WSPA FALL 2017 CONFERENCE 





President: Linda Servais (lservais106@gmail.com)

Convention Chair: Lisa Hanson-Roche (rochel@portage.k12.wi.us)

Continuing Professional Development: Rob Dixon (rdixon@uwlax.edu)

WSPA Manager: Don Juve (wspamanager@gmail.com)

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.


LINK TO REGISTRATION


The first school psychologist practicing in Wisconsin was Elizabeth Lindley Wood. She started in 1917! Here is a LINK to short biology of her practice.

  October 25-27, 2017
Olympia Resort
Oconomowoc, WI
School Psychologists: Through the Decades

 THEMES AND RELEVANCE 

Topics:

  • School Psychologists as Mental Health Providers
  • Trauma Sensitive Schools and Practices
  • Psychopharmacology
  • RtI Coaching and Sustainability
  • Wisconsin DPI updates 
  • Family Engagement


Who should attend:

  • School Psychologists
  • Social Workers
  • Educators
  • Counselors
  • Administrators

 SCHEDULE 

Wednesday, October 25, 2017

    • 7:00-8:30 am Packet Pickup and Continental Breakfast (included in Registration Fee)

    • 8:30-11:45 am Workshops

    • 11:45-1:00 pm Lunch (included in Registration Fee)

    • 1:00-4:15 pm Workshops

    • 5:00-8:00 WSPA Board Meeting

Thursday, October 26, 2017

    • 7:00-8:30 am Packet Pickup and Continental Breakfast (included in Registration Fee)

    • 7:00-5:00 pm Exhibitors

    • 8:00-5:00pm WSPA Children's Services Silent Auction

    • 8:30-11:45 am Workshops

    • 11:45-1:30 pm Lunch (included in Registration Fee) with budget, Allard Award, and Friend of Children Award given to Tony Evers, State Superintendent of Public Instruction


    • 1:30-4:45 pm Workshops

    • 5:00pm Silent Auction Winners Announced

    • 5:30pm Graduate Educators Dinner 

    • 8:00-Midnight  Celebration (WSPA Spirit Award Competition 10 pm)

Friday, October 27, 2017
    • 7:00am Mental Health Work Group

    • 7:00-8:30 am Packet Pickup and Continental Breakfast (included in Registration Fee)

    • 7:00-Noon Exhibitors

    • 8:30-11:45 am Workshops

    • 12:30-1:30 pm Convention Committee Meeting


WSPA Fall 2017 Printable Schedule.pdf

Wednesday: October 25, 2017

Time

Room 1

Room 2

Room 3

Room 4

Morning

8:30-11:45

*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

Pinter

NASP Standard 4

Afternoon

1:00-4:15

Kids Do Well If They Can: Understanding and Implementing Ross Greene’s Collaborative and Proactive Solutions Approach

Hyson

NASP Standard 4

*Do It Right: Trauma-Informed FBA's

DeBoer

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

Pinter

NASP Standard 6

Thursday: October 26, 2017

Morning

8:30-11:45

*Psychopharmacology in Children & Adolescents:  Challenging Outcomes and Implications for the School Setting

Foltz

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)

DeBoer

NASP Standard 4

You, Too, Can Be a Data Geek: Essential Statistics and Measurement for the Practicing School Psychologist

Hyson

NASP Standard 9

Afternoon

1:30-4:45

*Early Childhood and Mental Health: School Psychologists Impacting the Early Years

Kelly Vance

NASP Standard 4

School District and Hospital Collaboration: A Model Focusing on Resilience for Students, Parents and School Professionals

Vance

NASP Standard 7

Classroom Coaching & School Psychology: Developing your Toolbox to Positively Impact Instruction

Dixon

NASP Standard 5

Friday: October 27, 2017

Morning

8:30-11:45

A Successful Collaboration Story:  School Community Partnership for Mental Health

Ssempijja, Bauernfeind

Soleymani-Alizadeh

NASP Standard 7

Tier II Intervention Strategies: Putting More Tools in your Toolkit

Kelly Vance

NASP Standards 3-4

*School Based Interventions for Internalizing Disorders and Other Common School Based Mental Health Issues
Vance

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

Updated 9/1/17

 REGISTRATION 


  • All fees are paid online on convention website.
  • Fees include continental breakfast, breaks, and lunch
  • Student rate includes both students and interns.
  • Attendees need to pay membership category before you can register for a reduced rate.

  • If you are not a WSPA member and want $65 
    of your conference registration fee applied to the current membership year, simply register
    as a non-member.
    Tom Hellmers, WSPA membership chair, will contact you to
    complete the membership application
    process. You will owe nothing more to become
    a member of WSPA until September 2018. 

   Type

   Length     


    Early 

     Bird

     (Through      

      Sep. 30)


  Regular 

     (October 1

        and            

        beyond) 

WSPA 

Member

Wed.

Thurs.-Fri.

Wed.-Fri.



$115

$205

$295


$165

$255

$345

Non-

Member

Wed.

Thurs.-Fri.

Wed.-Fri.


$180

$270

$360


$230

$320

$410

Retired

Wed.

Thurs.-Fri.

Wed.-Fri.


$105

$195

$285


$155

$245

$355

Student

Wed.

Thurs.-Fri.

Wed.-Fri.


$45

$75

$105


$95

$125

$155


Register Here:

  • No upcoming events

 HOTEL AND LODGING 

All workshops and activities will take place at the:

Olympia Resort

1350 Royale Mile Rd.

Oconomowoc, WI 53066 

USA

Contact Information:

Reservations: (262) 369 - 4999

Web: http://www.olympiaresort.com/


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.

Room 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.

 CONTINUING EDUCATION 

General Information:

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 bmeuer@uwlax.edu or 608.785.6513. On Site Registration will be accepted on Wednesday morning only by Dr. Rob Dixon.



Course Information:

SPY 796, section TBD
Title: SCHOOL PSYCHOLOGISTS: THROUGH THE DECADES
October 25 - December 1, 2017
(15 hours as arranged)

Deadline to Register: October 27

UW-La Crosse online admission application, credit course registration form and payment must all be received by deadline.

COMING SOON:

link to Registration Site

link to Registration Form

link to Course Syllabus


Contact Information:

Rob Dixon WSPA Chair of Professional Development 
608.785.6893 
rdixon@uwlax.edu

To register, please contact:

Briana Meuer, Credit Coordinator 
608.785.6513 or toll free 1.866.895.9233 
bmeuer@uwlax.edu



 WORKSHOP DESCRIPTIONS 

Wednesday Morning, October 25, 2017

Social and Emotional Learning in Wisconsin Schools: The Why, What and How - Kimberly Merath & Teri LeSage
Amidst growing recognition that social and emotional learning skills are essential to student and adult success, schools and communities are seeking the most effective ways to teach, reinforce and cue these skills in learners. In 2017, the Wisconsin Department of Instruction introduced state-wide social and emotional learning competencies for PK-adults, acknowledging that social and emotional learning is a lifelong skill. These competencies provide educators and parents with benchmarks to support student learning in this area. Accompanying these competencies are resources to help schools and communities effectively implement a school or district-wide social and emotional learning program. Participants will learn the why, what and how of teaching, supporting and reinforcing these skills in all learners. Participants will: 1) understand why social and emotional learning is essential to developing learners who are college and career ready; 2) learn what social and emotional learning is and four approaches to promote it in their school or district; and 3) learn about the WI state social and emotional learning competencies and the resources available to support their implementation.

Show Me the Data: Enhancing Student Outcomes Starts with Data Conversations - Matt and Jamie Harris from Educlimber
Data is a four-letter word that most school psychologists love. These four letters also cause some educators other feelings such as anxiety. This session will focus on how school psychologist can frame conversations about data in a productive way to support the needs of the students in your schools. Attendees of this session should be current subscribers of eduCLIMBER. Objectives: Participants will 1) understand how to pose questions in a way that will lead staff to be curious about what the data is telling them and how to find the answers to those questions by looking at your own data; 2) increase their understanding of the different types of data sources that can be helpful in your multi-tiered system of supports; 3) increase their skill in navigating the program to make data-based decisions. Session sponsored by Educlimber.

Partnering with Families in a Culturally Responsive Multi-Level System of SupportDan Seaman & Jennifer Genke

Learning objectives:
1. Understand the importance of family engagement within Equitable Multi-Level Systems of Supports
2. Identify Key finds from research on family engagement
3. Define the three Es and the four As of family engagement
4. Locate resources on how you can help your school improve how you partner with families
5. Leave with actionable steps to improve your schools family engagement practices.

Trauma Sensitive Schools: Therapeutic Techniques for the School PsychologistTravis Pinter
The Trauma Sensitive Strategies workshop provides a brief overview of psychological trauma our students are experiencing, in terms of its impact and prevalence. Participants will also become familiar with more in-depth brain science related to trauma and its impact on functioning. Sensory and therapeutic strategies will be introduced, and participants will have facilitated discussions around practical responses to students who are demonstrating symptoms stemming from traumatization. Participant will: (1) gain an understanding of the impact of psychological trauma on the brain and one’s worldview; (2) analyze case studies in order to identify and avoid re-traumatization and apply trauma sensitive techniques; and (3) become familiar with sensory and therapeutic strategies for addressing the impacts of trauma in school-age children.

Wednesday Afternoon, October 25, 2017

Kids Do Well If They Can: Understanding and Implementing Ross Greene’s Collaborative and Proactive Solutions ApproachDan Hyson
This session will examine Ross Greene’s Collaborative and Proactive Solutions (CPS) approach to working with behaviorally challenging students, a key component of DPI’s mental health framework and an increasing number of trauma-sensitive schools models.  The approach, formerly known as Collaborative Problem Solving is highlighted in child psychiatrist Dr. Greene’s books The Explosive Child and Lost at School.  It is an alternative to the traditional reinforcement-punishment approach commonly used—often with at best mixed results—with behaviorally challenging students.  Participants will be introduced to and offered an opportunity to reflect upon the big ideas associated with this approach.  The most prominent of these big ideas is the CPS core belief that “kids do well if they can,” in other words if they have, are proficient and fluent in, and can generalize the frustration tolerance and flexibility skills to do well.  The presenter has used this approach directly with behaviorally challenging students as a practicing school psychologist himself and trained school psychology graduate students, teachers, administrators and paraprofessionals to use the approach.  This workshop is intended to prepare participants to do the same. Objectives – Specifically, participants will leave this session being able to: (1) Understand the big ideas associated with CPS; (2) Identify and discuss how to address questions or concerns they or the staff and/or parents they are working with might have regarding CPS; (3) Use key tools and processes to implement CPS themselves; and (4) Plan how to conduct professional development, including book studies, with staff and/or parents within their own schools to help them understand and implement CPS. 


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.

School Crisis Response: Best Practices in Responding to Death in the School Community - Travis Pinter
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
This session will begin with some essential strategies to transition from the life of a graduate to an employed school psychologist. Strategies to enter the job market and successfully interview for a position will be reviewed. It will also include a panel of school psychologists and current interns to answer student questions regarding getting and keeping their first job as a school psychologist. Panelists will also discuss what employers are looking for in successful school psychologists, and they will offer strategies to succeed in students’ first year of employment.

Do It Right: Trauma-Informed FBA's (Repeated) - DeBoer
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
The purpose of this workshop is to provide information about addressing mental health in young children. Participants will learn strategies they can implement with preschoolers and their families that prevent problems and reduce existing concerns. Case examples will be provided. Learning Objectives: (1) Participants will learn about common mental health concerns in early childhood, (2) Participants will learn prevention and intervention strategies to promote mentally healthy young children, and (3) Participants will learn how to help families help their children improve mental health factors.

School District and Hospital Collaboration: A Model Focusing on Resilience for Students, Parents and School Professionals - Vance
Objectives: (1) Participants will be able to detail the essential components to establish a hospital-school community model of service, (2) Participants will be able to identify strategies to foster resilience in students and student’s parents, and (3) Participants will be able to identify key components to developing resilience in school professionals.


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
The focus of this presentation will be to examine the needs of students with learning needs that differ significantly from core, grade-based curriculum, including various domains across a comprehensive curriculum. We will discuss the concept of differentiation, and its use in tying in grade based content to individualize programming for complex learners. Finally, we will talk explore general support strategies related to program development, review and implementation for students with complex learning needs. Learning Objectives: (1) Provide an overview of best practice approaches to program development for students with significant learning support needs (developmental/cognitive disorders, Autism, etc); (2) Define differentiation and its utility with diverse learners; (3) Examine strategies for support across the curriculum for complex learners


Tier II Intervention Strategies: Putting More Tools in your Toolkit
- Kelly-Vance
This workshop will assist practitioners in improving their implementation of Tier 2 practices with an emphasis on learning additional small group and prevention strategies for improving students’ social, emotional, behavioral and academic skills. Participants will learn implementation and evaluation techniques. Case examples will be provided. Learning Objectives: (1) Participants will learn strategies for effective Tier 2 implementation, (2) Participants will learn how to evaluate the effectiveness of their Tier 2 strategies, (3) Participants will gain additional Tier 2 resources for their school-based practice, and (4) Participants will learn about effective Tier 2 programs including implementation and outcomes. Participants will develop advocacy strategies for Tier 2 practices.

School Based Interventions for Internalizing Disorders and Other Common School Based Mental Health Issues - Vance
Objectives: (1) Participants will be able to describe best practices for a collaborative model in working with community mental health professionals to address the mental health needs of their students, (2) Participants will be able to identify and apply key intervention strategies for students with internalizing concerns, and (3) Participants will be able to identify and implement intervention strategies related to children with medical complexities.

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.

 SPEAKERS 

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 PsychologyDr. 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.



 SPECIAL EVENTS 

WSPA Celebrations: Lunch on Thursday

WSPA recognizes the following awards:

  • Suzanne Allard Award for Spring 2017: presented to an outstanding graduate (non-doctoral) student enrolled in a university school psychology training program.
  • WSPA Friend of Children Award: awarded to identify and recognize policy makers, elected officials and public servants who have made a significant contribution to children, education, children’s mental health, and/or the field of school psychology.  

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.


 POLICIES 

Name Badge: Presentation of your name badge will be required to obtain admittance to all Spring 2017 conference related activities (including, but not limited to, workshops, posters, lunches). Seating at events is on a first come-first served basis.

Continuing Professional Development: A certificate of attendance will be provided to attendees that attend each workshop in its entirety. This means arriving no more than 15 minutes late, leaving 15 minutes early, nor having excessive absences during the presentation. Traffic, childcare issues, etc. do not excuse the ethical obligation to attend the entire session to receive the certificate.

Americans with Disabilities Act: WSPA and the conference facility want to ensure a fully accessible event to all participants. If you require special considerations or accommodations (physical, dietary, etc.) covered under the American with Disabilities Act, please advise the convention chair via email at least one month before the conference. Although attempts will be made to accommodate requests after the deadline, there is no guarantee.

Cancellations/Substitutions: Full refund less $50 processing fee two weeks prior to event; No refunds thereafter. Substitutions welcome. All cancellation and substitutions must be made in writing to the convention chair. NO cancellations will be accepted by phone.

Workshop Content: Workshops and presentation are provided as an open forum and exchange of ideas and opinions on current issues in School Psychology. Opinions that are expressed by presenters and participants do not necessarily imply endorsement by WSPA. Please remain tolerant and respectful of opinions of others. Publishing companies may financially support certain educational sessions with author and/or publisher materials likely emphasized.

Children & Infants: Children and infants are welcome at the WSPA conference as long as they are accompanied by an adult at all times and do not present as a disruption to conference activities. WSPA does not encourage the presence of infants/children in workshop sessions. Attendees with infants/children in workshops are asked to sit near an exit.

Cell Phones: in consideration of others, WSPA requests your cooperation throughout the conference to silence cell phones and to limit distractions during sessions.

Grievance Procedure: WSPA is fully committed to conducting all activities in strict conformance with the American Psychological Association's Ethical Principles of Psychologists. WSPA will comply with all legal and ethical responsibilities to be non-discriminatory in promotional activities, program content and in the treatment of program participants. The monitoring and assessment of compliance with these standards will be the responsibility of the Chair of Continuing Professional Development in consultation with the members of the continuing education committee, the WSPA Professional Standards and Practices (i.e., Ethics) Chairperson and the Convention Chairperson.

While WSPA goes to great lengths to assure fair treatment for all participants and attempts to anticipate problems, there will be occasional issues which come to the attention of the convention staff which require intervention and/or action on the part of the convention staff or an officer of WSPA. This procedural description serves as a guideline for handling such grievances.

When a participant, either orally or in written format, files a grievance and expects action on the complaint, the following actions will be taken.

  1. If the grievance concerns a speaker, the content presented by the speaker, or the style of presentation, the individual filing the grievance will be asked to put his/her comments in written format. The Chair of Continuing Professional Development will then pass on the comments to the speaker, assuring the confidentiality of the grieved individual.

  2. If the grievance concerns a workshop offering, its content, level of presentation, or the facilities in which the workshop was offered, the convention chair will mediate and will be the final arbitrator. If the participant requests action, the convention chair will:

    • attempt to move the participant to another workshop or

    • provide a credit for a subsequent year's workshop or

    • provide a partial or full refund of the workshop fee.

  3. Actions 2b and 2c will require a written note, documenting the grievance, for record keeping purposes. The note need not be signed by the grieved individual.

  4. If the grievance concerns WSPA's Continuing Education program, in a specific regard, the WSPA Chair of Professional Development will attempt to arbitrate.

Please contact Dr. Robert J. Dixon, WSPA Chair of Professional Development (rdixon@uwlax.edu or 608.785.8441) to submit a complaint, or if you have additional questions.



Wisconsin School Psychologists Association
wspamanager@gmail.com
WSPA Manager-Don Juve
Onalaska, WI 54650
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