WSPA Spring 2015 Convention - Agenda
March 25-27, 2015 | Stevens Point
Pre-Convention – Wednesday, March 25
8 a.m.-4
p.m.
Registration
8-9 a.m. Breakfast
Outside Expo 1
Expo 3A/3B
9 a.m.-4 P1: Progress Monitoring: Do You Want the Good News of Bad News First? An Honest
p.m.
Discussion and Training to Promote Evidence-Based Knowledge and Skills
Expo 1
Theodore J. Christ, Ph.D.
NASP Practice Model #1
The presenter will provide a candid appraisal of Curriculum-Based Measurement and
progress monitoring. He will (a) provide opportunities to practice and evaluate your
skills to interpret and use progress monitoring, (b) review the advocates’ aspirations for
CBM and progress monitoring, (c) thoroughly review the evidence for their use to guide
low-stakes and high-stakes decisions, and (d) make evidence-based recommendations
for their use in practice. Important considerations include (a) qualities of measurement
tools, (b) schedules of progress monitoring, (c) precision of measurement, (d) time series
models (slopes), and (e) decision rules. Curriculum Based Measurement of Reading
(CBM-R) will be features, but other types of assessment will be referenced and
discussed. This training will improve your awareness, knowledge and skills so you are
better prepared to implement and use of progress monitoring in practice
10:1510:30
a.m.
10:3010:45
a.m.
1212:45
p.m.
2:152:30
p.m.
2:302:45
p.m.
5-9 p.m.
P2: The DSM-5: Implications for School Psychologists
Expo 2
Melissa A. Reeves, Ph.D.; Stephen E. Brock, Ph.D.
NASP Practice Model #4
This session will provide an overview of the DSM-5 diagnostic categories most relevant
to children and adolescents. A brief history of DSM development will be provided with
emphasis on the current shift from a categorical to a dimensional approach. The
relevance of these changes to school-employed mental health professionals will be
explored. Also included in this session will be discussion of how these changes might
influence IDEA eligibility determinations, and the impact these changes will have on
accessibility to interventions and community services. Changes to specific diagnostic
categories most relevant to children and adolescents will be the focus.
Break - P1
Expo 3A/3B
Break - P2
Expo 3A/3B
Lunch
Expo 3A/3B
Break - P1
Expo 3A/3B
Break - P2
Board Meeting & Dinner
Expo 3A/3B
Sands
Convention – Thursday, March 26
8 a.m.-5
p.m.
Registration
8 a.m.-5
p.m.
Exhibitors
8-9 a.m. Breakfast
Outside Expo 1
Commons
Expo 3A/3B
9-10:15
a.m.
Keynote: Student Success: Mental Health Matters
Expo 3A/3B
 Stephen E. Brock, Ph.D.
NASP Practice Model #4
After first clarifying the profound burden mental illness places on students, schools, and
society; this presentation will offer that school psychologists are perfectly positioned to
promote mental wellness and highly qualified to address the challenges of mental
illness. The presentation concludes by offering the fact that there are well established
and effective school-based approaches for addressing mental health.
10:1510:30
a.m.
Break
Expo 3A/3B
10:30
a.m.noon
A1: You're hired!: Tips to a Successful First Year as a School Psychologist
Expo 1
Chris Neddenriep, Ph.D. NCSP
NASP Practice Model #10
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.
A2: Plan 2020: a colloquium to chart WSPA's future
Expo 2
John Humphries
NASP Practice Model #10
Join a group of fellow school psychologists as we help chart WSPA's future. Hosted by
WSPA President John Humphries along with other board members, participants will
engage in small- and large-group discussions about the directions, supports, and
services that WSPA will take in our next 5-year strategic plan. Rest assured, your
voices will be heard at this session.
A3: School Mental Health in Wisconsin: An Exploration of New Initiatives, Barriers, and
Promise
Evergreen/Frontier
 Kathryn Bush; James Haessly
NASP Practice Model #4
Over the next five years, Wisconsin will see its largest influx of federal dollars for
school mental health in history. Learn about the major school and county mental health
initiatives which are poised to begin or have already begun to expand mental health
services to Wisconsin youth. Provide focused input about the professional development
needs school psychologists have in order to more efficiently and effectively serve
students with prevention, early intervention and mental health treatment needs.
12-1:15
p.m.
Lunch & Award Presentation
1:304:45
B1: Reviewing Your Selected and Intensive Levels of Support in a Culturally
p.m.
Responsive Multi-Level System of Support
Dan Seaman Ed.S, NCSP; Liz Gaebler; Dana McConnell
NASP Practice Model #5
Expo 3A/3B
Expo 1
This session will provide an introduction and overview of the Wisconsin RtI Center's
training for Reviewing Your Selected and Intensive Levels of Support. School
Psychologists are critical members of a Culturally Responsive Multilevel System of
Support in schools and would benefit from understanding and facilitating a process of
establishing and strengthening their selected and intensive levels of support for
mathematics or reading. Individuals will leave this session with an understanding of the
process and resources to begin facilitating the conversation back at their buildings.
Participants are recommended to have an established screening process and
completed the Wisconsin RtI Center's School-wide Implementation Review (SIR).
Attendance of both the Wisconsin RtI Center's Framework Training and the Screening &
Progress Monitoring (or similar training) is also encouraged.
B2: Advanced Skills in School-Based Crisis Prevention and Intervention
Expo 2
Stephen E. Brock, Ph.D.
NASP Practice Model #6
This advanced level workshop will assist you in enhancing the crisis procedures already
in place in your school district. Specifically, learn cutting-edge tips on conducting crisis
exercises and drills in the school setting. In addition, strategies for using social media,
dealing with the press, and planning memorials will be offered. The legal ramifications
of crisis response and the spiritual dimensions in the aftermath of a crisis also will be
highlighted.
B3: Neuropsychology of Social, Emotional, and Behavior Challenges
Evergreen/Frontier
 Margaret Sedor, NCSP
NASP Practice Model #4
This workshop will provide an overview of the neurological underpinnings of the social,
emotional, and behavioral challenges of children and adolescents and interventions
within a multi tiered system. A full range of neurobased intervention strategies will be
presented along with commonly used psychiatric medications to address depression,
anxiety, ADHD, trauma and disruptive behavioral disorders.
B4: Evidence-Based Practices for Identifying and Addressing School Refusal and
Truancy
Woodland/Trillium
Mary Wimmer
NASP Practice Model #5
This workshop will focus on how to assess why a student is not coming to school, how to
identify contextual risk factors that contribute to school refusal and truancy, and how to
intervene with students who have high rates of absenteeism. Researchers and
practitioners have developed a plethora of effective strategies to tackle this problem.
Through a review of research, case studies, and discussion of participants concerns and
challenges, attendees will gain an understanding of how to design interventions for
students with high rates of absenteeism. Emphasis will be on Tier 3 evidence-based
practices and how some schools and communities are effectively addressing this
problem at all levels of a three Tier model.
3-3:15
p.m.
3:153:30
p.m.
5-6 p.m.
8:30
p.m.
Break - B1 & B2
Expo 3A/3B
Break - B3 & B4
Student Posters
Expo 3A/3B
Expo 3A/3B
Evening Entertainment
All Assocation Party
Expo 4
Convention – Friday, March 27
8-9 a.m. Registration
8-9 a.m. Breakfast
Outside Expo 1
Expo 3A/3B
8 a.m.noon
9 a.m.12:15
p.m.
Exhibitors
C1: K-12 Data-Based Decision Making within a Model of Multi-Tier Systems of
Support/Response to Intervention (RtI)
Mark Shinn
NASP Practice Model #1
This session will present a comprehensive approach to basic skills data-based decision
making with a focus on screening, eligibility determination, and progress monitoring.
Similarities and critical differences in strategies will be detailed among elementary,
middle school, and high school implementations. Particular attention will be given to
ensure that screening and progress monitoring are used within the context of a
comprehensive evaluation for determining eligibility for special education.
Commons
Expo 1
C2: Diversity in our schools: Examining the relationship between culture, language and
assessment
Expo 2
Amanda Myers
NASP Practice Model #8
Assessing students is a complex process that involves many factors and data sources.
When students are English Language Learners (ELLs) and/or have different cultural
backgrounds, the assessment process can have additional complexity. Elements such as
assessment tools, normative comparisons, language skills, and even personal
perceptions can impact the evaluation. In this session, best practice in the assessment of
ELLs and students from diverse backgrounds will be reviewed, which will include
discussion, reflection on personal perceptions, and examination of available tools and
ways to review and share information.
10:1510:30
a.m.
10:3010:45
a.m.
12:15
p.m.
12:301:30 p.m.
C3: Supporting Students with Complex Needs in the School Environment
Evergreen/Frontier
Chris Peterson
NASP Practice Model #3
In this session, participants will discuss the unique opportunities and challenges in
working with learners with complex learning needs in the school setting. Quality
Indicators for supporting learners with low-incidence disorders (i.e., significant
development and intellectual disabilities) will be shared across a variety of domains
(academic, social, adaptive, transition, etc.), including a discussion around how to align
significantly modified content to grade level curriculum benchmarks. Resources for
support will be offered.
C4: Mental Health Support and Ethical Practice for School Psychologists
Woodland/Trillium
Don Stovall
NASP Practice Model #10
This presentation will combine the themes of mental health support services for students
with the theme of ethical responsibility of school psychologist. A problem-solving model
for ethical decision-making, based on the NASP model, will be reviewed and applied
to sample case studies where a school psychologist is involved in providing services. The
objectives of the workshop include: identification of components of an ethical problemsolving process; Identification of circumstances that involve ethical concerns;
Identification of actions to maintain professional and ethical boundaries and to resolve
ethical challenges.
Break - C1 & C2
Expo 3A/3B
Break - C3 & C4
Expo 3A/3B
Adjourn
Convention Committee Wrap-up
Expo 1