Spring Conference 2019
Red Lion Hotel Paper Valley Appleton
March 28th-29th, 2019
Sessions At A Glance
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.
PREaPARE Workshop 2, Crisis Intervention & Recovery: The Roles of School-Based Mental Health Professionals
Scott A. Woitaszewski, Ph.D., NCSP & Ross Pesce, Ph.D., NCSP
(Thursday All Day and Friday All Day)
This 2-day workshop provides school-based mental health professionals and other school crisis intervention team members with the knowledge necessary to meet the mental health needs of students and staff following a school-associated crisis event.
Intuition No More! Using “What Works” to Enhance Your Consultation Skills
Rob Dixon, Ph.D., NCSP
To achieve positive educational outcomes, school psychologists can assist and consult with educators to advance “what works” in school, home, and life. By moving beyond, “I think this works,” to leveraging rich educational research history, school psychologists can work with teachers to incorporate best practices and positively impact the educational outcomes in the school environment.
At Your Fingertips: Online, On Demand Training, Free and Accessible from DPI
Participants will become more familiar with the mental health, social emotional learning, and problem solving trainings available for free (online, on demand) on Wisconsin's Department of Public Instruction's website. Participants will becomefamiliar with the layout and search functions of WI DPI website, including Special Education, Student Services, and WISE. They will also become familiar with navigation of the School Mental Health website, including foundational practices, interventions, and special initiatives such as social-emotional learning, crisis response and prevention, and suicide prevention. Finally, they will become familiar with specific online, on demand Tier 1 and Tier 2 trainings and resources on the website, such as understanding microaggressions, self-care, small group intervention for angry and aggressive youth, suicide prevention awareness and more.
Linking Assessment Directly to Intervention: Using Brief Experimental Analysis in School-Based Settings
Mike Axelrod, Ph.D., NCSP & Noelle Wozniak
Current educational reform efforts emphasize the relationship between assessment and practice. For school psychologists, this means moving away from answering questions related to eligibility (e.g., Does the student have a disability?) toward answering questions related to instruction and intervention (e.g., “What should we teach?” “What intervention will be most effective for this student?”; Reschley, 2008). School psychologists need efficient and effective tools to answer these questions. One such tool is Brief Experimental Analysis (BEA). BEA utilizes single case design methodology to “test drive” interventions in order to select an effective intervention for an individual student (see Axelrod, 2017 for a review). Used in this way, BEA can guide intervention selection for students who have failed to respond to standards practices. This session will introduce BEA as a model to directly link assessment to intervention. The presentation begins by establishing a scientific basis for BEA and then outlines specific procedures including implementation, intervention selection, data collection, and consumer feedback mechanisms. We will present case examples of BEA in the context of academic skills and behavior intervention.
CPS Flavored FBAs: Ross Greene’s ALSUP as an Alternative Interview Tool
Dan Hyson, Ph.D., NCSP
(Thursday PM and Friday PM; Repeated session)
Participants will learn to identify “cognitive” or skill-based functions of student challenging behaviors through the use of Functional Behavior Assessments (FBA) and design Behavior Intervention Plans (BIP) to address those functions. They will also be able to explain how Ross Greene’s Assessment of Lagging Skills and Unsolved Problems (ALSUP) and Plan B tools can be used as part of these FBAs and BIPs. Finally, participants will receive sufficient modeling, guidance and practice in using the ALSUP and Plan B to be able use them as part of cases in their own schools.
Fastbridge Assessment Tools: Overview and Application to Support Equitable Multi-Level Systems of Support (E-MLSS)
Ed O’Connor, Ph.D.
This session would provide a broad overview and introduction to the Fastbridge assessment suite that includes adaptive assessments, curriculum-based assessments and computer-based skill assessments of student skills in Math and Reading, as well as, tools for efficiently measuring Social-Emotional/Behavior development. The session will discuss use of these measures to gather screening data, progress monitoring data and skill mastery information to guide instructional decision-making at all levels of the E-MLSS model. Specific examples will be provided for using Fastbridge to assess "sufficiency of response" and goal setting for students receiving supplemental or intensive supports. Sponsored by FASTbridge and there will be a focus on the materials produced by this company.
Passing the Torch: Tools and Strategies for a Successful Internship
Panelists: Megan Rasmussen, Kalli Boland, Kate Flynn. Moderator: Rob Dixon, Ph.D., NCSP
Transitioning from the life of a graduate student attending classes and working at a practicum site changes drastically to a full-time school psychologist position. Current interns share their experiences in the first year including, but not limited to, entry into the system, managing the first few weeks and months, and taking care of oneself. Participants will (a) identify the challenges to the first weeks and months of the school year, (b) strategies to establish a positive role in the school, and (c) create an action plan for this coming fall.
Culturally Responsive Problem Solving
Markeda Newell, Ph.D.
Participants will learn strategies to that will help teams reduce bias while also increasing the accuracy with which they identify problems, collect data, and design interventions to improve student outcomes. Participants will also learn how to recognize when bias is impacting decision-making, identify low-inference, alterable hypotheses, reframe inappropriate hypotheses, and develop data collection and interventions that align with culturally responsive practices.
Anxiety in Children and Adolescents
Amanda Heins, Psy.D.
In this presentation, we’ll explore different types of anxiety children/adolescents may experience, as well as how anxiety can manifest in different settings such as home and school. From there, we’ll discuss common pitfalls well-intending parents/school providers can fall into (also known as symptom accommodation) and effective strategies school providers can use to support their student (including when to seek out professional support).
Early Childhood Mental Health: Prevention is Key
Lisa Kelly Vance, Ph.D.
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.
Legal Update: The IDEA, Section 504, and Special Education “Hot Topics”
Marvin Nordeen, Ed.S.
In this presentation, Alana will review recent case law and legal developments related to the IDEA and Section 504, including the U.S. Supreme Court’s decision in Endrew F., Child Find, student trauma and mental health, student harassment, IEEs, parent involvement and communication, FERPA, the impact of technology and social media, and other special education and general school law “hot topics.” Alana will give practical guidance regarding legal obligations and best practices.
Using Small Group Interventions to Unlock Student Potential
Lisa Kelly Vance, Ph.D.
This workshop will assist practitioners in improving their implementation of practices to build skills in small group formats 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.
Mike Axelrod, Ph.D., LP, NCSP, is the Director of the Human Development Center and a Professor in the Psychology Department at the University of Wisconsin – Eau Claire. He is a licensed psychologist and a Nationally Certified School Psychologist with over 25 years of experience working with children, parents, and educators in schools, clinics, and medical settings. His primary clinical and research interests involve applying scientific principles of behavior and learning to developing academic and behavioral interventions in schools. He is also interested in debunking common misconceptions related to child and adolescent development, evidence-based practices, and learning. Dr. Axelrod is the author of Behavior Analysis for School Psychologists and co-author of Great Myths of Adolescence. He has also published numerous scientific articles and presented nationally and internationally on topics involving clinical, pediatric, and school psychology.
Kathryn Bush, Ph.D., was a practicing school psychologist in a Wisconsin public school district for 25+ years. From 2010-2017, Kathryn was the Wisconsin Department of Public Instruction's school psychologist consultant. After a year and a half of retirement bliss, she has enthusiastically returned to WI DPI as an interim consultant for school psychology, until a new full-time consultant can come on board. Kathryn has served as the treasurer of WSPA since her retirement.
Robert J. Dixon, Ph.D., NCSP, L.P., 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. He has been a member of school improvement efforts in La Crescent, MN, La Crosse, WI and Onalaska, WI. He has served on the Board of Directors for NASP. He keeps his practice current by volunteering with a local school district.
Claire E. Hartley, JD, is an attorney at Buelow Vetter Buikema Olson & Vliet, LLC. She focuses her practice on representing school districts, municipalities and private employers in all aspects of labor and employment law, general school law and litigation. She counsels clients and works with staff on topics such as employee discipline, student discipline, student records/public records/open meetings law compliance, employee and student handbooks, employee orientation and background check procedures, governing board and employer policies, labor negotiations, grievance arbitration, prohibited practice complaints, employee and student discrimination/harassment complaints and investigations, restrictive covenants and dismissal/severance agreements. Additionally, she regularly defends public and private entities in both state and federal agencies and courts against claims of wage and hour law violations and claims of harassment or discrimination.
Amanda Heins, PsyD, is a licensed clinical psychologist who practices full-time at Rogers Behavioral Health’s Oconomowoc Campus. Dr. Heins serves as the supervising psychologist for the Adolescent Center for OCD and Anxiety, where she leads the clinical treatment team in providing individualized and evidenced-based care. Dr. Heins also provides clinical consultation for the Nashotah program and the child and adolescent inpatient program. Dr. Heins joined the medical staff in 2015 and served as the attending psychologist for the Child and Adolescent Day Treatment program at Rogers' Brown Deer campus until March 2017. Graduating with honors from Midwestern University in Illinois, Dr. Heins received her Master of Arts in Clinical Psychology in 2007 and her Doctor of Psychology in Clinical Psychology in 2009. Dr. Heins professional career has been dedicated to working with children, adolescents, and families. Dr. Heins has specialized clinical training in treating anxiety disorders, obsessive-compulsive disorder (OCD), Tourette’s, OC-spectrum disorders, ADHD, depression, trauma (e.g., sexual abuse, physical abuse, and neglect), Autism Spectrum disorder, and other emotional/behavioral concerns. Dr. Heins has provided consultation to local school districts and has presented to clinical, academic, and parental audiences locally as well as regionally. She is a member of the American Psychological Association and the International OCD Foundation.
Dan Hyson, Ph.D., NCSP, earned his Ph.D. in child and school psychology at the University of Minnesota in 2001, and then worked for 13 years as a practicing school psychologist in Minnesota. For the past five years, Dr. Hyson has been an Assistant Professor in the School Psychology Program at the University of Wisconsin-La Crosse (UWL). His research interests include the association between teacher-student relationships and student engagement and achievement, systems-level data-driven decision making, and alternative approaches to working with students with challenging behaviors. He used Ross Greene’s Collaborative and Proactive Solutions (CPS) model himself in supporting the needs of students on his special education caseload when serving as a practitioner, as well as facilitating book studies of Ross Greene’s books with school staff. Since joining the UWL faculty, Dr. Hyson has also advised and co-led multiple graduate student capstone research projects in which the students have conducted book studies with staff and parents in area school districts. Finally, Dr. Hyson continues to be actively involved in consulting with area school districts regarding the implementation of CPS, in particular with respect to the use of the Assessment of Lagging Skills and Unsolved Problems (ALSUP) and Plan B. He has completed Proficiency Training in the CPS model through Lives in the Balance. In Fall 2017, Dr. Hyson presented a session at WSPA providing an overview of the CPS model.
Lisa Kelly Vance, Ph.D., began her career as a School Psychologist in Council Bluffs, Iowa serving children birth through 21 and leading the early RTI initiatives. She is a Professor of School Psychology at the University of Nebraska at Omaha and serves as the Program Director. Her research and applied interests are assessment and interventions with preschool children in the context of play, mental health in early childhood, school-based academic and social interventions, prevention, and self-care. She is the current President of the National Association of School Psychologists and her theme is “Unlock Potential: Prevention is Key.”
Alana Leffler, JD, is an attorney at Buelow Vetter Buikema Olson & Vliet in Waukesha, WI. Her practice focuses primarily on advising public and private schools in the areas of general school law, special education law, and labor and employment law. She counsels clients on topics such as: student discipline; student bullying and harassment; Title IX; open meetings; public records; school board policies; special education mediation and due process; employee misconduct investigations; sexual harassment; employee discipline and dismissal; and issues arising under the Americans with Disabilities Act and Family Medical Leave Act. Alana regularly presents on topics related to general school law, special education law, and labor and employment law. She has collaborated with public and private schools to train school staff regarding legal requirements and best practices. In addition, she has co-taught graduate-level school law courses/seminars at Alverno College and the Milwaukee School of Engineering, and she has guest lectured at the Marquette University Law School’s Education Law course.
Markeda Newell, Ph.D., is an Associate Professor and Chair in School Psychology at Loyola University Chicago. Dr. Newell earned her B.S in Elementary Education from the University of Southern Mississippi, and she went on to earn her M.S. and PhD in Educational Psychology from the University of Wisconsin-Madison. The focus of her research is on multicultural training, school-based consultation in multicultural contexts, and social justice training for students.
Ed O’Connor, Ph.D. is an affiliate with FastBridge Learning® where he provides training nationally on the administration and use of the Formative Assessment System for Teachers (FAST™). Ed also directs the System Support Center for the Cooperative Education Service Agency #2 that supports 74 districts in southern WI. In addition, Ed serves as the Executive Director of the Midwest Instructional Leadership Council (miLc); a non-profit organization whose mission is to support school districts by “building and sustaining capacity for improving the achievement of ALL children. Previously, Ed served the Monona Grove School District in Wisconsin for 15 years as a school psychologist and as the Director of Continuous Improvement and Assessment.
Rosario "Ross" Pesce, Ph.D., NCSP, LCP is a member of the National Association of School Psychologists' School Safety and Crisis Response Committee. He is a co-author of a workshop, articles, book chapters, and a text on school crisis prevention and intervention. He is retired from the J. Sterling Morton High School District, in Cicero/Berwyn, IL where he continues to be involved in community school psychology focusing on community health and safety initiatives. He is currently the School Psychology Coordinator of Clinical Training at Loyola University Chicago. Dr. Pesce can be contacted at email@example.com.
Scott Woitaszewski, Ph.D., NCSP, is the director of the School Psychology Program at the University of Wisconsin - River Falls and is a Nationally Certified School Psychologist (NCSP). His scholarly interests include the study of school crisis prevention and intervention, suicide prevention, threat assessment best practices, emotional and behavioral interventions in schools, and resilience in children and families. Since 2012, Dr. Woitaszewski has been a member of the National Association of School Psychologists (NASP) School Safety & Crisis Response Committee. He has conducted numerous PREPaRE and related school crisis and school safety trainings across the U.S. Dr. Woitaszewski can be contacted at firstname.lastname@example.org.
Noelle Wozniakis a student at the University of Wisconsin–Eau Claire. She currently works in the Academic Intervention Clinic providing reading and math interventions to students presenting with academic skill deficits. Her primary clinical and research interests involving the delivery of effective academic assessment and intervention in school-based settings. She also has interests in child psychology and behavior analysis. Noelle has presented previously on academic interventions at the annual convention of the National Association of School Psychologists.
The WSPA Conference is provided as an open forum and exchange of ideas and opinions. Opinions that are expressed by the presenters and participants do not reflect endorsements by the Wisconsin School Psychologists Association’s Board of Directors. Please remain tolerant and respectful of others’ opinions.
Red Lion Hotel Paper Valley, 333 West College Avenue, Appleton, WI 54911
Please reference Group Code: WI School Psychologists Assn./WSPA
Room rates: $82 (sgl) $109 (dbl)
Plus applicable state and local taxes
***Reservations must be received by Feb. 27***
Spring Conference Fees
Retired or Student Member
Prior to February 28th
-One day only
-Thursday & Friday
After February 28th
-One day only
-Thursday & Friday
Register online at: https://wspa18.wildapricot.org/event-3225760
THE FINE PRINT
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 National Association of School Psychologists Ethical Principles. 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 (email@example.com or 608.785.8441) to submit a complaint, or if you have additional questions.
President: Rene Staskal (firstname.lastname@example.org)
Convention Chair: Tammy Stowers-Tonn (email@example.com)
Continuing Professional Development: Rob Dixon (firstname.lastname@example.org)
WSPA Manager: Don Juve (email@example.com)
Save the Date…
October 24th-25th, 2019
Eau Claire, WI
Metropolis Resort & Conference Center