From Surviving to Thriving: Supporting School PsychologistsAcross Michigan!

Annual ConferenceOctober 26, 27, & 28

Crowne Plaza HotelNovi, Michigan

2014

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Message from the PresidentIt is hard to believe that summer is coming to an end and I hope that your summer vacation was relaxing, fun and restful! As we begin the new school year, it is good to reflect on our accomplishments during the last year as well as our goals for the upcoming year. I would like to thank Paul Robb, Past President who has had a significant impact on MASP for many years. We appreciate his time, energy and guidance!

I am also grateful for your continued membership and support of MASP and I hope that you will share the value of MASP membership with your colleagues. I feel very excited about the energy of the current MASP Board and committee members. I believe that it is time to give back to an organization that has helped me grow so much professionally and personally! Through MASP newsletters, resources and conferences, we can continue learning about best practices in the field of School Psychology.Through professional development, MASP has given me many tools that I continue to utilize to help improve education for all students. I remember one conference that I attended and the speaker suggested that the participants take one idea and act on it in the upcoming school year. So now each time I attend a conference, I take one idea, strategy, or tool and put it into practice. That one small suggestion has helped me to believe we can make lasting improvements to school systems... one step at a time!Some of the discussions at the Summer Board Retreat included organizational efficiency by reviewing our By-Laws & Constitution, combining committees that overlap, membership, fiscal responsibility and conference planning. As a board we continually discuss on how we can be resources to our membership and continue to meet the needs of our members. This year we have worked on improving our website. For example, this year we would like to place our NASP approved position papers on the MASP website.With your help we can continue to be a leader in School Psychology in Michigan and we have the opportunity to influence school systems as we work together to help students achieve to the best of their ability… one step at a time!

Tanya Uganski MASP President

From Surviving to Thriving: Supporting School Psychologists Across Michigan!

C O N F E R E N C E S C H E D U L ESUNDAY, OCTOBER 26

12:00 p.m. - 5:00 p.m. Registration Lobby

Pre-Conference 1:00 p.m. - 7:30 p.m.

School Psychologists’ Role in SLD Identification: Practice, Science, and Informed Choices of Priorities Oaks Ballroom

5:00 p.m. - 6:00 p.m. Dinner Oaks Ballroom

MONDAY, OCTOBER 27

8:00 a.m. - 5:00 p.m. Registration Lobby

8:00 a.m. - 5:00 p.m. Exhibits Lobby

General Session8:45 a.m. - 12:00 p.m. Mental Health Crisis Intervention Oaks Ballroom

12:00 p.m. - 1:30 p.m. Lunch Atrium

BREAKOUT SESSIONS

1:45 p.m. - 3:45 p.m. Dr. Frame’s Elixer for Reading Fluency: It’s Not Snake Oil

A

Unlocking the Mystery of Selective Mutism B

Administration and Interpretation of the new WISC-V

C

The Incremental Rehearsal Method: Knowing to Doing with Fidelity

D

Using CBM to Predict MEAP Reading Test Scores E

1:45 p.m. - 5:00 p.m. Ethical Practice and Legal Regulation of School Psychology

F

4:00 p.m. - 6:00 p.m. Leadership: Making the Pieces Fit A

Assessing English Language Learners Using the Culture-Language Interpretive Matrix

B

4:00 p.m. - 5:00 p.m. Using Student Risk Screening Scale (SRSS) as a Universal Screener for Behavior

C

SSIS Intervention Guides: Effects on Social Skills, Academics, and Behavior

D

Best Practices for Service-After-The-Sale: A One-Act Play

E

5:00 p.m. - 6:00 p.m. Using Mindfulness to Enhance Social Emotional Learning Curriculums

C

Michigan Literacy Corps: Leveraging Community Partnerships for Educational Success

D

Making a Successful Transition From College to Career: Preparation for Graduate Students

E

TUESDAY, OCTOBER 28

8:00 a.m. - 12:00 p.m. Registration Lobby

General Session8:45 a.m. - 12:00 p.m.

Motivational Interviewing for Effective Classroom Management: The Classroom Check-up

Oaks Ballroom

Tanya UganskiMASP President

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Mental Health Crisis InterventionIt is not a question of if school-mental health professionals will be required to respond to the aftermath of a school associated crisis event. Rather it is a question of when educators, such as school psychologists, will be required to help students, staff, and school community members cope with the aftermath of a critical incident. Given this unpleasant reality it is essential that all school-based mental health professionals be prepared to provide mental health crisis intervention services. Making use of the NASP PREPaRE model of school crisis prevention and response, this workshop will address the essential elements of school-based mental health crisis intervention. It will include discussion of crisis intervention prerequisites (i.e., reaffirming safety and evaluation of psychological trauma risk) and will review the three general classes of crisis intervention (i.e., use of naturally occurring social supports, psychological education, and psychological intervention).

Objectives: From this workshop it is anticipated that participants will...• be able to identify factors that make crises more or less psychologically traumatic• be able to articulate the importance of re-establishing physical safety before providing mental health

crisis intervention.• be able to recognize the risk factors and warning signs associated with psychological trauma subsequent

to crisis event exposure.• be able to identify a range of mental health crisis interventions appropriate for use in the school setting

following exposure to a school associated crisis event.

Dr.  Stephen  E. Brock  is a Professor and the School Psychology Program Coordinator in the College of Education at California State University, Sacramento (CSUS). His professional preparation includes undergraduate and graduate degrees in psychology, and a Ph.D. in Education (with an emphasis in psychological studies) at the University of California, Davis, where he researched Attention-deficit/Hyperactivity Disorder. University courses taught have included Educational Research, Functional Assessment of Behavior, Preventive Psychological Interventions, Psychology in the Schools, and Human Development and Learning. He was selected by the College of Education’s faculty to receive the 2012-2013 Outstanding Scholarly and Creative Activities Award. A Nationally Certified School Psychologists (NCSP) and Licensed Educational Psychologist (LEP), Dr. Brock worked for 18 years as a school psychologist with the Lodi (CA) Unified School District (the last 6 of which included assignment as Lead Psychologist) before joining the CSUS faculty. As a school psychologist he helped to develop the district’s school crisis response protocol, served on an autism specialty team, and specialized in functional behavioral assessment.A member of the National Association of School Psychologists (NASP) since 1985, Dr. Brock currently serves as a Contributing Editor to the Communiqué (the NASP newsletter), is on the Editorial Advisory Board of the School Psychology Review, is a member of the National Emergency Assistance Team, is co-chair of the PREPaRE Crisis Prevention and Intervention Training Curriculum workgroup, and was recently elected NASP President. In addition, he previously served as the California representative to the NASP Delegate Assembly, the Western Region Representative to the NASP Executive Council, and Coordinator of the Crisis Management Interest Group. He is the lead editor of the NASP publication Best Practices in School Crisis Prevention and Intervention (2nd ed.) and lead author of School Crisis Prevention and Intervention: The PREPaRE Model. Dr. Brock received NASP’s Presidential award in 2004 and 2006, and the Crisis Management Interest Group’s Award of Excellence in 2006 and 2007.At the state level, Dr. Brock is a past president of the California Association of School Psychologists (CASP).Previously, he served CASP as the Region X representative, the Employment Relations Specialist, the Convention Chairperson, was on the editorial board of CASP Today (the CASP newsletter), and was an Associate Editor of The California School Psychologist. In 1997 he received CASP’s Outstanding School Psychologist award, and in 2012 he received CASP’s highest award; the Sandra Goff Memorial Award.Dr. Brock’s academic work has included study of school-based crisis intervention; system level school crisis response; suicide prevention, intervention, and postvention; ADHD; functional behavioral assessment; violence prevention; threat assessment; reading; and autism. His curriculum vitae lists over 230 publications and over 150 invited or refereed state/national/international conference presentations. He is on the editorial board of the Journal of School Violence, and along with Dr. Shane R. Jimerson, is editor of a book series for Springer Science+Business Media titled Developmental Psychopathology Scientist Practitioner at School Series. Books from this series, which find Dr. Brock also playing an authorship role, include: Identifying, Assessing, and Treating Autism at School; Identifying, Assessing, and Treating Bipolar Disorder at School; Identifying, Assessing, and Treating Posttraumatic Stress Disorder at School; Identifying, Assessing, and Treating Dyslexia at School; Identifying, Assessing, and Treating ADHD at School; and Identifying, Assessing, and Treating Self-Injury at School. His books have been translated into Greek, Japanese, and Chinese.

Sunday, October 26, 2014PRE-CONFERENCE

Oaks Ballroom1:00 p.m. – 7:30 p.m.

(with a 1 hour dinner break)

Monday, October 27, 2014GENERAL SESSION

Oaks Ballroom8:45 a.m. – 12:00 p.m.

Mark R. Shinn, Ph.D.Professor/Coordinator of the School Psychology at NLU

Stephen E. Brock, Ph.D.Professor/School Psychology Program Coordinator in College of Education at CSUS

School Psychologists’ Role in SLD Identification:Practice, Science, and Informed Choices of Priorities

IDEA-2004 changed the landscape with respect to students with specific learning disabilities (SLD) assessment practices. Decades of accumulated practice complaints and research knowledge demonstrated that the predominant focus remained tied to the ability-achievement discrepancy model, largely driven by school psychologists’ testing. More than a decade ago, local education agencies (LEAs) were given a choice of methods, one that included Response to Intervention (RtI) and a third “research-based” method, that some operationalized as a pattern of cognitive strengths and weaknesses. Schools were largely ill-prepared for RtI as SLD and many were stuck in the “old thinking” that every problem learning was a special education problem. Furthermore, some school psychologists felt threatened by the potentially diminished status of cognitive testing and a place to “fit” in terms of their school roles in RtI.This presentation will focus on how RtI enables school psychologists to be meaningful contributors to school-wide prevention practices and interventions for students when RtI is used as a component of SLD identification, but more importantly, as part of new thinking that is focused on coordinated, early intervening services. Differentiated K-8 and high school quality RtI assessment and decision making practices using a dual-discrepancy model as part  SLD identification with a diminished emphasis on cognitive testing will be presented within a broader model of Multi-Tier Systems of Support (MTSS).  Opportunities to discuss why Ability--Achievement Discrepancies and Cognitive Strengths and Weaknesses have severe psychometric deficiencies and little empirical support for use in SLD identification practices within the context of greater needs for school psychologists’ vital roles in school climate, behavior support, and mental health services. 

Objectives: • Identify the key components to quality RtI assessment as part of SLD identification. • Differentiate between norm-based dual discrepancy models best used K-8 and standards-based dual

discrepancy models best used at high school.• Understand the psychometric deficiencies of ability-achievement discrepancy and cognitive patterns of

strengths and weaknesses as well as the lack of data on universality and specificity.• Determine what choices school psychologists will make in the context of their own personal use of cognitive

testing in assessment activities for all students identified with disabilities, including intervention planning and 3-year re-evaluations.

Dr. Mark R. Shinn, is currently Professor and Coordinator of the School Psychology at National Louis University (NLU) in Chicago. Prior to joining NLU in 2003, he was Professor of School Psychology and Special Education at the University of Oregon (1984-2003). He was awarded the 2003 APA School Psychology Division Jack Bardon award for career service achievements and remains an APA Fellow, awarded 1994. Dr. Shinn received his Ph.D. from the University of Minnesota, where he studied with Dr. James Ysseldyke and Dr. Stanley L. Deno at the University of Minnesota Institute for Research on Learning Disabilities (IRLD).Dr. Shinn is a nationally recognized consultant to schools and state departments of education across the country on implementation of MTSS /RTI. He began working in the first urban school district sites (St. Paul and Minneapolis Public Schools) that evolved into an RTI model in the early 1980s and has worked with schools and state departments of education in more than 40 states.  Among these consultation activities, he served 5 years as the Project Director for the Northern Region of IASPIRE, an USDE/OSEP and Illinois State Board of Education Personnel Preparation Grant for supporting implementation of RTI in a Multi-Tier Intervention model in Illinois. In the past 2 years, he has supported other state department efforts in Virginia, Tennessee, and North Dakota.  His areas of specific expertise are scientifically based basic skills progress monitoring and screening, particularly when applied in a Multi-Tier System of Supports (MTSS) or Response to Intervention (RtI). Dr. Shinn has edited 2 books on Curriculum-Based Measurement (CBM) and published almost 100 journal articles and book chapters on basic skills progress monitoring and screening. In addition, he has contributed to the software development of aimsweb, and the progress monitoring components of Jamestown Reading Navigator and Vmath. As part of his contributions to the knowledge base of evidence-based interventions, he co-edited three editions of Interventions for Achievement and Behavior Problems in a Three-Tier Model, including RtI published by NASP.  For 4 years, he was 1 of 6 members of the USDE/OSEP National Center for Student Progress Monitoring Technical Review panel for judging whether progress monitoring tests met professional standards. In his career, he has been the principal or co-principal investigator on more than $4 million in federal personnel preparation and research grants.

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CONFERENCE BREAKOUT SESSIONSMONDAY 10/27, 1:45PM-3:45PM

Dr. Frame’s Elixer for Reading Fluency: It’s Not Snake OilJohn N. Frame, Ph.D.

Attend a session that will prepare you to almost immediately implement repeated reading as a consultant or interventionist with an entire classroom, small group, or one-on-one. Reading fluency is the critical link between learning to read and reading to learn. Repeated reading is a low-cost, high-value instructional strategy to improve reading fluency.

Unlocking the Mystery of Selective Mutism and Social AnxietyAimee Kotrba, Ph.D.

Children with untreated Selective Mutism are at an increased risk for self-esteem issues, depression, school failure, social skill problems, and school refusal. Early and evidence-based therapeutic intervention is of upmost importance to decreasing anxiety and increasing communication in children with Selective Mutism. Through the use of case studies and video examples, participants will learn how to identify and assess for Selective Mutism and what school and mental health professionals can do to help. Interventions are broken down into small, easily understood steps that participants can immediately use with their patients or students. Attendees will practice role-plays to learn practical techniques for increasing speech and helping children control their anxiety. Leave not only with a specific, successful treatment plan for your individual cases but also with the knowledge to teach others in your workplace or community about Selective Mutism.

Administration and Interpretation of the new WISC-VJ. Lynsey Psimas, Ph.D.

This intermediate workshop will introduce attendees to the new Wechsler Intelligence Scale for Children, 5th Edition (WISC-V). Participants will learn how to administer and score new subtests, which include measures of visual spatial ability, fluid reasoning, and visual working memory. The new five-factor cognitive structure and ancillary subtests will be introduced. In addition to reviewing the traditional method of administration, attendees will also learn about the new digital administration platform called Q-interactive. Attendees will develop a basic understanding of both traditional and digital methods of administration, scoring, and storing information. This session will provide case studies to help practitioners understand and integrate evaluation results.

The Incremental Rehearsal Method: Knowing to Doing with FidelityLara MacQuarrie, Ph.D., and Jane Sturgell

What happens when we apply a research-practitioner model, focus on the individual student, and provide direct intervention? We will provide results of a study that compared the Incremental Rehearsal and Pocket Word methods to Repeated Reading at the Instructional-Level. Participants will review research, learn strategies, and learn to implement the IR method with fidelity to improve academic success for students. This session will be a follow-up skills session to, The Effect of the Incremental Rehearsal Method on Word Retention in First Graders, presented at MASP on October 28, 2013.

Using CBM to Predict MEAP Reading Test Scores Patrick Sorrelle, Christine Russell, and Anna Harms

This session will review the findings of a study examining the relationship between performance on DIBELS Next and AIMSweb reading measures and performance on the reading component of the MEAP. Participants will learn about implications associated with different sets of cut scores to predict statewide assessment performance and how they affect local decision-making will be highlighted.

MONDAY 10/27, 1:45PM-5:00PMEthical Practice and Legal Regulation of School Psychology

Cheryl L. Somers, Ph.D.This three hour session will emphasize the most current ethical standards and legal regulation for the field of school psychology.  Content presented will be situated in the context of common scenarios encountered in school psychologists’ daily practice. The NASP ethical problem solving model will be utilized to process specific ethical/legal dilemmas faced by school psychologists.  Attendees will earn 3 hours of NASP CPD units, which will meet the Ethical Practice and Legal Regulation training requirement for the NCSP renewal.

MONDAY 10/27, 4:00PM-6:00PMLeadership: Making the Pieces Fit

Josh Townsley and Pete BennettInspirational leaders “Start with Why” to create a vision and find others that share their beliefs. Furthermore, great leaders are aware of universal truths about leadership and transcend their position to develop leaders. We’ll share our story of how we’ve applied lessons from leadership and education reform experts to lead a school improvement effort. What can it do for you?

Assessing English Language Learners Using the Culture-Language Interpretive Matrix

Lisa Woodcock-Burroughs, Ph.D.The fair and nondiscriminatory assessment of English Language Learners is an issue increasingly facing school psychologists. Available assessment batteries do not adequately address this issue. The Culture-Language Interpretive Matrix (C-LIM) is a research based alternative method of systematically analyzing data to assist in answering the question: are the student’s academic difficulties the manifestation of a culture/language difference or a disability?

MONDAY 10/27, 4:00PM-5:00PMUsing Student Risk Screening Scale (SRSS) as a Universal Screener for Behavior

Melissa Nantais, Ph.D.This session will provide an overview of the Student Risk Screening Scale (SRSS) as a universal screener for behavior and how it fits within a Multi-Tier System of Supports (MTSS) framework. Participants will learn about how the SRSS can be successfully installed within a school and inform decisions for behavioral supports.

SSIS Intervention Guides: Effects on Social Skills, Academics, and BehaviorPresenter: Sandra Morgan, Ph.D. and Renee Bancroft

The effectiveness of the Social Skills Improvement System (SSIS) Intervention Guide was evaluated when implemented following program recommendations for a small-group setting. Overall improvements in academically engaged time and social skill demonstration resulted for most participants, as well as a reduction in the frequency of disruptive behaviors.

Best Practices for Service-After-The-Sale: A One-Act PlaySally Denoyer

Test, paperwork, meeting…repeat. Wait! Watch a psychologist from Detroit Public Schools work with a student to explain what happens after the IEP has been held. Learn to use creative techniques to enhance student’s awareness of their learning differences and change misperceptions/fear into understanding/empowerment. List of resources will be provided including bibliographies, web sites, and fun ideas for hands-on materials.

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MONDAY 10/27, 5:00PM-6:00PM

Using Mindfulness to Enhance Social Emotional Learning Curriculums

Mary Spence, Ph.D. and Rita Benn, Ph.D.

In the midst of every school day, there are multiple stressors that increase the likelihood we will just react, rather than follow the ‘rules’ we learned in didactic SEL lessons. Attendees will learn what mindfulness is, effective strategies to augment interventions for children who struggle and how to assist adults with the understandable anxieties about meeting student needs.

Michigan Literacy Corps: Leveraging Community Partnerships for Educational Success

Holly Windram, Ph.D.

Michigan Literacy Corps, hosted by the Hope Network, is a state-wide, strategic initiative to ensure reading proficiency for ALL children by grade 3 or sooner. Michigan Literacy Corps leverages the power of community service to improve reading levels and strengthen educational systems in local communities using the Minnesota Reading Corps (MnRC) program. The MnRC program is an evidence-based, research-supported tier 2, standard treatment protocol reading intervention program (Hafford et al., 2013) supported by intensive coaching and checks for fidelity. This presentation will describe the Reading Corps program, outcomes from the first two years of implementation in Michigan schools, and plans for state-wide growth.

Making a Successful Transition From College to Career: Preparation for Graduate Students

Sharon Dusney

Session will prepare students for their internship and interviewing for their first job as a School Psychologist. Students will learn about what experiences they should have during their internship to make them a well-rounded employment candidate. Participants will also learn how to design and build their resume, and how to prepare for their first interview, including a discussion of potential interview questions.

Motivational Interviewing for Effective Classroom Management: The Classroom Check-up

This presentation will begin with an overview of Motivational Interviewing (MI) and the Spirit of MI, as well as discussion of strategies for promoting teacher and family/care-giver behavior change. Next, we will apply motivational interviewing theory and techniques to coaching and discuss effective teacher consultation. Lastly, we will discuss the Classroom Check-up (CCU) Consultation Model. This session will include practice using MI strategies and a review of forms to collect data using the CCU.

Objectives:• Provide an overview of two evidence-based interventions, Motivational Interviewing (MI)

and the Classroom Check-up (CCU) Consultation Model.• Discuss MI theory and techniques. Practice using MI strategies for promoting behavior

change.• Discuss the CCU Consultation Model and how it can be applied in your schools.• Review forms for collecting CCU data.  

Dr. Dana Marchese earned her Ph.D. in School Psychology at the University of Missouri. She completed her predoctoral training at the University of Maryland School of Medicine in the Department of Psychiatry and with the University of Maryland Center for School Mental Health. Dr. Marchese earned her B.S. in Psychology and Criminal Justice from Towson University and her M.S. in Clinical Community Counseling from Johns Hopkins University. Prior to obtaining her PhD, Dr. Marchese worked for the Johns Hopkins University Center for Prevention and Early Intervention coordinating and implementing evidence-based interventions with children and families in Baltimore City schools.  She has experience coaching and consulting with teachers to increase implementation of evidence-based practices in the classroom. Her dissertation work was to develop a series of modules on best practices in classroom management with elementary school classroom teachers using the Classroom Check-up Consultation Model. Currently, Dr. Marchese is a faculty member and Research Associate at the Johns Hopkins University Bloomberg School of Public Health.

Tuesday October 28, 2014GENERAL SESSION

Oaks Ballroom8:45 a.m. – 12:00 p.m.

Dana Marchese, Ph.D.Faculty/Research Associate at Johns Hopkins University Bloomberg School of Public Health

MASPweb.com MASP has transitioned to a new website provider to include better membership services.  Using your email address you can log into the “Member Only” site, update your personal information, and renew your membership.  If you have not received a password to the new website, you can have it emailed to you when you attempt to log in.  If you have any questions, please feel free to contact the webmaster at Jason.Sines@lisd.us

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Hotel Information

SAVE A TREE!Bring your program with you. *** MAKE SURE TO ASK FOR THE MASP CONFERENCE RATE ***

State Continuing Education Clock Hours (SCECHs)The Administrative Rules that govern certification were recently revised and have eliminated the term State Board Continuing Education Units (SB-CEUs). The certification credits will now be called State Continuing Education Clock Hours (SCECHs). Previously the amount of time allocated for the activity was equated to SB-CEUs where 10 hours of participation resulted in 1 SB-CEU. Under the revisions, the SCECHs will now equate directly to hours of participation, so 10 clock hours are equated to 10 SCECHs.The Conference Committee was mindful of the need to earn credits toward recertification. Approval is pending for the pre-conference workshop of 5 SCECHs, and conference of 10 SCECHs. If you attend both programs, you will earn 15 SCECHs. MASP no longer charges attendees a fee for SCECHs. Only individuals who are part of the MDE certification process should register for SCECHs.

NASP CPD CreditMASP is now approved to provide NASP CPD credit, 5 contact hours for the pre-conference and 10 contact hours for the conference. MASP no longer charges attendees a fee for SCECHs / CPD credits.

Crowne Plaza Hotel - Detriot/Novi27000 S. Karevich Dr.Novi, Michigan 48377Phone: (248) 348-5000

Fax: (248) 348-5060

Hotel reservations must be made prior to Friday, September 26th, in order to guarantee the group rate.