WSPA FALL 2017 CONFERENCE
President: Linda Servais (email@example.com)
Convention Chair: Lisa Hanson-Roche (firstname.lastname@example.org)
The Wisconsin School Psychologists Association (WSPA) is approved by the National Association of School Psychologists to offer continuing education for psychologists.
WSPA maintains responsibility for these programs and their content.
THEMES AND RELEVANCE
Who should attend:
Wednesday, October 25, 2017
Thursday, October 26, 2017
Friday, October 27, 2017
WSPA Fall 2017 Printable Schedule.pdf
Wednesday: October 25, 2017
*Social and Emotional Learning in Wisconsin Schools: The Why, What and How
Merit & LeSage
NASP Standard 4
Educlimber -Show me the data: Enhancing Student Outcomes Starts with Data Conversations
Harris & Harris
NASP Standard 1
Partnering with Families in a Culturally Responsive Multi-Level System of Support
Seaman & Grenke
NASP Standard 7
*Trauma Sensitive Schools: Therapeutic Techniques for the School Psychologist
NASP Standard 4
Kids Do Well If They Can: Understanding and Implementing Ross Greene’s Collaborative and Proactive Solutions Approach
NASP Standard 4
*Do It Right: Trauma-Informed FBA's
NASP Standard 4
Partnering with Families in a Culturally Responsive Multi-Level System of Support (Repeated)
Seaman & Grenke
NASP Standard 7
School Crisis Response: Best Practices in Responding to Death in the School Community
NASP Standard 6
Thursday: October 26, 2017
*Psychopharmacology in Children & Adolescents: Challenging Outcomes and Implications for the School Setting
NASP Standard 4
Student Session: You’re Hired! Tips to a Successful First Year as a School Psychologist
Neddenriep & Dixon
NASP Standard 1
*Do It Right: Trauma-Informed FBA's (Repeated)
NASP Standard 4
You, Too, Can Be a Data Geek: Essential Statistics and Measurement for the Practicing School Psychologist
NASP Standard 9
*Early Childhood and Mental Health: School Psychologists Impacting the Early Years
NASP Standard 4
School District and Hospital Collaboration: A Model Focusing on Resilience for Students, Parents and School Professionals
NASP Standard 7
Classroom Coaching & School Psychology: Developing your Toolbox to Positively Impact Instruction
NASP Standard 5
Friday: October 27, 2017
A Successful Collaboration Story: School Community Partnership for Mental Health
NASP Standard 7
Tier II Intervention Strategies: Putting More Tools in your Toolkit
NASP Standards 3-4
*School Based Interventions for Internalizing Disorders and Other Common School Based Mental Health Issues
NASP Standard 4
Implementing and Sustaining Family-School Partnerships to Prevent and Address Children’s Social Behavior Concerns Garbacz
NASP Standard 4
* denotes session included in the Mental Health Certificate
HOTEL AND LODGING
A limited block of rooms is available at the Olympia Resort. The group name is "Wisconsin School Psychologists Association" or "WSPA" and you must identify yourself with the Wisconsin School Psychologists Association to receive the group rate.
Standard King and Double Room: Single & Double Rate = $70, Triple Rate = $80, Quad Rate = $90
Rates do not include sales or room tax. Tax exempt if you provide a certificate from your district. Please refer to the hotels website or contact them directly for Check-in and Check-out times, Services and Amenities, Directions, Parking/Shuttle Service and other hotel information.
Room Block Expires: September 29, 2017
Please reserve your overnight accommodations early as there are a limited number of special rates available. Once a room block has filled and/or after room block expiration date, reservations received are subject to space availability and at prevailing room rates.
One graduate credit is available to participants.
The student must attend the ALL THREE CONVENTION DAYS to receive credit.
Registration and payment can be made prior to the convention by contacting Briana Meuer at email@example.com or 608.785.6513. On Site Registration will be accepted on Wednesday morning only by Dr. Rob Dixon.
Wednesday Morning, October 25, 2017
Social and Emotional Learning in Wisconsin Schools: The Why, What and How - Kimberly Merath & Teri LeSage
Show Me the Data: Enhancing Student Outcomes Starts with Data Conversations - Matt and Jamie Harris from Educlimber
Partnering with Families in a Culturally Responsive Multi-Level System of Support - Dan Seaman & Jennifer Genke
Trauma Sensitive Schools: Therapeutic Techniques for the School Psychologist - Travis Pinter
Wednesday Afternoon, October 25, 2017
Kids Do Well If They Can: Understanding and Implementing Ross Greene’s Collaborative and Proactive Solutions Approach - Dan Hyson
Do it Right: Trauma-informed FBA's - Betty DeBoer
This will be an interactive session that is appropriate for all levels of school psychologists, including those that are experienced with standard FBAs. After briefly reviewing the basics of FBAs and trauma, this session will provide information on how to ensure your school’s FBAs are trauma informed. This session will cover how to avoid common mistakes in the problem and replacement behavior identification, goal setting, function determination, data collection and BIP planning processes. Vignettes and small group opportunities will allow participants to learn from real cases. Participants will demonstrate they can conduct trauma informed FBAs and BIPS by: (1) Describing how the FBA and BIP processes may differ for traumatized students; (2) Identifying examples of trauma informed and trauma uninformed FBAs from their own practice; (3) Listing common pitfalls they will look for when conducting FBAs on traumatized students; (4) Completing a sample FBA and BIP in a trauma informed manner with a partner; and (5) describing how the FBA and BIP processes may differ for traumatized students.
Partnering with Families in a Culturally Responsive Multi-Level System of Support (Repeated) -
Seaman & Grenke
Please see above.
As a large urban school district, Milwaukee Public Schools has a regular need for crisis response teams following student and staff deaths. This workshop will focus on best practices in school-wide grief counseling that have been informed from more than one hundred teams facilitated in MPS over the past dozen years. Participants will have facilitated discussions around national trends, as well as actual case histories that span a wide range of scenarios. Participants will: (1) learn to differentiate grief from trauma, and understand how each is handled differently in the brain; (2) familiarize themselves with best practices in building-wide crisis response to death in the school community, utilizing actual case histories; and (3) assess scenarios requiring crisis response, analyze potential responses and outcomes, and develop plans.
Thursday All Day Session, October 26, 2017
Psychopharmacology in Children & Adolescents: Challenging Outcomes and Implications for the School Setting - Foltz
This presentation will examine current outcome literature on the use of psychotropic medications in children and adolescents and how these outcomes can create advantages – or disadvantages – in a youth’s day-to-day functioning in the school setting. Major classes of medications will be included in the discussion, such as Stimulants, Antidepressants, Antipsychotic, and Mood Stabilizers. Discussions will also include general discussion about diagnoses, such as ADHD, Depression, and variety of other conditions, and how these can impact academic settings. Finally, discussion will briefly address alternative strategies & how to optimize collaborative outcomes.
Thursday Morning, October 26, 2017
Student Session: You’re Hired! Tips to a Successful First Year as a School Psychologist - Neddenriep & Dixon
See previous description.
You, Too, Can Be a Data Geek: Essential Statistics and Measurement for the Practicing School Psychologist - Hyson
This session is designed as a refresher on key statistics and measurement principles and concepts the practicing school psychologist would be likely to encounter in his or her daily work. The topics to be addressed will include identifying and evaluating the psychometrics of screening tools within an MTSS system, consulting with teachers and parents regarding how standardized tests are developed and how to interpret and apply different scores generated by those tests, and using data to set and monitor progress toward school improvement goals. Time will also be set aside for attendees to ask their own specific questions related to the overall theme of the presentation. Objectives: By the end of the session, participants will: (1) Increase their understanding of the psychometric characteristics of screening tools within an MTSS system and be better able to assist their school teams in evaluating the quality of the screening tools the school is currently using and/or choosing the most appropriate new tools to add to the system, (2) Increase their knowledge regarding how standardized tests are developed and how to interpret common scores generated by these tests and be able to better explain these concepts to teachers and parents during individual or group consultations or meetings, and (3) Increase their skill in designing school improvement goals using commonly available group standardized test data and be more likely to be able to contribute to school improvement teams within their own schools or districts.
Thursday Afternoon, October 26, 2017
Early Childhood and Mental Health: School Psychologists Impacting the Early Years - Kelly-Vance
School District and Hospital Collaboration: A Model Focusing on Resilience for Students, Parents and School Professionals - Vance
Classroom Coaching & School Psychology: Developing your Toolbox to Positively Impact Instruction - Dixon
Response to Intervention (RtI) emphasizes the importance of Tier I instructional practices and using supplemental interventions to support the core when needed. Oftentimes, student engagement and learning opportunities within the core are overlooked in the rush to provide supplemental services. This session will focus on developing assessment strategies for the school psychologist to enhance consultation and coaching efforts and ultimately improve core instruction practices. Participants will: (1) identify common reasons for learning difficulties in the regular classroom that goes beyond within-child problems; (2) an assessment strategy that focuses on authentic learning opportunities; (3) how to examine the assessment data to frame consultation efforts; and (4) ways to develop action plans and coaching efforts to improve core instruction
Friday Morning, October 27, 2017
A Successful Collaboration Story: School Community Partnership for Mental Health - Ssempijja, Bauernfeind, & Soleymani-Alizadeh
School Based Interventions for Internalizing Disorders and Other Common School Based Mental Health Issues - Vance
Implementing and Sustaining Family-School Partnerships to Prevent and Address Children’s Social Behavior Concerns - Garbacz
This session will describe how to integrate family-school partnerships within existing school infrastructures. Evidence-based family-school partnership strategies will guide integration within multitiered schoolwide systems and practices. An implementation framework will be presented to facilitate scoped and sequenced family-school partnership implementation toward sustainability. The session will emphasize approaches to prevent and address children’s social behavior concerns and promote social behavior competencies.
Learning objectives: After this session participants will (a) understand evidence-based family-school partnership strategies, (b) describe how to integrate family-school partnership approaches within schoolwide systems and practices, (c) apply an implementation framework to guide family-school partnership implementation and sustainability.
Charles Bauernfeind, MSW is the School Coordinator for the School Community Partnership for Mental Health (SCPMH). The SCPMH program is a collaborative mental health program with Milwaukee Public Schools (MPS) and four Milwaukee area community provider agencies; Sebastian Family Psychology Practice, LLC (SFPP), Aurora Family Service (AFS), Shorehaven Behavioral Health, Inc (SBH), and Children’s Hospital of Wisconsin – Community Services (CHWCS). The partnership exists to provide access to mental health services, right at school, for students whom would not be able to utilize them in the community. There are currently 20 schools in the SCPMH partnership (14 MPS schools, three partnership schools, and three private schools) where students and families can access mental health services from part-time clinical therapists positioned in those schools, regardless of their ability to pay. His prior experience was as a residential-based clinical therapist for dually-diagnosed youth, a CBRF treatment services coordinator for dually-diagnosed adults, and as a school social worker for private as well as public school. He has been with MPS for 12 years. His focus in on reducing mental health stigma as well as connecting students and families to mental health resources.
Betty DeBoer, Ph.D., a School Psychology Professor at the University of Wisconsin- La Crosse, teaches courses in child psychopathology, consultation, and behavior management and supervises practica and internship. Dr. DeBoer has lectured on trauma related topics since 2006 at the local, state, and national levels. Dr. DeBoer is a member of the DPI trauma work group and for the next two years is also consulting with Northside Elementary School in La Crosse, Wisconsin on trauma informed schools.
Robert J. Dixon, PhD, NCSP, LP has been practicing school psychology for over 25 years. In the last 15, he has been teaching in and directing the School Psychology Program at the University of Wisconsin-La Crosse. In his role as Graduate Educator, he has developed several courses that reflect his interests in Response to Intervention (RtI), Research & Program Evaluation, and Supervision. Recently, he has been a member of school improvement efforts in La Crescent, MN, La Crosse, WI and Onalaska, WI. He serves the National Association of School Psychologists (NASP) as a Delegate Representative (Central Region) with the Board of Directors. He keeps current in practice by volunteering his time with a local school district as a school mental health liaison to an elementary school.
Marilynn Douglas, MSW is a School Social Worker at Milwaukee Public Schools (MPS). She has been at O.W. Holmes Elementary School for the past 16 years. Since being at Holmes she has served as a member of the District Crisis Team, Field Instructor for Graduate Students, Wellness Coordinator, Combined Giving Campaign Coordinator, and a member of the IEP Team. She also is committed to the Holmes-School-Community model and strives to keep students families involved in the school setting. Previously she was a past Board Member and a current member of NASW and a member of MMABSE. She is also the Director of Nefertari African Dance Company and teaches dance & drumming to students at the school and in the community.
Robert Foltz, Psy.D., Associate Professor, The Chicago School of Professional Psychology. Dr. Foltz is a clinical psychologist and associate professor teaching specializing in evidence-based treatments for youth, psychological disorders across the lifespan, pediatric psychopharmacology, and strength-based strategies for troubled youth. He is the Director of Child Welfare for Multi-Dimensional Education, Inc., helping to develop the robust Resource Library for the VitalChild Outcomes Monitoring System. He is also a Board member for the Association of Children’s Residential Centers and serves on advisory committees for Illinois’ Department of Children and Family Services (DCFS). Prior to entering academia, Dr. Foltz worked as a clinician and administrator in residential treatment centers for over 15 years. He has many publications and professional presentations related to evidence-based treatments for youth, the use of psychotropic medications in teens, and diagnostic challenges in troubled youth. Dr. Foltz also maintains a private practice in the Chicago area.
Andy Garbacz, PhD is an Assistant Professor in the School Psychology Program at the University of Wisconsin–Madison. His work focuses on promoting positive social behavior and reducing behavior problems for children and adolescents by creating sustainable systems of support across homes, schools, and community settings. He emphasizes prevention, multitiered systems of support, and translational research.
Jennifer Grenke M.S.Ed., is a WI RtI Center Technical Assistance Coordinator with a focus on behavior since June 2011, Tier 1 PBIS Trainer & SWIS Facilitator. Jennifer serves the North region, CESAs 8, 9, and 12, along with providing statewide support for Family Engagement within a Multi Level System of Support. Jennifer has presented How to Build Capacity and Sustain Family Engagement through a Multi Level System of Support at regional, statewide and national conferences.
Jaime Harris, Ed.S., NCSP is a practicing School Psychologist for the Edgerton School District, serving middle school students. Prior to joining the Edgerton team, she worked as the only school psychologist in a small rural district supporting the needs of students, parents and educators for 10 years. Jaime works to build systems of support for students with a particular interest in social emotional learning and mental health. Jaime is also the co-founder of eduCLIMBER and in that capacity has supported school teams with their development and implementation of systems of support through the use of data.
Matt Harris is a supporter of education as he is the co-founder and lead programmer of eduCLIMBER. Matt has been supporting schools since the project was started in spring 2014 by teaching them how the tool can be used to support data-based decision-making. Matt enjoys listening to the needs of educators and creating a product that educators and school psychologists want to use.
Beth Herman I am a Wisconsin native and have worked in education for over 20 years. I am a school psychologist by training and worked in that role for most of my career. I did most of my work in the Milwaukee Public Schools focusing on prevention and intervention work; helping school implement social emotional learning programs, anti-bullying initiatives and classroom management strategies. I have been with the Wisconsin Department of Instruction since 2013 wanting to take my passion for prevention to a bigger arena. I have been the Co-coordinator of the Safe Schools/Healthy Students Project since it began and have been a member of the executive team for Project AWARE. I continue to be amazed at the resiliency of communities, the impact of strong leadership and the capacity for change that is at the heart of creating safe and supportive environments for youth, families and educators.
Dan Hyson, PhD is a full-time tenure-track faculty member in the School Psychology graduate program within the Psychology Department at the University of Wisconsin-La Crosse. After earning his Ph.D. in child and school psychology from the University of Minnesota in 2001, Dr. Hyson practiced for six years as a school psychologist in the Rosemount-Apple Valley-Eagan Schools in the southern suburbs of Minneapolis, serving students at both the elementary and high school level. While in this role, Dr. Hyson led a series of book studies with staff on Ross Greene’s Collaborative and Proactive Solutions approach. In the summer of 2007, Dr. Hyson began working as Data Management Coordinator for Hiawatha Valley Education District, a cooperative of 13 school districts in southeastern Minnesota. In that role, he consulted with teachers and administrators to help them access, interpret and use data from academic and behavioral assessments to improve instruction for all students. He remained in that position until the summer of 2014 when he joined the UW-La Crosse faculty. Dr. Hyson’s current research interests include teacher-student relationships and their association with student engagement and achievement and the school psychologist’s role in systems-level consultation and data-driven decision making.
Lisa Kelly-Vance, PhD began her career as a School Psychologist in Council Bluffs, Iowa serving children birth through 21 and leading the early RTI initiatives. She currently is a Professor of School Psychology at the University of Nebraska at Omaha. Her research interests are assessment and interventions with preschool children in the context of play, English Language Learners, and school-based academic and social interventions. She is the President-elect of the National Association of School Psychologists.
Teri LeSage is an Education Consultant for the 21st Century Community Learning Center Programs with the Wisconsin Department of Public Instruction. She is a graduate of UW-Madison, with degrees in English, Secondary English Education, and ESL Education, and Middlebury College, with a Masters in Literature. She has worked in various leadership positions with primarily youth-serving non-profits for over 10 years, and she taught high school English in Madison, Wisconsin for over 10 years. She is passionate about equity, literacy, social and emotional learning, and extended learning opportunities for kids, their families, and their communities.
Kimberly Merath has been a school psychologist in Milwaukee Public Schools for 14 years. She is the recently hired Social and Emotional Learning Supervisor for Milwaukee Public Schools. In this role she works with the district Violence Prevention team to promote work in areas such as Second Step, social and emotional learning, trauma sensitive schools, classroom management, and restorative practices. Prior to this position, she coordinated the district Project Prevent grant. As the coordinator of that project, Kim’s work focused on the integration of trauma sensitive practices, social and emotional learning, and school-based mental health into a multi-tiered system of support.
Christine Neddenriep, PhD, NCSP is an Associate Professor and Coordinator of the School Psychology Program at the University of Wisconsin-Whitewater. She also serves as the Professional Preparation and Training Representative to the WSPA board. Her areas of research interests include the implementation and evaluation of academic interventions in educational settings. Dr. Neddenriep teaches course work in consultation and prevention, academic interventions, research methods, and the assessment of behavior and personality.
Travis Pinter, Ed.S., has been a Milwaukee Public Schools (MPS) school psychologist since 2004, serving children in pre-school through high-school settings throughout the city of Milwaukee. He has served as the MPS representative on the Milwaukee Domestic Homicide Review Commission in the past, has been a member of the MPS Crisis Response Team since 2005, and a facilitator of the team since 2010. Mr. Pinter is also a member of the Violence Prevention Program - which designed and delivered a six-part trauma sensitive schools training during the 2015-2016 school year for all of MPS' 158 schools as well as its central office staff.
Dan Seaman, Ed.S., NCSP is a Nationally Certified School Psychologist with ten years of experience in a variety of capacities in schools and districts. For the past five years, Dan has been a Regional Technical Assistance Coordinator for the Wisconsin RtI Center, supporting school and district implementation of a Culturally Responsive Multi-level System of Support. He frequently presents at the regional and state level around components of a Culturally Responsive Multi-level System of Support, including Family Engagement, Classroom Management, and Institutes of Higher Education.
Sara Soleymani-Alizadeh, EdS is a practicing School Psychologist for the Milwaukee Public School District (MPS). In addition to her involvement in the school setting, Sara is committed to training, mentoring and supervising school psychology students during their practicum and internship years. She has also served as one of the mentors supporting the newly hired school psychologists in MPS with their daily activities and duties. Prior to becoming a School Psychologist, Sara came from a teaching background, with a specialty in working with English Language Learners. At a very young age, she taught English as a Foreign Language (EFL) in Iran, where she was born and raised. Through her membership with the International Reading Association (IRA) Sara attended and presented at the IRA conference that was held in the Philippines. She toured with this group while working with English Language Learners in Malaysia, Singapore and Thailand. Currently, she continues her passion for international education by her involvement with the International School Psychologist Association (ISPA).
Sebastian Ssempijja, PhD is a licensed psychologist and the Executive and Clinical Director of Sebastian Family Psychology Practice, LLC. located in Glendale, Wisconsin. He is a graduate of Marquette University, and an immigrant from Uganda, who has utilized his trans-cultural education and experiences to treat and care for clients of diverse ethnic and cultural backgrounds. In over twenty-five years, he has served highly distressed, underserved, and traumatized communities in Milwaukee, Wisconsin. These include refugees, asylees and immigrants from many parts of the world who have resettled in Wisconsin. His interest in ethno-psychology and ethno-psychiatry propelled his work to expand from a solo practice to co-founding a Behavioral Health Clinic, known as Sebastian Family Psychology Practice, LLC. Jointly, in partnership with Yvonne Ssempijja, he co-owns and manages this clinic that serves many mainstream as well as immigrant and refugee clients as assisted by a multiethnic, cross-cultural team of highly qualified and highly educated professionals who attend to the similarly diverse needs of our clientele. Sebastian Ssempijja, (aka: Dr. Sebastian) has deep interest in Global Health and Mental Health issues, especially in reference to Uganda and Eastern Africa. Because of his work with the Medical College of Wisconsin students, he was recently appointed Assistant Clinical Professor of Psychiatry. He works in a collaborative, integrated practice approach, deemed critical in meeting the multiple needs and resilience of these unique clients. Dr. Sebastian values the real-life lessons offered by his clients, in a spirit of partnership and collaboration.
Michael Vance, PhD is currently the Director of Behavioral Health at Children’s Hospital and Medical Center, Omaha, Nebraska. He also serves as Assistant Clinical Professor in the Department of Pediatrics at Creighton University School of Medicine. Dr. Vance earned his Ph.D. in School Psychology from Indiana University and completed his internship in Pediatric Psychology at Children’s Hospital of Michigan. He specializes in pediatric behavioral medicine including medical noncompliance, parent adolescent conflict, and adolescent transition issues. Current areas of clinical operation are focused integrated medical care and telehealth.
WSPA Celebrations: Lunch on Thursday
WSPA recognizes the following awards:
School Psychologists - Celebrating a Century: Thursday 8 pm to Midnight
Come socialize with your colleagues.
See artifacts from the decades.
WSPA Spirit Award. The competition for the WSPA Spirit Award – a competition between graduate education programs will start at 10 pm.