Virginia Academy of School Psychologists Fall Conference

Transcription

1 Photo: Courtesy of Kingsmill THE NEUROPSYCHOLOGY OF MATHEMATICS * USE OF THE BASC-3 IN SCHOOL PRACTICE * A PROCESS ORIENTED APPROACH FOR IDENTIFYING AND REMEDIATING LEARNING DISABILITIES * SCHOOL CLIMATE: CONNECT THE DOTS * HELPING TRANSGENDER STUDENTS SUCCEED AT SCHOOL AND HOME * INTERVENTIONS THAT HELP AND HINDER GROWTH IN READING ABILITY * WHERE ARE WE TODAY? RTI AND SCHOOL * NATIONAL ALLIANCE ON MENTAL ILLNESS OF VIRGINIA * EXECUTIVE FUNCTIONING * EVIDENCE BASED INTERVENTIONS FOR ASD * LAW AND ETHICS: SPECIAL EDUCATION ISSUES AFFECTING SCHOOL PSYCHOLOGISTS * RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS * LAW AND ETHICS: SPECIAL EDUCATION ISSUES AFFECTING SCHOOL PSYCHOLOGISTS * SCHOOL MENTAL HEALTH WITHIN A MULTI-TIERED SYSTEM OF BEHAVIORAL SUPPORTS IN SCHOOLS * USE OF THE BASC-3 IN SCHOOL PRACTICE * A PROCESS ORIENTED APPROACH FOR IDENTIFYING AND REMEDIATING LEARNING DISABILITIES * SCHOOL CLIMATE: CONNECT THE DOTS * HELPING TRANSGENDER STUDENTS SUCCEED AT SCHOOL AND HOME * INTERVENTIONS THAT HELP AND HINDER GROWTH IN READING ABILITY * WHERE ARE WE TODAY? RTI AND SCHOOL THE NEUROPSYCHOLOGY OF MATHEMATICS * USE OF THE BASC-3 IN SCHOOL PRACTICE * A PROCESS ORIENTED APPROACH FOR IDENTIFYING AND REMEDIATING LEARNING DISABILITIES * SCHOOL CLIMATE: CONNECT THE DOTS * HELPING TRANSGENDER STUDENTS SUCCEED AT SCHOOL AND HOME * INTERVENTIONS THAT HELP AND HINDER GROWTH IN READING ABILITY * WHEREKingsmill ARE WE TODAY? SCHOOL * Virginia NATIONAL ALLIANCE ON Resort RTI AND Williamsburg, MENTAL ILLNESS OF VIRGINIA * EXECUTIVE FUNCTIONING * EVIDENCE BASED Thursday, Sept. 24 to Friday, Sept. 25, 2015 INTERVENTIONS FOR ASD * LAW AND ETHICS: SPECIAL EDUCATION ISSUES AFFECTING Preliminary Program SCHOOL PSYCHOLOGISTS * RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS * LAW AND ETHICS: SPECIAL EDUCATION ISSUES AFFECTING SCHOOL PSYCHOLOGISTS * SCHOOL MENTAL HEALTH WITHIN A MULTI-TIERED SYSTEM OF BEHAVIORAL SUPPORTS IN SCHOOLS * USE OF THE BASC-3 IN SCHOOL PRACTICE * A PROCESS ORIENTED APPROACH FOR IDENTIFYING AND REMEDIATING LEARNING DISABILITIES * SCHOOL CLIMATE: CONNECT THE DOTS * HELPING TRANSGENDER STUDENTS SUCCEED AT SCHOOL AND HOME * INTERVENTIONS THAT HELP AND HINDER GROWTH IN READING ABILITY * WHERE ARE WE TODAY? RTI AND SCHOOL THE NEUROPSYCHOLOGY OF MATHEMATICS * USE OF THE BASC-3 IN SCHOOL PRACTICE * A PROCESS ORIENTED APPROACH FOR IDENTIFYING AND REMEDIATING LEARNING DISABILITIES * SCHOOL CLIMATE: CONNECT Jack Naglieri G. Feifer Randy Kamphaus STUDENTS Isquith AND HOME * THE DOTSSteven * HELPING TRANSGENDER SUCCEED AT Peter SCHOOL Identifying The Neuropsychology of Use of thehinder BASC-3 in GROWTH Function in INTERVENTIONS THAT HELP AND INand READINGExecutive ABILITY * WHERE ARE Remediating LD Mathematics School Practice Everyday Context WE TODAY? RTI AND SCHOOL * NATIONAL ALLIANCE ON MENTAL ILLNESS OF VIRGINIA * EXECUTIVE FUNCTIONING * EVIDENCE BASED INTERVENTIONS FOR ASD * LAW AND ETHICS: SPECIAL EDUCATION ISSUES AFFECTING SCHOOL PSYCHOLOGISTS * RESTRAINT AND SECLUSION IN PUBLIC SCHOOLS * LAW AND ETHICS: SPECIAL EDUCATION ISSUES AFFECTING SCHOOL PSYCHOLOGISTS * SCHOOL MENTAL HEALTH WITHIN A MULTITIERED SYSTEM OF BEHAVIORAL SUPPORTS IN SCHOOLS * USE OF THE BASC-3 IN SCHOOL Virginia Academy of School Psychologists Fall Conference Registration:

2 What Virginia s School Psychologists Need to Know in VASP s Conference in a Nutshell VASP has grown to the point we needed our own convention and here it is! Our recent uncoupling from associated groups has allowed us to bring you more choices than ever before more topics essential for school psychologists. Previously we advocated bringing a friend who takes good notes. Now with three possibilities offered most of the time you ll have to bring two friends. Registration and Cost Register online at Following the links you will register, select workshops, order lunch and make payments. Online payment is recommended, but mailed payments may be sent (in time to be received by September 21) to VASP Treasurer, 2047 Ames Circle North, Chesapeake, VA Cost: $90 for one day for members, $150 for two days for members, $165 for one day for nonmembers, and $225 for two days for nonmembers. Students: $20 for one day, $30 for two days. (It pays to join! Follow our website links for a membership application.) Registration for Individual Workshops is Required Some of our workshops may fill up quickly. Keynote Speaker Lodging Kingsmill Resort has a set of rooms set aside for $ per night (a bargain for the place). Call (800) , ask for the VASP rate, and reserve by 9/15/15. Information about the resort is at Lunches Thursday and Friday lunches for VASP functions need to be ordered ahead of time. On Thursday there will be two lunchtime workshops you may attend for VDOE and NASP CPD credit. Order a boxed lunch at by September 18. Also register online for VASP s Friday Luncheon (a vegetarian option is available by request). For those attendees not attending the Thursday lunchtime workshops or the Friday VASP Luncheon, there are restaurants at the resort and in Williamsburg. Weather or Other Cancellation In the unlikely event there is a cancellation we will send a notice to the address you use for registration. Refunds VASP fees are fully refundable if requests are received by September 20, After that date, a $10 processing fee will be deducted from the refund. VASP is not responsible for hotel fees or cancellations. A refund request should be made directly to the VASP Treasurer at [email protected]. VASP is not responsible for hotel fees or cancellations. Accessibility The facility is ADA compliant. For special needs, please [email protected] NASP President Todd Savage Continuing Education Credit VASP is approved by the National Association of School Psychologists to offer professional development for school psychologists. VASP maintains responsibility for these programs. NASP CPD credits will be offered to participants who attend each session in their entirety. Certificates may also be used for recertification by the Virginia Department of Education if approved by the participant s school division. These programs are directly related to the scope of practice of clinical psychology and are considered eligible for Virginia Board of Psychology CE credit under 18VAC and

3 VASP Program at A Glance Thursday, September 24, :30am-8:30am Registration and Continental Breakfast 8:30am-9:10am Keynote Todd Savage, NASP President School Climate: #ConnecttheDots 9:15am- 12:15am Morning Workshops Use of the BASC-3 in School Practice Randy Kamphaus A Processes Oriented Approach for Identifying and Remediating Learning Disabilities Jack Naglieri and Steven G. Feifer Helping Transgender Students Succeed at School and At Home Todd Savage 12:15pm Break (get lunch, visit vendors) Lunchtime Workshops (Order lunch boxes when registering see page 2) Interventions that Help and Hinder Growth in Reading Ability (12:55-1:55) Peter DeWitz and Pamela Dewitz Evaluation of Executive Function: A Four Dimensional Model (12:55-2:55) Jack Naglieri 2:00pm-5:00pm Afternoon Workshops The Neuropsychology of Mathematics Steven G. Feifer Engaging Youth and Young Adults in Mental Health Advocacy Amanda Long Where are we Today? RTI and School Psychology (3:15-4:15) Eric Mesmer and Alex Munsey 5:15-6:30 VASP Evening Social Silent Auction Poster Presentations Cash bar and appetizers Friday, September 25, :00am 9:00am Registration and Continental Breakfast 9:00am-12:00pm Morning Workshops Executive Function in the Everyday Context: The Evidence for Assessment and Intervention Peter Isquith What Every School Psychologist Needs to Know About Evidence Based Interventions for ASD Gena Barnhill Restraint and Seclusion in Public Schools Sandi Thorpe 12:05pm -1:30pm VASP Luncheon, Business Meeting, and Awards (There will also be door prizes). 1:35-4:35 Afternoon Workshops Executive Function (repeat) Peter Isquith Law and Ethics: Special Education Issues Affecting School Psychologists Patrick Andriano School Mental Health Within a Multi -tiered System of Behavioral Supports in Schools Susan Barrett

4 Program Wednesday, September 23, :45 pm VASP Board Meeting Thursday, September 24, :30am Registration and Continental Breakfast 8:30am-9:10am Keynote Speaker - Todd Savage, Ph.D., NCSP and NASP President School Climate: #ConnectTheDots The learning objectives for this session are as follows. To increase the participant's awareness of the components of school climate, in general. To augment the participant's knowledge base pertaining to school climate and how school psychologists can and should support the establishment of a positive school climate. Thursday Morning Workshops 9:15am-12:15pm Helping Transgender Students Succeed at School and at Home Todd Savage, Ph.D., NCSP and NASP President The learning objectives are as follows. To heighten the participants awareness of definitions and other issues related to transgender and gender diverse identities as they pertain to school and to home milieus; To aid participants to begin to construct a knowledge base about the various experiences and challenges faced by transgender and gender diverse students at home and school, as well as how participants can address these matters; To provide an opportunity for participants to apply their newly-constructed awareness and knowledge. 9:15am-12:15pm Use of the BASC-3 in School Practice Randy Kamphaus, Ph.D., University of Oregon This session will describe the latest version of the Behavior Assessment System for Children the BASC-3. The session will be aimed at providing school psychologists and psychometrists with the essential information regarding transitioning from the BASC-2 to the BASC-3, including a review of updated items and scale content, psychometric properties, and diagnostic and clinical utility. Participants will also be provided with detailed information on interpreting and integrating BASC-3 results into an overall comprehensive evaluation of behavioral and emotional functioning, and well as transitioning from test results into intervention and remediation strategies. As outcome goals, this presentation will help participants achieve the following. Demonstrate knowledge about how to create a BASC-3 Flex Monitor form. Identify which BASC-3 clinical and content scales may be used to identify children with possible Autism Disorders. List at least two possible interpretations of the BASC-3 Atypicality scales. 9:15am-12:15pm A Process Oriented Approach for Identifying and Remediating Learning Disabilities Jack Naglieri, Ph.D., University of Virginia Steven G. Feifer, D.Ed., NCSP, ABSNP, George Washington University This workshop will introduce a third method or process oriented approach for SLD eligibility determination that can both classify and remediate learning disabilities in children. The PASS theory, as operationalized by the Cognitive Assessment System-2 (CAS-2), will be used as a means to define and measure basic psychological processes included in

5 the definition of SLD. The Feifer Assessment of Reading (FAR) will be introduced to specify targeted academic processes that underscore the development of effective reading skills. There will be a detailed discussion integrating both instruments to best identify and remediate reading disorders in a manner consistent with IDEA s definition of SLD. Specific case studies will be shared with a particular emphasis on meeting the needs of students who do not respond to standard protocol interventions. The discrepancy/consistency model of linking neurocognitive weaknesses with academic weaknesses will be discussed as the primary means to pinpoint specific learning disorders in children in a reliable and consistent manner. The primary goals of this workshop are as follows. Discuss the limitations of relying solely upon an IQ/Achievement discrepancy model, or a Response to Intervention (RtI) model, when evaluating children for learning disorders. Discuss the major psychological processes in the brain that comprise the PASS theory, and how to measure these constructs using the CAS-2. Introduce the FAR as a method of diagnosing four subtypes of reading disabilities in children, and integrate this instrument with the PASS theory of cognitive processing. Introduce the discrepancy-consistency model as an evidence-based means to both identify and remediate learning disorders in children. Demonstrate the effectiveness of the discrepancy-consistency model by allowing participants to work through actual cases in order to develop targeted remediation and intervention strategies for children with language-based learning disabilities. 12:15pm Break/Lunch -- workshop options start at 12:55 pm Pick up a preordered box lunch (see page 2) and continue your learning with your choice of lunchtime workshops. No need to hurry, you can take your lunch to the presentation room. Alternatively, there are numerous lunch options both at and nearby the resort. 12:55pm-1:55pm Interventions that Help and Hinder Growth in Reading Ability Peter DeWitz, Ph.D., Mary Baldwin College Pamela Dewitz, Ed. Sp., Augusta County Public Schools Workshop In many schools more than one teacher or paraprofessional provides intervention to struggling readers. Our research has indicated multiple interventions can have a deleterious effect on the growth of reading ability as they are rarely congruent with each other or with classroom instruction. Further, multiple unaligned interventions provide little transfer of training and they result in an overload of skill instruction and little reading of extended text. The presentation will focus on the methods and results of our research so that participants will understand the process of designing effective reading interventions. 12:55pm-2:55pm Evaluation of Executive Function: A Four Dimensional Model Jack Naglieri, Ph.D., University of Virginia Workshop The purpose of this presentation is to describe a comprehensive model that relates executive function (EF) to intelligence, observable behaviors, social-emotional skills and academic achievement. The session will include a discussion of the theory, assessment, research, and intervention relevance of tools that can be used to measure EF as intelligence, behavior, academics and social-emotional skills. Benefits include a new way of looking at EF that can be used to improve academic, behavioral and social-emotional skills. Thursday Afternoon Workshops 2:00pm-5:00pm The Neuropsychology of Mathematics Steven G. Feifer, D.Ed., NCSP, ABSNP, George Washington University This workshop will explore how young children learn and acquire basic mathematical skills from a brain-based educational perspective. The role of language, working memory, visual-spatial reasoning, and executive functioning will be featured as primary cognitive constructs involved in the acquisition of basic number skills. There will be a

6 discussion on three primary ways in which numbers are formatted in the brain, as well as critical neurodevelopmental pathways that contribute to skills such as automatic fact retrieval, quantitative reasoning, and the development of number sense. The expected learner outcomes will be to better understand three prominent subtypes of math disabilities in children, learn critical assessment techniques to tease out each subtype, and to introduce more efficient ways to diagnose and remediate math disorders in children. The following objectives will be covered. Discuss international trends in mathematics, and reasons why the United States lags behind many industrialized nations in math and science. Explore the role of various neurocognitive processes including language, working memory, visual-spatial functioning, and executive functioning, with respect to math problem solving ability and quantitative reasoning. Introduce a brain-based educational model of math by identifying three basic subtypes of math disabilities in children, and developing numerous games and intervention strategies for each subtype. Introduce the 90-minute assessment model of mathematics as well as scores of interventions in order to more efficiently diagnose and remediate math disorders in children. 2:00pm-5:00pm Engaging Youth and Young Adults in Mental Health Advocacy Amanda Long, MSW, National Alliance on Mental Illness of Virginia (NAMI Virginia) This presentation will focus on strategies and techniques for engaging youth and young adults in mental health advocacy and awareness raising activities. This program will present peer-to-peer models as a way to bring about social change in the context of mental health policy and perception. Learning objectives include the following. What it means to be youth guided. Strategies towards building youth guided policy and programs. Cultivating youth leadership within communities. How to build successful partnerships with youth. Benefits of partnering across generations. A better understanding of what peer support looks like. How to promote the youth voice in your community. Importance of sharing lived experience. Exploring the different levels of youth engagement. Identifying the relationship between empowerment and leadership The National Alliance on Mental Illness (NAMI) Virginia was created in 1984 to provide support, education, and advocacy for individuals and families in Virginia affected by mental illness. Along with our community-based affiliates, we provide education, support, information, training, and resources, and engage in systems change policy advocacy. NAMI Virginia is located in Richmond, Virginia, where we are appropriately situated in close proximity to the state legislature. 3:15pm-4:15pm Where are we Today? RTI and School Psychology Eric Mesmer, Ph.D., Radford University Alex Munsey, M.S., Radford University Workshop Since the passage of IDEIA 2004, surprisingly few studies have attempted to document the role of school psychologists in implementing RTI. The objectives of this presentation are to 1) share results of a survey examining school psychologists RTI practices in Virginia, 2) compare how school psychologists use RTI differently than other school personnel involved in RTI, and 3) emphasize the need for school psychologists to engage in collaborative consultation with colleagues in order to ensure effective RTI practices. 5:15pm to 6:30pm VASP Social, Silent Auction, and Poster Presentations (with appetizers and cash bar) VASP s silent auction supports graduate students professional development as well as NASP Children's Fund. The VASP silent auction social is a time for social gathering, supporting a good cause, free appetizers and a cash bar. Please plan to come, socialize, and browse the auction items! Donated items are welcome, please contact Erika Daniel at [email protected] if you have an item to donate.

7 Friday, September 25, :00am-9:00am Registration and Continental Breakfast Friday Morning Workshops 9:00am-12:00pm Executive Function in the Everyday Context: The Evidence for Assessment and Intervention Peter K. Isquith, Ph.D., Harvard Medical School Executive functions contribute demonstrably to children s success in the academic, social, emotional and behavioral domains, and executive dysfunction contributes to a wide range of clinical conditions. In this presentation, we will discuss contributions of rating scale and performance measures to assessment of executive functions, including profiles in an array of clinical populations and associations with outcomes and biological markers. We will focus on how this data informs development of interventions, and approaches to assessing intervention outcomes. The primary objectives of the proposed workshop are as follows: To equip school psychologists with knowledge of assessment approaches for evaluating executive functions in students, To help them navigate the often conflicting data from different sources, and; To help practicing psychologists identify intervention targets, develop interventions, and measure outcomes over time. At the end of the presentation, as learning outcomes, participants will be able to do the following: Explain the pros and cons of performance-based and rating scale measures of executive functions, Discuss how to integrate information from performance-based and rating scales measures to enhance understanding of clinical cases, and Describe approaches to identifying targets for intervention and monitoring progress. 9:00am-12:00pm Restraint and Seclusion in Public Schools Sandi Thorpe, M.Ed., Harrisonburg City Public Schools The presentation will focus on the basic practices needed for teaching and training school staff in restraint and seclusion. Focus will be given to the issues that arise out of restraint and seclusion. Participants will understand the issues for students and staff when behavior gets in the way of learning. At the end of this presentation participants will: Understand the theoretical basis of restraint and seclusion practices in public schools, Gain an understanding of the ethical and legal issues of restraint and seclusion in public schools, and Be able to apply the basic practices needed for teaching and training school staff in restraint and seclusion. This program meets VDOE and NASP CPD requirements for ethics training. 9:00am-12:00pm What Every School Psychologist Needs to Know About Evidence-based Interventions for ASD Gena P. Barnhill, Ph.D., NCSP, BCBA-D, LBA, Lynchburg College A review of the most recent findings from the National Autism Center (2015) and the National Professional Development Center on ASD (2014) will be presented in conjunction with implications for school psychologists. Participants will be able to implement several strategies, including the use of social narratives, at the conclusion of the presentation. 12:05pm-1:30pm VASP Luncheon, Business Meeting and Awards Join VASP for a plated lunch, business meeting, and awards program. There will also be door prizes. A vegetarian lunch option is available (see page 2).

8 Friday Afternoon Workshops 1:35pm-4:35pm Executive Function in the Everyday Context (Repeat from 9:00 am) Peter K. Isquith, Ph.D., Harvard Medical School In case you missed the morning presentation, Dr. Isquith will present for a second time on executive function. 1:35pm-4:35pm Law and Ethics: Special Education Issues Affecting School Psychologists Patrick Andriano, Esq., Reed Smith Mr. Andriano, expert on special education law, will share his insider knowledge of legal issues related to the practice of school psychology. He will provide a review of case law and how these decisions affect the practice of school psychology. Attendees will learn how to avoid the most common mistakes made when attempting to follow special education law. The learner will receive current information on legal issues related to the practice of school psychology. The learner will gain an understanding of how legal and ethical decisions can affect his/her practice of school psychology. The learner will be able to apply some of the concepts of current special education law covered in this presentation into his/her practice. This program meets VDOE and NASP CPD requirements for ethics training. 1:35pm-4:35pm School Mental Health Within a Multi-tiered System of Behavioral Supports in Schools Susan Barrett, Director, Mid-Atlantic PBIS Network The Interconnected Systems Framework (ISF) is a structure and process for blending education and mental health systems through a multi-tiered structure in schools. By bringing school and community mental health providers into established school-wide systems of positive behavior supports, the ISF promotes a prevention-based continuum of mental health promotion and supports embedded in schools. This session will describe the early phases of exploration, adoption, and installation of ISF within a district and community. The learner will understand the theoretical basis of PBIS. The learner will gain an understanding of the process of PBIS implementation. The learner will be able to apply some of the concepts of PBIS learned today into their practice. Financial Participation and Support Statements In order to offer continuing education credit, NASP requires statements concerning responsibility for the program and any financial links to organizations or presenters may have. VASP developed and maintains responsibility for the program. VASP thanks the Virginia Department of Education for financial support for this conference, which they are doing in support of the work of school psychologists in the Commonwealth. Todd Savages presentations are supported financially in part by NASP. Dr. Savage is President of NASP. Steven G. Feifer s presentations are partially supported by PAR (Psychological Assessment Resources, Inc.). Dr. Feifer will discuss instruments for which PAR is the publisher and for which he is the author with a financial interest. Randy Kamphaus presentation is supported by Pearson, and he will discuss an instrument published by Pearson for which he is the author with a financial interest. Jack Naglieri s presentations will include discussions of instruments for which he is the author and for which he holds a financial interest.

9 Presenters Gena P. Barnhill, Ph.D., NCSP, BCBA-D, LBA is the director of Special Education Programs and Coordinator of the Autism Certificate Program and BCBA coursework at Lynchburg College in Lynchburg, VA. She received her Ph.D. from the University of Kansas and has worked with children with special needs in medical and mostly educational settings for approximately 40 years. In addition to publishing numerous articles in peer-reviewed journals, 2 books and 4 book chapters, she has presented on autism and Asperger syndrome at over 200 conferences, including multiple presentations for the National Association of School Psychologists (NASP), VASP and the Autism Society of America. Steven G. Feifer, D.Ed., NCSP, ABSNP is a nationally renowned speaker and author in the field of learning disabilities and emotional disorders, and has conducted nearly 200 professional seminars for educators and psychologists. He is dually trained as both a Nationally Certified School Psychologist from James Madison University, and diplomate in school neuropsychology. Dr. Feifer has co-authored ten books on learning and emotional disorders in children and is a licensed practitioner in the state of Maryland. He currently works as a school psychologist in Frederick, Maryland, and is also an adjunct professor at George Washington University. Dr. Feifer was voted the Maryland School Psychologist of the Year in 2008, and awarded the 2009 National School Psychologist of the Year by the National Association of School Psychologists. Peter K. Isquith, Ph.D., is a Licensed Psychologist with specialty in developmental neuropsychology. He is an Instructor in Psychiatry at Harvard Medical School and Assistant Professor in Psychiatry at Geisel School of Medicine at Dartmouth. His primary area of research is the development and disorders of self regulation across the lifespan and he is author of numerous works on the topic and co-author of the Behavior Rating Inventory of Executive Function (BRIEF) family of instruments, the Tasks of Executive Control (TEC) and the Multimodal Assessment of Cognition and Symptoms (MACS) for children. Randy Kamphaus, Ph.D. currently is professor of school psychology and Dean of the College of Education at the University of Oregon. His research has focused on assessment of child behavioral and emotional problems. Dr. Kamphaus is a licensed psychologist, fellow of the American Psychological Association, Past-president of the Division of School Psychology, and past-editor of School Psychology Quarterly. Eric M. Mesmer, Ph.D. is an Associate Professor of Psychology, director of the School Psychology Program at Radford University, and a Nationally Certified School Psychologist. He is co-author of the book Reading Intervention in the Primary Grades: A Common-Sense Guide to RTI, and teaches graduate courses in instructional and behavioral assessment and intervention, and school-based consultation. Dr. Mesmer s research interests include investigating the generalizability of academic interventions across settings and skills, examining school psychologists professional practices, and teacher use of data in instructional decision-making. He has served as an RTI consultant to school districts and was codirector of a grant project providing training to teachers in RTI practices. Jack A. Naglieri, Ph.D., is Research Professor at the Curry School of Education at the University of Virginia, Senior Research Scientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University. He is a Fellow of APA Divisions 15 and 16 and the recipient of the 2011 Italian American Psychology Assembly Award for Distinguished Contributions to Psychology, recipient of APA Division 16 Senior Scientist Award (2001), Ohio State University Faculty Research Award (2000), Ohio School Psychologists Association Bartlett Award (1995), and the Arizona Association of School Psychologists President's Award (1981). He holds a Diplomate in Assessment Psychology American Board of Assessment Psychology, earned a license as a School Psychologist in Virginia and Ohio, and has School Psychology certifications in New York, Georgia, Arizona, and Ohio. Since the late 1970s, Dr. Naglieri has focused his efforts on theoretical and psychometric issues concerning intelligence, cognitive interventions, diagnosis of learning and emotional disorders, cognitive interventions, and theoretical and measurement issues pertaining to protective factors related to resilience. Todd Savage, Ph.D., NCSP and NASP President earned his doctorate in school psychology from the University of Kentucky in Having worked as a consultant for several educationrelated agencies, he joined the school psychology faculty at New Mexico State University in Since 2008, Dr. Savage has been on the school psychology faculty at the University of Wisconsin-River Falls, where he currently holds the rank of associate professor. He teaches courses on diversity and inclusion; consultation; assessment; public policy and advocacy; and school crisis prevention, preparedness, and intervention. His research interests include culturally-responsive practice; social justice in school psychology; issues of sexual orientation and gender identity as they pertain to the schooling process; and school crisis response. He has published multiple articles and chapters in a variety of sources, in addition to providing professional development focused primarily on lesbian, gay, bisexual, and transgender student matters as well as the PREPaRE school crisis prevention and intervention curriculum published by the National Association of School Psychologists (NASP). Dr. Savage s NASP service includes terms as New Mexico Delegate; Leadership Development Workgroup chair and co-chair; and Program Manager for the Professional Development Program Area.

10 MEMBERSHIP An important goal of the Virginia Academy of School Psychologists is to provide you with resources and information to help improve your work as a school psychologist. VASP will continue to provide updates on important topics as well as upcoming regional workshops and conventions. Also, the members only site has additional resources for our valued VASP members. VASP wants to provide you with the best service to help you meet the needs of your students. DRIVING INSTRUCTIONS : Washington DC/Richmond Take Interstate 95 South to Interstate 295 South (around Richmond). Then take 295 South to Interstate 64 East towards Williamsburg/Norfolk to Exit 242-A onto 199 West. Follow 199 to the first traffic light, take a left at the light into Kingsmill. The attendant at the security gate house will direct you to the Resort Center. If using GPS, please use address: 1010 Kingsmill Road, Williamsburg, VA Norfolk/Newport News Take Interstate 64 West to Exit 242-A Kingsmill Resort. Reserve rooms by 9/15 (they may sell out earlier). Call (800) and ask for the VASP Rate. Information about the resort and nearby attractions is at onto 199 West. Follow this to the first traffic light, taking a left at the light, into Kingsmill. The attendant at the security gate house will direct you to the Resort Center. If using GPS, please use address: 1010 Kingsmill Road, Williamsburg, VA Photo: Courtesy of Kingsmill