& the Contributions of Great Wolf Lodge

Transcription

1 Supporting Positive School Cultures: Prevention, Intervention Annual Conference October 26 & 27 & the Contributions of Great Wolf Lodge School Psychologists Traverse City, Michigan

2 Supporting Positive School Cultures: Prevention, Intervention & the Contributions of School Psychologists Marvin Nordeen MASP President Message from the President I am excited to be back on the MASP board for the third time. I guess I just can t stay away. I am very excited to say that, in the twenty years that I have been associated with this board, it has grown stronger and more focused on what it can do to support you, in supporting kids. This has always been the theme, but I have never seen it more strongly vocalized than it is right now. Your MASP board spends significant time during our meetings assessing the purpose of our organization and how to best fulfill that purpose. In an age where much of your professional development comes from your local school or ISD, we have had to reassess what difference we can truly make in your lives, and ultimately the lives of the kids you serve. I believe very strongly that one of our purposes is to put you in the presence of the nation s leaders in education. I don t believe in this for the sake of hobnobbing with the big wheels. Rather, I believe, hearing directly from the people who are influencing our field, helps us understand where the field is going, thus allowing us to either influence that direction, or support it in helping children. When MASP engages these nationally-renowned leaders, we strive to balance out academic themes with behavior themes; data-related presentations, with practical hands-on skill workshops. Our two primary presenters are equally well-versed in speaking about academic instruction, behavior and school culture. It is now clearly established, that until a positive school culture is established where all kids feel connected and valued, the extent of academic gain is significantly compromised. Kathleen Lane and Randy Sprick will give you practical hands-on skills to take back to school on Monday, as well as a theoretical understanding of what we have to do and why. So with that, I invite you to join us at the Great Wolf Lodge in beautiful Traverse City and engage with us in debate, discussion, and learning. Let s see where our field is going, positively influence that direction, and then engage our peers to provide the best education for the children of Michigan that we possibly can. Have a good year, and I encourage you to focus on changing the lives of children, one child at a time. Marvin Nordeen MASP President MONDAY, OCTOBER 26 CONFERENCE SCHEDULE 8:00-6:00 Registration & Vendors 8:30-12:00 Behavior Support: Consciously Constructing a School-wide Climate to Foster Responsibility and Motivation Dr. Randy Sprick 12:00-1:00 Lunch 1:15-3:45 Early Stage Intervention for Individual Students Dr. Randy Sprick 4:00-6:00 Exploring Ethical and Legal Tensions in the Role of the School Psychologist in 2015 LaPointe & Butler, P.C. TUESDAY, OCTOBER 27 8:00-6:00 Registration & Vendors 8:30-12:00 Moving Forward with Systematic Screening in Comprehensive, Integrated, Three-tiered (CI3T) Models of Prevention Dr. Kathleen Lane 12:00-1:15 Lunch BREAKOUT SESSIONS 1:30-3:30 Screening and Monitoring the Effectiveness of Interventions for RTI for Behavior: Children with Social-Emotional Difficulties *Sponsored by MHS School Refusal: A Functional Approach to Identification & Intervention Think FBA: Helping Teachers Address Behavior Problems in Young Students Writing County SLD Guidelines To Use RTI For Eligibility BASC-3 *Sponsored by PEARSON 3:45-4:45 Bridging the Cultural Conundrum to Create Safe Classroom Environments Establishing Your Peer to Peer Support Program NASP Practice Model Overview: Implications for Michigan School Psychologists Current Directions in Training School Psychologists: Updates from Michigan Programs Making a Successful Transition from College to Career: Preparation for Graduate Students 2 3 A/B C/D Timberview Territory A Territory B A/B C/D Timberview Territory A Territory B

3 Monday, October 26, 2015 (AM Session) BEHAVIOR SUPPORT: Consciously Constructing a Schoolwide Climate to Foster Responsibility and Motivation Presented by Randy Sprick, Ph.D. When implemented properly a culture of data-driven decision-making is created that results in a school staff that is unified and increasingly able to meet social/behavioral needs of ALL students. This session provides a wealth of practical examples of how successful schools are implementing behavior support procedures that reduce misbehavior while increasing student motivation and responsibility. The procedures described will be at the school-wide, classroom, and individual student levels and will include procedures for teaching responsible behavior in all school settings. Strategies for increasing the degree of consistency and positive intervention of all staff will be provided. Participants will leave with strategies and tools to guide a school staff to: Develop site based management and data-driven approach to school-wide discipline. Develop strategies for improving student behavior and staff consistency in the school s common areas: Bus, playground, halls, cafeteria, and so on. Clarify expectations for behavior and directly teach those expectations to students. Respond consistently and calmly to misbehavior and reduce office referrals. Provide frequent and age-appropriate positive feedback to students. Improve the quality of staff supervision of playgrounds, halls, etc. AUDIENCE: Although a major theme will be about the role of the school psychologist in these efforts, this session will also be useful to school administrators and other educators interested in implementation of behavior support practices. (PM Session) Early-Stage Interventions for Individual Students Presented by Randy Sprick, Ph.D. This session will provide information on five interventions that can become a standard protocol within a district what should teachers implement first when an individual student s behavior is problematic. Strategies include planned discussion, goal setting, data-collection and debriefing, increasing positive interactions, and function-based interventions. Each strategy will include some easy-to-use implementation forms and worksheets. This protocol or something similar is essential for creating the link between universal procedures and Tier 2 and Tier 3 intervention support. Randy Sprick is an educational consultant and trainer in Eugene, Oregon. Each year, he presents practical and entertaining workshops to over 30,000 teachers and administrators throughout the United States and Canada. Much of his work involves helping teachers, principals, and other staff set up schools and classrooms that encourage student responsibility and motivation, while humanely and effectively helping misbehaving students learn to behave in more responsible ways. As the primary author for the Safe & Civil Schools series, Randy has produced numerous articles, books, and multimedia programs that assist school personnel in dealing with the issues of discipline and classroom management. His most recent publications include Teacher s Encyclopedia, 2nd ed. (2012) and Coaching Classroom Management, 2nd ed. (2010). Randy is the director of Teaching Strategies, Inc. and the lead consultant for Safe & Civil Schools. He is a past president of the Association for Direct Instruction (ADI) and was inducted into the Association s Hall of Fame. In 2007, the Council for Exceptional Children honored Randy with the J.E. Wallace Wallin Lifetime Achievement Award in recognition of his work developing, advocating, and proliferating Positive Behavior Support in schools. Education: M.S. in Special Education, University of Oregon; Ph.D. in Curriculum and Supervision, University of Oregon. Exploring Ethical and Legal Tensions in the Role of the School Psychologist in 2015 Presented by LaPointe & Butler, P.C. Trained to address mental health issues, but constrained by demands and mandates that far outstrip supply, school psychologists are often in the crossfire between parents who have already consulted private clinicians and the ever-increasing district responsibilities to students with disabilities, not just under IDEA, but also Section 504 and the ADA. This session will discuss the life-cycle of special education issues confronting school psychologists including ethical practices and legal issues emanating from implementation of IDEA, NCLB, Section 504, and the ADA. Topics and issues include: 1. Child find (what role does RTI or MTSS play) 2. Evaluations (dealing with niche clinical diagnoses, and receiving evaluation plans requiring psychological assessment but developed without benefit of the school psychologist s input, non- IDEA evaluation requests for guardianship or post-secondary purposes) 3. Eligibility determinations (clinical diagnoses not fitting with special education criteria, resolving the you can t be special ed eligible without needing special ed conundrum, disproportionality in identification) 4. IEP program and service recommendations (finding the appropriate legal balance between FAPE and LRE when parents of students with significant special education needs want full/extensive inclusion) 5. Record issues (retention, disposal, guidance/cautions with Google docs, , icloud drive) 6. Special issues (pattern of removals triggering MDR, disproportionality in suspension/expulsion) 7. Understanding the step and the potential impact of the ADA Title II Effective Communication provision. Attendees will earn 2 hours of NASP CPD units toward meeting the Ethical Practice and Legal Regulation training requirement for NCSP renewal. Sharon L. LaPointe is a founding partner of LaPointe and Butler, P.C., and she continues to practice disability law in an Of Counsel role with the firm. She received her undergraduate degree from Central Michigan University as well as her master s in clinical psychology and specialist degree in school psychology services. Sharon served as a school psychologist for 10 years prior to entering law school. She graduated from the University of Nebraska School of Law cum laude in 1983 and has practiced in the area of disability law since Sharon has also served as adjunct professor at Central Michigan University, Northern Michigan University and Saginaw Valley State University with respect to learning disabilities, 504, the ADA and state and federal special education law. She has written a 504/ADA manual for school districts entitled Ways Through the Maze, and was co-editor of Response to Intervention: Enhancing the Learning of all Children. Sharon has also served as legal consultant to the Michigan Department of Education (MDE) Part C Procedural Safeguards Task Force, as a member of the MDE ADHD and Restraint/Seclusion referent groups, and as a member of the State Autism Council committees on Early Identification and Early Intervention and Secondary Transition Programming. 4 5

4 Jeffrey J. Butler is a partner with the Okemos, Michigan law firm of LaPointe & Butler, P.C. Jeff graduated from the Thomas M. Cooley School of Law, cum laude, in 1991, where he was on law review and the moot court team. After graduating from law school, Jeff worked for the Michigan Court of Appeals as a research attorney and, later, as a law clerk to various judges including the Chief Judge of the Court. In May of 1994, Jeff accepted a position with the Attorney General s Office and was assigned to the Education Division. In that division, Jeff provided legal counsel to the State Board of Education, the Department of Education, the Superintendent of Public Instruction, the Governor, the Legislature, and other State agencies and officials in matters related to education law, special education law and school finance. During his tenure with the Attorney General s office, Jeff obtained extensive litigation experience, representing the state, its agencies and officials regarding education matters in state and federal courts and in various administrative tribunals. Jeff is currently an adjunct professor at Thomas M. Cooley Law School, Grand Valley State University and Michigan State University. Jeff joined LaPointe & Butler, P.C. in June of Tuesday, October 27, 2015 (AM Session) Moving Forward with Systemic Screening in Comprehensive, Integrated, Three-tiered (CI3T) Models of Prevention Presented by Dr. Kathleen Lane Content and Learning Outcomes: In this presentation we focus on the role of systematic screening, providing practitioners and researchers with practical illustrations of how to conduct systematic screenings (e.g., selecting your tools, preparing for screening, and conducting the screening) and then using screening data within tiered systems. Specifically, we illustrate how to (a) examine the overall level of risk in a building, (b) use teacher-delivered strategies to support academic engagement and decrease disruptive behavior, and (c) connect students to research-based Tier 2 and 3 supports according to their individual needs. We close with information on how to get started with systematic screening efforts. Participants will learn: 1. How to conduct systematic screenings, focusing on logistical considerations 2. How systematic screening data can be used to a. examine students overall performance b. inform low-intensity teacher-level interventions c. connect students to Tier 2 and 3 supports Kathleen Lynne Lane is a Professor in the Department of Special Education at the University of Kansas. Prior to entering academia, Dr. Lane served as a classroom teacher of general and special education students for five years and a Program Specialist for two years. Dr. Lane s research interests focus on schoolbased interventions (academic and behavioral) with students at risk for emotional and behavioral disorders (EBD), with an emphasis on systematic screenings to detect students with behavioral challenges at the earliest possible juncture. She has designed, implemented, and evaluated comprehensive, integrated, three-tiered (CI3T) models of prevention in elementary, middle, and high school settings to (a) prevent the development of learning and behavior challenges and (b) responding to existing instances. Dr. Lane served as the primary investigator of state-funded and federally-funded projects. She is the co-editor of Remedial and Special Education and the Journal of Positive Behavior Interventions. Dr. Lane has co-authored seven books and published over 150 refereed journal articles and 31 book chapters. BREAKOUT SESSIONS Tuesday 10/27 1:30 3:30 Screening and Monitoring the Effectiveness of Interventions for RTI for Behavior: Children with Social-Emotional Difficulties Dr. Achilles N. Bardos *Sponsored by MHS NASP has been advocating for comprehensive and culturally responsive school mental health services delivered within a multitier system of supports (MTSS). How do we create a coordinated mechanism to screen and monitor the effectiveness of behavioral interventions for individual students or programs using objective multiple sources of data? This workshop will discuss how the BIMAS a web based software can assist practitioners to measure, monitor and be accountable for the mental health services they offer. School Refusal: A Functional Approach to Identification & Intervention Dr. James Wood & Dr. Karen Rusniak School refusal is a complex and challenging problem. There are a number of issues that may contribute to its dynamics. A functional approach to identification provides clarity to help determine the most appropriate evidence-based intervention strategies. These strategies will include parent and teacher guidance, educational support, and cognitive behavioral intervention. This workshop is designed to assist school psychologists in tailoring effective empirically-based strategies to manage school refusal. Think FBA: Helping Teachers Address Behavior Problems in Young Students Jamie Owen-DeSchryver, Ph.D. and Amy Matthews, Ph.D. Don t have time for a full FBA? Have difficulty getting early childhood teachers to complete FBA forms? Then teach your school partners to Think FBA. This session will review information about training preschool and early elementary teachers to use a Think FBA process to address challenging behaviors. Presenters will provide resources and review a training process to assist in designing functionally-matched interventions that can reduce behavior problems in young students. Writing County SLD Guidelines To Use RTI For Eligibility Nancy Theis This presentation will provide the history of building county wide consensus around a Multi-Tiered System of Supports for students. This MTSS focus naturally led to a revision of Ingham ISD s Specific Learning Disabilities Eligibility Guidelines that recommends RTI as the identification model for all Ingham County Schools. The process, documents, appendices and roll out plan will be shared. 6 7

5 Assessment and Intervention using the Behavior Assessment System for Children-3 (BASC-3) J. Lynsey Psimas, PhD, NCSP *Sponsored by PEARSON This presentation will introduce attendees to the new BASC-3, a multi-method, multi-dimensional system for objective determination of emotional and behavioral disorders in children. The workshop will emphasize changes from BASC-2 to BASC-3. Multiple new scales have been added, as well as the brand-new Flex Monitor and Comprehensive Continuous Performance Test. This presentation will also review the BASC-3 Behavior and Emotional Screening System (BESS), BASC-3 Skill Building Guide, and new BASC-3 Q-global scoring options. Tuesday 10/27 3:45 4:45 Bridging the Cultural Conundrum to Create Safe Classroom Environments Shanter H Alexander, Ed.S, NCSP and Stacey A. Nicely, MA, LPC The recent news world has been buzzing with stories of cultural struggles. This session aims to alleviate of the intensifying confusion amongst school based practitioners, about exactly how support services can be appropriated to support our children s socio-emotional needs across cultures. The session will provide a pertinent, practical and strategic guide to help teachers cultivate safe multicultural classroom environments. Establishing Your Peer to Peer Support Program Jan Atwood and Whitney Woolley The Peer to Peer Support Program is an evidence based program that aims to improve the socialization and independence skills of students with autism. This presentation will share the steps taken to establish the program at Oakridge Upper Elementary, the ongoing efforts to expand to the secondary level, and the impact it has had on our students. NASP Practice Model Overview: Implications for Michigan School Psychologists Tracy Hobbs, NCSP The Model for Comprehensive and Integrated School Psychological Services (also known as the NASP Practice Model) represents NASP s official policy regarding the delivery of school psychological services. It promotes consistency of practice by delineating what services might reasonably be expected to be available from school psychologists and is designed to promote the connection between research, training, standards and practice. This session will provide an overview of the skills and services available from school psychologists across the ten domains of practice which are incorporated in the Practice Model, information about using the Practice Model to advocate for expanded roles, and a rubric for using the Practice Model as a framework for personnel evaluation. Current Directions in Training School Psychologists: Updates from Michigan Programs Amy Campbell, Ph.D., Kristen Schrauben, Ph.D. NCSP, Michael Hixon, Ph.D. BC- BA-D, Cheryl Somers, Ph.D., & Jana Aupperlee, Ph.D. Learn about the current trends and future directions in training school psychologists in Michigan. Faculty from several training programs will discuss the current status of training school psychologists in Michigan. Program goals, and the current and future trends in training will be discussed. Participants will have an opportunity to provide feedback to university faculty about local needs. Making a Successful Transition from College to Career: Preparation for Graduate Students Sharon Dusney This 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. Thank you to all our members who participated in the MASP Conference Survey in the fall of Based on the results of that survey, we have made significant changes to our conference this year! We now have a two-day schedule, with no pre-conference event, and are considering moving to a Thursday-Friday schedule in We have focused on the topics you suggested and are offering more sessions on interventions, as well as an attorney panel to answer your ethical and legal questions. MASP has absorbed the cost of SCECHs, and as a result there is no longer an additional fee for those earning credits. We have also changed the way we apply and document SCECHs, so it s no longer all or nothing. While we encourage your attendance at all sessions, each individual can earn as many SCECHs as they want by attending as many sessions as they want. That said, the state requires we award no less than 3 SCECHs per individual, so you must attend a minimum of 3 hours across the two-day conference. We hope that these changes demonstrate how much we value your input! We will continue working to make our conferences as accessible and accommodating as we can, and hope that you will continue to value what MASP does for you! 8 9

6 Hotel Information Michigan Association of School Psychologist Annual Conference CONFERENCE REGISTRATION October 26 & 27, 2015 Name Address (Required) Please indicate position: School Psychologist School Social Worker Speech-Language Pathologist Other Food Preference: Vegetarian Gluten Free Standard Cost of registration By 10/9 After 10/9 On-Site MASP Member $175 $200 $225 Non-MASP Member $225 $250 $275 Retired MASP Member $125 $140 $155 Student MASP Member $75 $85 $95 Amount Due: CONFERENCE $ TOTAL Enclosed $ Make checks payable to: MASP Great Wolf Lodge 3575 N US 31 South Traverse City, MI Each individual guest must make their own reservations by calling the Central Reservations Department at Room reservations must be made by 09/24/2015 in order to guarantee the group rate, under the Reservation Code 1510MASP. State Board Continuing Education Clock Hours/NASP CPD Credits: 13.5 SCECHs are available for this conference, pending approval. Only individuals who are part of the MDE certification process should register for SCECHs. MASP no longer charges attendees a fee for SCECHs and NASP CPDs. Preferred Registration is available online at Or mail conference registration form and payment to MASP, c/o Stefanie Scalcucci, Parke Lane, Grosse Ile, MI Please note: We do not accept Purchase Orders. If your district mails your registration fee, you are still responsible for its timely receipt. Confirmation will not be sent without timely receipt of fees. MAKE SURE TO ASK FOR THE MASP CONFERENCE RATE Refund Policy: Refunds will not be made routinely. All refunds are subject to an administration fee of $ Requests for a refund must be made by or in writing and postmarked no later than 10/21/2015. Allow 6 weeks for refund

7 20960 Parke Lane Grosse Ile, MI Annual Fall Conference October 26 & 27 Great Wolf Lodge Traverse City, Michigan