Keynote
8:30-9:30 AM
Why We Do What We Do
David Bateman, Ph.D., University of Shippensberg, Shippensberg, PA
Working in education can be difficult. Often, the day to day responsibilities cause us to forget why we do what we do. This presentation will challenge school psychologists to rethink the role they play in education, especially as it relates to students with disabilities.
Learner objectives:
- Learners will be reminded of the purpose of special education.
- Learners will be provided information that will cause them to rethink the why of what they do.
- Learners will understand the role they play in schools, and remind all attending the team aspect in their role.
David F. Bateman, Ph.D., is a professor at Shippensburg University in the Department of Educational Leadership and Special Education where he teaches courses on special education law, assessment, and facilitating inclusion. He is a former due process hearing officer for Pennsylvania for over 580 hearings. He uses his knowledge of litigation relating to special education to assist school districts in providing appropriate supports for students with disabilities and to prevent and to recover from due process hearings. He has been a classroom teacher of students with learning disabilities, behavior disorders, intellectual disability, and hearing impairments, and a building administrator for summer programs. Dr. Bateman earned a Ph.D. in special education from the University of Kansas. He has recently co-authored the following books: A Principal’s Guide to Special Education, A Teacher’s Guide to Special Education, Charting the Course: Special Education in Charter Schools, and the forthcoming Special Education Leadership: Building Effective Programming in Schools, and Current Trends and Issues in Special Education.
Full Day Workshops
8:00 AM-4:00 PM
*please note this workshop has an earlier start time 8:00 and ends at 4:00
WORKSHOP 1: Participants must attend both A.M. and P.M. sessions and they will receive the NASP PREPaRE 1 certificates.
PREPaRE 1, Second Edition, 2011 Crisis Prevention and Preparedness: Comprehensive School Safety Planning
Barbara Williams, Ph.D. Rowan University Glassboro, NJ; Terry Molony, Psy.D. Cherry Hill Public Schools Cherry Hill, NJ; Julia Coyne, Ph.D, NCSP, Montclair State University, Montclair, NJ
This 1-day workshop provides school-based mental health professionals, administrators, security professionals, and other educators the knowledge and resources to help them establish and sustain comprehensive school safety and crisis prevention and preparedness efforts. With updated research and strategies, this workshop makes a clear connection between ongoing school safety and crisis preparedness. It also will emphasize the unique needs and functions of school teams and the steps involved in developing these teams, including a model that integrates school personnel and community provider roles. The workshop also explores how to prepare for school crises by developing, exercising, and evaluating safety and crisis plans.
- Provides a broad overview of the school crisis team's roles and responsibilities, with a special emphasis on crisis prevention and preparedness.
- Per participant materials fee: $35
- Maximum size of the group: 100 persons
Who Should Receive Workshop 1 Training?
PREPaRE Workshop 1 is appropriate for all school personnel who need to understand how the comprehensive school crisis team is organized and functions. This can include but is not limited to school mental health professionals, administrators, teachers, other pupil services personnel, security officers, front office staff, transportation directors, and before and after school activities coordinators.
Registration for PREPaRE must be done by April 9, 2019, to allow sufficient time for the NASP training materials to be ordered and delivered. In addition to the conference registration fee, there is another $35 fee per person for these materials.
Barbara Williams, Ph.D. NCSP: is a professor and coordinator of the School Psychology Program at Rowan University, Glassboro, NJ. Before becoming a graduate educator, Barbara had extensive experience working in the public schools as a school psychologist and director of special services. She holds a PhD from Temple University. She is past President of New Jersey Association of School Psychologists (NJASP) and past New Jersey Delegate and Delegate Representative for the Northeast Region for the National Association of School Psychologists (NASP). She currently serves as the Chair of the NCSP Certification Board for NASP.
Terry M. Molony, PsyD, NCSP: is a school psychologist in NJ, where she infuses positive psychology into every day. In addition, she is an assistant clinical professor in the Clinical Psychology Program at the Philadelphia College of Osteopathic Medicine. Terry was selected as NASP’s 2014 School Psychologist of the Year.
Julia Coyne, PhD, NCSP: Julia Coyne, Director of the School Psychology Program at Montclair State University, received a PhD in School Psychology from Loyola University Chicago. She holds New Jersey and national certification in school psychology. She is a program reviewer for the NASP Program Evaluation Board, a PREPaRE trainer and the editor of the World-go-Round newsletter for the International School Psychology Association (ISPA). Her research interests include post-injury cognitive rehabilitation in learning, supporting learning in multi-tiered systems, leadership and training in school psychology, crisis intervention and prevention, accreditation and international school psychology. She supervises the school psychology externship and oversees psychoeducational assessment services and training at the Psychological Services Clinic at Montclair State. She completed her postdoctoral fellowship in pediatric rehabilitation research at the Kessler Foundation in West Orange, N.J., where she conducted pilot and funded research.
Morning Workshops
9:30-11:45 AM
WORKSHOP 2:
Endrew F. and How FAPE Has Evolved
David Bateman, Ph.D., University of Shippensberg, Shippensberg, PA
This workshop is a half day workshop with the same session running in the AM and PM
The recent Supreme Court decision on what is meant by FAPE has changed the requirements for school districts related to what is meant by appropriate progress. This session will highlight how FAPE has changed, and give guidance of what should be done related to a child’s unique circumstances.
Learner objectives:
- Learners will understand how FAPE has evolved.
- Learners will understand the main points of the recent Supreme Court decision.
- Learners will understand their role in the assessment of students with disabilities and why this is so important.
See keynote for bio
WORKSHOP 3:
Put down your rock Sisphysus! Using Systems Level Consultation and Grant Writing to develop your MTSS program
Paul Baker, Psy.S., Martin County School System, Inez, KY
AM session only
The challenges effecting our students and schools may seem to many school psychologists as too numerous and daunting. 'While these "boulders" are big, school psychologist have a particular skill set and are uniquely positioned to help. This session serves will shed light on a common concern of new and seasoned school psychologists alike-How do we utilize our training to the fullest extent? It’s a good introduction to any school psychologist interested in engaging in consultation for systems level change.
Learner Objectives:
- Through the example of the author’s efforts participants will learn a framework for applying the lessons learned to their own situation.
- Participants will learn how to utilize existing skills and apply them to systems level change.
- Participants will come away with a “road tested” process of writing grants.
Paul Baker, Psy.S. is the Lead School Psychologist and MTSS Coordinator with Martin County School System in Inez, KY. Paul is the Project Director for Martin County’s ACHIEVE program, a School Transformation Grant funded ($310K) by US Department of Education. Paul is also the former President of the Kentucky Association for Psychology in the Schools and their current legislative chair. At the national level, Paul is a member of the NASP Government and Professional Relations Committee.
WORKSHOP 4:
Assessment of English Language Learners: Evidence-based Evaluation and Best Practice
Dr. Samuel Ortiz, Ph.D., St. John's University. New York
This workshop is a half day workshop with the same session running in the AM and PM
This presentation provides a review of the relationship among linguistic, cognitive, and academic development and the application of research regarding EL evaluation within a practical, systematic framework. Specific procedures are presented which permit any evaluator to conduct assessments of English learners that generate valid data to support conclusions and diagnostic decisions regarding English learners. Topics include: understanding bias in testing; issues regarding test score validity; advantages and disadvantages of typical methods for evaluating English learners; the importance of “true peer” comparisons, research foundations and use of the Culture-Language Test Classifications and Interpretive Matrix, integration of the Ortiz PVAT in conducting EL evaluations. The knowledge and skills gained will be useful to practitioners at all levels and provides a solid base for engaging in evaluation of English learners that constitutes defensible and current best practices.
Learner objectives:
- Understand the true nature of bias in testing as a function of construct validity.
- Identify the two main variables that affect test score validity for English learners
- Identify the limitations of various approaches to testing English learners and the extent to which validity is undermined by cultural and linguistic factors.
- Apply research findings in a manner that permits a “true peer” comparison for English learners
- Learn how to apply and use the Culture-Language Test Classifications and Interpretive Matrix as a method for evaluating the extent to which cultural and linguistic factors may have compromised the validity of test performance and results.
- Integrate the Ortiz PVAT to enhance the quality and diagnostic validity of testing
- Use a systematic process for evaluation of English learners that constitutes current best practice
Dr. Samuel Ortiz, Ph.D. is Professor of Psychology at St. John's University, New York. His Ph.D. is in clinical psychology from the University of Southern California with postdoctoral training in bilingual school psychology from San Diego State University. He served as Visiting Professor/Research Fellow at Nagoya University, Japan, as Vice President for Professional Affairs of APA Division 16 (School Psychology), as Chair of APA’s, Committee on Psychological Tests and Assessment, as member of the Coalition for Psychology in Schools and Education, and as member of APA Presidential Task Force on Educational Disparities. Dr. Ortiz serves on various editorial boards and is an expert on a variety of topics including nondiscriminatory assessment, evaluation of English learners, Cross-Battery Assessment (XBA), and learning disabilities. He is author of the Ortiz PVAT, X-BASS v2.0, and his books include “Assessment of Culturally and Linguistically Diverse Students: A practical guide,” and “Essentials of Cross-Battery Assessment, 3rd Edition.”
Afternoon Workshops
1:00 - 3:30 PM
WORKSHOP 5:
Achieving Positive Outcomes using MTSS (Multi-tiered System of Supports)
Paul Baker, Psy.S., Martin County School System, Inez, KY
PM Session only
Students with behavioral and emotional health needs struggle to stay in school and are often disciplined at higher rates than their peers. Many of these students require direct instruction in interpersonal relationship and communication skills. This session will explore the Project ACHIEVE program implemented in a rural KY school district and how expanding the role of the school psychologist and applying a multi-tiered system of supports improved student outcomes for students with and without disabilities.
Learner Objectives:
- 1. Participants will learn how direct instruction in social skills and interpersonal relationship skills (e.g. conflict resolution, goal setting, communication) improved student outcomes in a rural school setting.
- 2. Participants will learn how MTSS increased collaboration between educators, school-employed and community-employed mental health providers to provide a more comprehensive and responsive educational setting.
- 3. Participants will explore how the role of the school psychologist can be best utilized to improve services in response to student needs
See workshop 3 for bio
WORKSHOP 6:
Endrew F. and how FAPE has Evolved
David Bateman, Ph.D., University of Shippensberg, Shippensberg, PA
This workshop is a half day workshop with the same session running in the AM and PM
See "AM Workshops" for description
WORKSHOP 7:
Assessment of English Language Learners: Evidence-based Evaluation and Best Practice
Dr. Samuel Ortiz, Ph.D. S. John's University. New York
This workshop is a half day workshop with the same session running in the AM and PM
See "AM Workshops" for description
----PLEASE BE ADVISED, UNLESS IDENTIFIED AT REGISTRATION, ALL HANDOUTS WILL BE PROVIDED ELECTRONICALLY---
DOWNLOADABLE BROCHURE:
NJASP Spring Conference Brochure 2019.pdf
