes damage to fetal organs.
Identification of what damage
occurs in each trimester. The
physical characteristics of FAS
& incidence rates. The
non-physical aspects of FASD &
incidence rates. Emotional &
behavioral characteristics at
different developmental stages.
Recognizing the difference
between ADHD & Fetal Alcohol.
Understanding how people with
FASD lack social communication.
Discipline issues. More
effective environments for those
with FASD. Self-calming
techniques & strategies.
Teaching techniques. Special
issues for teens & young adults.
Sexuality issues. Therapy
techniques. Problems for parents
who have FASD. Health issues.
Eating & sleeping issues.
Vocational issues. Training.
This program has been recognized
with two national awards for
excellence. Participants will be
able to:
- Identify
at least 5
characteristics/behaviors
of FASD in each
of the 3
developmental
stages.
- Identify at
least 5 aspects
of an
environment
conducive to
working with
people who have
FASD.
- Demonstrate
knowledge of at
least 5 specific
techniques
effective in
working with
people who have
FASD.
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9 a.m.-12:15 p.m.
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Concurrent
Sessions:
C1:
DPI Updates
Kathryn L. Bush, Ph.D.,
DPI Consultant for School
Psychology Services;
Daniel Parker, M.A., M.S.,
DPI Autism and Parent Engagement
Liaison; Wendi Dawson,
Ms.Ed., DPI Transition
Consultant, TBI, OI and
Eva
M. Kubinski, M.S., DPI
School Administration Consultant
Kathryn Bush, WI DPI Consultant
for School Psychology Services
will discuss informed consent
(the applicable federal & state
laws, rules, & guidance) in an
RtI and PBIS world. She will be
available throughout the
convention to consult regarding
the issues presented in the DPI
Update as well as other issues
of interest to you. Department
of Public Instruction Update:
This workshop will focus on (1)
informed consent in RtI and PBIS
for School Psychologists, and
(2) Wendi Dawson, Eva Kubinski
and Daniel Parker, WI DPI
consultants on the Special
Education Team will each speak
briefly on topics of special
interest: FBAs, BIPs, Transition
beyond HS, TBI, Alternative
Assessments (dynamic learning
maps) and Autism. After these
updates, consultants will take
questions in a panel format.
- Goal:
Provide
information
regarding the
laws,
regulations and
standards that
affect informed
consent for
academic and
social/emotional
screening.
- Goal:
Provide
information
regarding FBAs,
BIPs, Transition
beyond HS, TBI,
Alternative
Assessments
(dynamic
learning maps)
and Autism.
- Goal:
Provide the
opportunity to
get questions
answered by the
new DPI
consultants
attending this
update.
C2:
The iPad: A Workhorse for Special Education
Dan King, M.S.,
Innovative Educator Consulting
and Sally King, M.S.,
Speech Language Therapist
Participants will
explore the Apps that make the
iPad a useful management tool
for staff as well as a tool for
SPED populations. Included are
data collection, organization,
behavior management apps that
teachers and other professional
staff could use to streamline
workloads. A demonstration of
apps for students include
communication devices, video
modeling, rewards, social skills
and more. Come and see how this
eTool can change the way we work
and learn.
C3:
Restorative Practices: Positive Behavior Strategies that Build Strong Relationships and Safe Schools
Patrice Vossekuil, M.A.,
Director of Coordinated
Educational Research Group and
Marilyn Henrich,
M.S., manages
a grant "Safe Schools/Healthy
Students" for the Beaver Dam
Unified School District
As incidents of bullying and
other risk behaviors increase in
our schools, educators are
finding that traditional forms
of discipline are unsuccessful
in changing behaviors and
creating safe, supportive school
environments. Research shows
that punitive and zero tolerance
policies, detentions,
suspensions and expulsions are
not preventing or reducing risk
behaviors but instead have
negative impacts on student
learning and school engagement (Skiba,
R., et al., American
Psychological Association,
2008). Restorative Practices is
an evidence-based approach to:
- building
strong
relationships
within the
school community
including
parents and
families
- training
educators in
classroom and
school-wide
strategies that
prevent and
reduce
misconduct
- empowering
students to
understand
impacts of
misconduct and
repair harm done
to others
C4:
QPR – Question, Persuade, Refer: Suicide Prevention Training for School Professionals
Bridgette Hensley, Psy.D.,
L.P.,
Director, Counseling and
Testing Center, University of
Wisconsin-La Crosse
A Gatekeeper is anyone in a
position to recognize a crisis
and warning signs that someone
may be contemplating suicide.
This could be you (QPR
Institute, 1995). Like CPR, QPR
provides the basic tools that
may save the life of someone who
is thinking about suicide.
Everyone can learn the skills of
Question-Persuade-Refer, the
steps that encourage action and
offer hope.
Learning objectives:
- Identify
suicide myths
and facts
- Identify
verbal,
behavioral and
situation clues
- List the 3
steps of QPR
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