ASPP/PSU Annual Fall Conference

Association of School Psychologists of Pennsylvania & Pennsylvania State University
2023 Fall Conference

November 8 & 9, 2023

 

We look forward to seeing you this November! Download a copy of the brochure, view this page for session details, and register today!
 
ASPP Conference Planning Committee
--Shannon Dressler; Dr. Amber Sessoms; Shradha Gera; Dr. Erica Kaurudar; Dr. Caitlin Bennyhoff, and Dr. Titina Brown

Conference Brochure
 

In partnership with the Midwestern Intermediate Unit IV, Act 48 credits will be reported to the Pennsylvania Department of Education. ASPP has been approved by the Pennsylvania State Board of Psychology (Provider Number: PY-000001-L) and the National Association of School Psychologists (Provider Number: 1036) to offer continuing education for psychologists. This program qualifies for such continuing education. ASPP maintains responsibility for this program and its content.
 
REGISTRATION 

 

Welcome to the 2023 ASPP/Penn State University Fall Conference

 
Once again, it is time for the annual Fall Conference. We are excited about our offerings this year and to provide the opportunity to meet and collaborate with school psychologists across Pennsylvania! Workshops will include a variety of 90-minute and 3-hour sessions to meet the professional development needs of school psychologists and other related professionals. We have simplified registration to include both days for all registrants. 

We will continue to offer the full-day event Robert G. Bernreuter lecture, Joseph French lecture, and many other lectures and workshops by your colleagues from across the Commonwealth. Also, included in this year’s registration fee is a copy of Charles Barrett’s book, Today in School Psychology, and affirmation card. With workshops geared towards interventions, emotional and mental health, diversity and other important topics relating to the practice of school psychology, our 2023 Fall Conference is sure to be a valuable two days of professional development and is not to be missed!!

A very special thanks to Dr. David Lillenstein for passing the baton of this well-oiled machine to a new Conference Committee and guiding us through this year of planning! His input and guidance have been invaluable in helping us to produce a quality conference. Also a special thank you to James Glynn & Dr. Shirley Woika for their many years of service developing and producing a successful conference as members of the Conference Committee.  

Finally, a very heartfelt thank you to the Penn State University School Psychology Program for not only partnering with ASPP to produce this conference year after year, but also for providing quality instruction and graduating so many excellent school psychologists across the Commonwealth.       
We look forward to seeing you in November!

From the ASPP Conference Committee
Shannon Dressler; Dr. Amber Sessoms; Shradha Gera; Dr. Erica Kaurudar; 
Dr. Caitlin Bennyhoff, and Dr. Titina Brown


Wednesday, November 8, 2023

7:30 am to 8:00 am — Continental Breakfast/Coffee & Registration

8:00 am to 8:30 am — President’s Opening Remarks

8:30 am to 10:00 am — Morning Session 1

 
Do This - Not That: School Psychologists Supporting Evidence-Based Practices In Mathematics - Part 1
(NASP Domains 2, 3, 5, 9)
How can school psychologists discern between myths vs. evidence in math assessment, instruction, and intervention to support positive math outcomes for all students? In this session, participants will learn how to identify some common myths and misconceptions in math assessment, instructional practices, and intervention school psychologists may encounter that exist in general education. In this session, participants will explore the evidence-based practices (do this) that should guide math assessment and instruction, from peer-reviewed scientific research. Participants will learn about a variety of resources where research on effective math practices is available or summarized (e.g., National Center on Intensive Intervention, National Mathematics Advisory Panel, Science of Math open-access). Participants will also learn about some prominent myths persistent in math education (not that), such as discovery learning and the myth that timed tests for math computation skills are harmful. Finally, participants will explore collaborative strategies to support school systems as well as individual teachers with implementation of evidence-based math practices through the lens of the school psychologist as a consultant. Participants will be provided with an opportunity to develop next steps for their practice, and find their unique entry point to improve math outcomes for students.
Dr. Erica Kaurudar - Educational Consultant - PATTAN-Harrisburg
Jared Campbell - Educational Consultant - PATTAN-Harrisburg

Navigating the Ethical Landscape: Exploring AI in School Psychology
(NASP Domain 10)
In this presentation, we will delve into the realm of artificial intelligence (AI) and its implications in the field of school psychology, with a specific focus on report writing, intervention selection, and ethical considerations. Join us as we explore how AI can enhance the efficiency and accuracy of report writing processes, streamline the search for evidence-based interventions and resources, and navigate the ethical considerations associated with their implementation. We will examine real-world examples and discuss best practices for integrating AI tools ethically and responsibly into school psychology practice. By the end of the session, you will gain a deeper understanding of the ethical implications of using AI in school psychology and strategies for navigating this complex landscape.
Dr. Jason Pedersen - School Psychologist - Derry Township School District
Kristen Berry - School Psychologist - Cumberland Valley School District
Lauren Lucas - School Psychologist - State College Area School District
Kelly Sherretts - School Psychologist - Warwick School District

Engaging the Disengaged Student
(NASP Domains 3, 5, 6, 7)
This proposal is to provide a framework for school psychologists to implement tools for educators who are having difficulty motivating the disengaged student population. Students who are typically identified as disengaged, have not participated in community or extracurricular activities, are struggling with intrinsic motivation academically and would benefit from increased positive family engagement. School psychologists have a wealth of knowledge related to the social emotional learning needs of students and the importance of meeting the developmental demands for all children. By emphasizing the Social Emotional Learning (SEL) anchors, as outlined by CASEL, educators and families will benefit from creating a sense of belonging with their students.
Rochele Haynes - School Counselor - LPC - Abington School District

All in This Together: Statewide Efforts to Recruit and Support a More Diverse Body of Future School Psychologists
(NASP Domains 7, 9, 10)
This session highlights statewide efforts aimed at recruiting and supporting a more diverse body of future school psychologists through the Future School Psychologists of Pennsylvania (FSPPA) initiative, which was inspired by the NASP Exposure Project. This presentation will outline the framework and strategies used to recruit undergraduate students, including targeted outreach and collaboration with universities across Pennsylvania. Participants will gain insights into the recruitment process, the importance of diversity in the field of school psychology, and how they can contribute to fostering a more inclusive profession. This includes targeted recruitment efforts, mentoring programs, and outreach initiatives designed to create opportunities for connection and collaboration. Participants in this session will gain a deeper understanding of the importance of diversity in the field of school psychology and its positive impact on students, schools, and communities. Additionally, attendees will benefit from learning about successful recruitment practices and best practices that have been employed to recruit and support a more diverse group of individuals interested in pursuing a career in school psychology. We hope to collaborate with and empower session attendees to get involved and take action in their own schools and communities.
Theresa Schinkowitch - Graduate Student - Lehigh University
Eliza Koren - Graduate Student - Lehigh University
Jordyn Alturaifi - Graduate Student - Indiana University of Pennsylvania
Felicia Foleno - School Psychologist - Delaware County Intermediate Unit

Joseph French Lecture - School Psychologists’ First-Hand Perspectives of Disability Labeling and Implications
(NASP Domains 1, 2, 3, 4, 7, 8, 9, 10)
School psychologists navigate a myriad of internal experiences and external factors to help students through disability identification and labeling. Factors beyond legal regulations, ethical practice, and training influence the identification process conducted by school psychologists when labeling a child with a disability. This niche in the field of school psychology practice plays a larger role within special education, beckoning for an increased understanding of the cognitive dissonance and resolution processes experienced first-hand when labeling a child. The presenter will discuss research findings gained from a qualitative inquiry. Using a grounded theory, phenomenological framework, ten school psychologists from Berks County, Pennsylvania were interviewed. The presenter will discuss the dynamic interplay of thoughts, feelings, and perspectives when assigning a disability label to a child; salient factors influencing disability labeling; and the cognitive dissonance and resolution processes experienced when assigning disability labels. Extending the present field of research, cognitive dissonance during decision-making and disability labeling will be presented, with reflections upon the broader implications across special education considered. Participants will benefit from self-reflection of disability identification practices, role in pre-referral intervention support, and limitations of the refer-evaluate-identify model guiding student supports via special education programming.
Dr. Danielle Smyre - School Psychologist - Berks County IU #14
 

10:15 am to 11:45 pm — Morning Session 2


Do This - Not That: School Psychologists Supporting Evidence-Based Practices In Mathematics - Part 2
(Continued from AM session)
(NASP Domains 2, 3, 5, 9)

Calling-in Voices From the Field: Decriminalizing Black Girls
(NASP Domains 4, 6, 8)
This conversation will focus on the experiences of Black girls who encounter disciplinary actions labeled as "willful defiance" in schools. We will explore the subjective nature of this category, its connection to implicit bias, and its effects on student-teacher relationships. Additionally, we will discuss Vulnerable Decision Points (VDPs) and provide resources focused on systemic strategies for practitioners to use in their schools to foster the healthy development and support of girls of color in educational systems.
Georgia Jones - School Psychologist - School District of Lancaster
Katherine Solomon - School Psychologist - School District of Lancaster

Extreme School Refusal Behaviors: Assessment and Intervention for Improving Attendance 
(NASP Domains 1, 2, 4, 7)
With different accountability measures allowable under the Every Student Succeeds Act (ESSA; 2015) paired with returning students to the classroom following the COVID-19 pandemic, school attendance has surfaced as a topic of urgency (National Dropout Prevention Center, 2021). Although tiered models of support have been proposed to prevent attendance concerns (Kearney & Graczyk, 2022; Sprick & Sprick, 2019), resources for supporting extreme school refusal behaviors are found in the field of clinical psychology (Kearney & Albano, 2018). It is imperative that these strategies are adjusted for use in the school system. One program in Pennsylvania is building bridges between best practices in the clinical field to implementation in the school setting, as well as bridges between families, schools, and communities for addressing the most challenging cases of school refusal behavior. This mini-skills session will describe the critical components of an ATTEND program for school refusal behavior, how school psychologists can hypothesize and measure the function of school refusal behavior, and how to design educational interventions within an equitable framework that respects the diversity of families. The recommendations for students, families, and schools are accessible and practical for K-12 settings.
Dr. Caitlin Bennyhoff - School Psychologist - Lancaster-Lebanon IU #13
Dr. Titina Brown - Supervisor - Lancaster-Lebanon IU #13
Elizabeth Schonour - School Psychologist - Lancaster-Lebanon IU #13

Treatment Transitions Back to School: Best Practices
(NASP Domains 1, 2, 3, 4, 6, 7, 9, 10)
Students are participating in more intensive mental health treatments requiring extended absences from school at a higher level than in the past. Thus, it is imperative to create a culture of collaboration between treatment teams and school teams to ensure a positive school environment upon re-entry. This includes the development and refinement of re-entry plans, procedures and meeting structures that engage all educational partners, most importantly the student. Please join us to learn more about best practices for student re-entry from extended mental health treatment.
Dr. Jennifer Kirk - School Counselor - Upper St. Clair School District

School Psychology Graduate Student Networking Workshop
(NASP Domain 10)
Domain 10 of the NASP Practice Model explains that school psychologists should collaborate with other professionals, and practice interpersonal skills, responsibility, adaptability, initiative, dependability, advocacy skills, respect for human diversity, and a commitment to social justice and equity (NASP, 2020). Thus, it is important to provide opportunities for school psychology graduate students to network and grow these skills. Graduate student networking allows for opportunities such as cross-cohort engagement, service towards one's discipline area, professional development, and forming connections (Kim et al., 2022). Because graduate students are limited in their opportunities to network, a community networking model will be utilized to create a space where young professionals can come together and learn from one another. This School Psychology Graduate Student Networking Workshop will provide graduate students with the opportunity to talk through important topics that promote professional development such as (1) being successful in a school psychology graduate program, (2) being involved in student leadership, and (3) promoting entry into the field of school psychology. Students will work in cross-cohort groups to discuss these topics with the guidance of workshop facilitators and share ideas with the larger group to provide learning opportunities for all attendees. Topic resources will also be provided.
Alyssa Stephens - Graduate Student - Millersville University
Allie Mack - Graduate Student - Millersville University
Kira Brubaker - Graduate Student - Millersville University
Kaley Michael - Graduate Student - Millersville University
Dr. Lauren Kaiser - Associate Professor - Millersville University

LUNCH BREAK --- 12:00-1:00 --- 
In the Atrium - Join us for NASP/ASPP Updates!!

1:15 pm to 2:45 pm – Afternoon Session 1


“What Do These Numbers Mean?”: Demystifying Student Data - Part 1
(NASP Domains 1, 2, 3, 5, 9)
Many schools find themselves data-rich but information poor. It is abundantly clear that an understanding of data analysis and psychometrics is crucial to successful communication and practice. However, many school psychologists struggle to integrate data into their day-to-day practice. In order to help students succeed academically, behaviorally, socially, and emotionally, staff must understand how to measure, analyze, and interpret student data. Equipping school teams with the tools and basic knowledge to access and understand student data makes communicating with parents, teachers, and teams more efficient and effective in addressing student needs.
This session will highlight the theoretical and practical knowledge behind assessment metrics and data analysis, and will equip attendees with the tools and language needed to integrate data-informed decision making into their professional practice. Implications for data literacy and score interpretation, as well as analyzing progress monitoring data will be discussed. Topics such as assessing adequate growth, the use of student growth percentiles, and goal setting will be discussed, particularly in the frameworks of multi-tiered systems of support and response to intervention. Attendees will leave with a thorough understanding of how to incorporate data-informed decision making into their practice to better aid students in achieving the best possible outcomes.
Sara Wendell, School Psychologist - Eastern Lancaster County School District
Henry Zink - Graduate Student  - Lehigh University
Dr. Ethan Van Norman - Associate Professor - Lehigh University

Ethics - Part 1
(NASP Domain 10)    
This session will allow licensed psychologists to receive the three required hours of Ethics training. The basics of ethical decision making will be briefly reviewed and then applied to a variety of ethical dilemmas facing school psychologists. This presentation will incorporate interesting case studies and legal cases. The presenters will apply a “practice oriented” lens to current issues facing school psychologists.  
Dr. Titina Brown - Supervisor - Lancaster-Lebanon IU #13
Dr. Shirley Woika - Professor - Penn State University

Implementing and Supporting Emotional Support Programming as a School Psychologist
(NASP Domains 1, 2, 4, 6, 7)
The 2022 State of Education report indicates that 8.5% of PA students qualify for special education under the category of Emotional Disturbance. Oftentimes, these students are the most at-risk students enrolled in a public school setting. While not required by regulations, it is common for these students to have a mental health disorder diagnosis. School psychologists are uniquely trained to not only aid in the implementation of an effective emotional support program, but also provide direct services to these students as indicated by the NASP Practice Model. This presentation will explore emotional support programming at the middle and high school level in a suburban school district to demonstrate different layers of involvement from the school psychologist and suggestions to enable others to broaden their role within this type of programming.
Shannon Dressler - School Psychologist - Upper St. Clair School District
Adam Ward - School Psychologist - Upper St. Clair School District

Accessible Tier 2 Interventions for Students’ Internalizing and Externalizing Behaviors
(NASP Domains 1, 4, 9)
Schools are an ideal context for the provision of preventive mental health services, particularly within a multi-tiered systems of support framework. Students who are identified as at-risk for mental health or behavioral challenges can receive Tier 2 interventions. Though schools may be a feasible venue for providing services to students, barriers such as time, limited resources, and specialized training requirements can make the practical implementation of such interventions challenging. The purpose of this session is to summarize three feasible, resource-efficient Tier 2 interventions that are designed for the school setting to address students' internalizing and externalizing behaviors. Practitioners will also learn strategies that the interventionist can use to implement small-group interventions. Participants will leave this session with an enhanced understanding of feasible Tier 2 interventions that can improve students' mental and behavioral health.
Dr. Rachel Eisenberg - Consulting and Research Psychologist - Devereux Center for Effective Schools
Dr. Lisa Thomas - Director - Devereux Center for Effective Schools
Dr. Laura Rutherford - Assistant Director - Devereux Center for Effective Schools
Dr. Janna Sanders - Consulting and Research Psychologist - Devereux Center for Effective Schools

Board Certification in School Psychology with the American Board of Professional Psychology Across the Career Continuum
(NASP Domains 1, 2, 8, 9, 10)
The purpose of this presentation is to provide information to school psychologists across the career continuum, including graduate students, interested in Board Certification in School Psychology through the American Board of Professional Psychology (ABPP). ABPP is a non-profit agency that provides credentialing for seventeen psychology specialty boards and is one of only two agencies recognized by the American Psychological Association for Board Certification in psychology at the doctoral level. This presentation will provide a history of the ABPP and a straightforward, step-by-step overview of the Board Certification process. Presenters will discuss the benefits of Board Certification for the practitioner, profession, and the public. Attendees will learn about opportunities for mentorship from a Board-Certified School Psychologist throughout all stages of the Board Certification process. Presenters will identify certification pathways for current graduate students as well as doctoral-level early career, mid-career, and highly experienced school psychologists. Presenters are Board Certified School Psychologists currently serving on the ABPP School Psychology Specialty Board. We genuinely extend a warm welcome to all those with any range of interest in Board Certification to join us for an informational presentation and collegial discussion where we will answer attendee questions about Board Certification in School Psychology.
Dr. Sienna Brown - Psychologist - Milton Hershey School
Dr. Joel Winnick - Assistant Professor - Geisinger Commonwealth School of Medicine

Promoting Self-Care in School Psychology
(NASP Domains 2, 6, 9, 10)
The purpose of this study is to recognize the growing issues faced by school psychologists in the United States today and consider solutions to support the day-to-day mental health of these professionals. School psychologists today are facing overwhelming responsibilities as the school psychologist to student ratio is steadily increasing, resulting in higher rates of burnout and lower retention and job satisfaction rates in the field. Although school psychologists are experts in addressing mental health and behavioral issues in their student populations, often these professionals lack another expert looking out for them and their own mental health needs. School districts must take better care of their school psychologists as they are the solution to the concerns of diversifying student populations. This study will investigate the causes of burnout and job dissatisfaction in the field, the quality of graduate training programs in school psychology, and school administration responses to school psychologists' needs. The fundamental goals of this study are to promote self-care and wellness behaviors in school psychologists and to make the mental health of school psychologists a more prominent topic of discussion in the education field.
Gillian Conner - Graduate Student - Eastern University
 

3:00 pm to 4:30 pm — Afternoon Session 2

What Do These Numbers Mean: Demystifying Student Data - Part 2 
(Continued from AM session)
(NASP Domains 1, 2, 3, 5, 9)

Ethics - Part 2
(Continued from AM session)
(NASP Domains 10)

Decision Support and Report Writing Automation: A pilot study in early intervention school psychology services
(NASP Domain 1)
Severe staffing shortages in school psychology have compelled the need for a new practice model and workflow in early intervention and pre-school assessment services. A practice model, aptly called 'Colligo,' from the Latin to gather, collect or assemble from multiple observers was developed to simplify team data collection and facilitate the school psychologist's high level clinical decision-making. The practice model called for customization of an existing decision support and document automation platform. The presentation reports on the partnership pilot between a school psychologist and Mental Health Informatics, LLC to determine if in fact, 1) decision-support guidance through hypothesis generation prompting, and writing automation could actually be achieved, that 2) preserves the uniqueness of the psychologists' selection of test instruments and procedures, 3) manner of case conceptualization, and 4) writing style. We will explore how a digital platform tool can be designed to be flexible enough to meaningfully serve as a digital assistant to improve efficiency and protect against burnout. Utilizing an artificial-intelligence-aided method, the system has reduced psychological report writing by up to 80% in hospital settings. The early data with respect to clinical quality and gains in workflow efficiency are promising.
Dr. Michael Driscoll - CEO - Mental Health Informatics LLC
Kathleen Alexander - School Psychologist - Central Susquehanna IU #16

Gifted Education in PA: Collaboration, Compliance, and Best Practices
(NASP Domains 1, 2, 8, 9, 10)
Gifted in PA is seeking your professional expertise! Our team wants to partner with school psychologists to improve practices in gifted eligibility. In this interactive session, participants will discuss best practices through a variety of brainstorming activities for the following topics: a) gifted evaluations with equity in mind; b) importance of following the assessment instructions of the test developer; c) role of the psychologist in providing professional development to gifted education staff; d) writing audience appropriate recommendations for the GIEP team to consider; e) the pros/cons of eligibility matrices; and f) data collected around referrals and eligibility numbers. The Gifted in PA team will share evaluation compliance information and lead this data collection session. The collected data will serve as the basis for future state-wide professional development opportunities around screening and evaluation for all stakeholders in gifted education. Gifted in PA wants the psychologists' voices to be heard as we move to improve the gifted experience for children in need of gifted services.
Amy McShane - Western PA Gifted Liaison - Allegheny IU #3
Shirley Moyer - Special Education Adviser in Gifted - PA Department of Education

Helping Teachers Design and Implement Trauma-Informed Learning Environments
(NASP Domains 2, 4, 5, 6, 8, 9)
Despite the popularity of workshops on trauma-informed care in educational settings, these practices are often not making it into the classroom. One reason may be because teachers require more sustained support in translating information learned in a didactic format into the instructional environment. The unique role and skills of school psychologists make us ideal collaborators for teachers who want to take a trauma-informed approach. In this session, school psychologists, behavior analysts, and other helping professionals will learn ways to support teachers in operationalizing the principles of trauma-informed care in their classrooms. Drawing on recent work from the field of behavior analysis, participants will learn engaging, useful, and scientifically accurate ways to describe the effects of trauma on classroom behavior, as well as how to collaborate with teachers to build trust, promote choice, and emphasize student development of prosocial emotional regulation skills within their classrooms. Participants will have the opportunity to apply the principles learned in the session to generate implementation ideas for their specific context.
Dr. Shana Levi-Nielsen - Assistant Professor of Instruction - Temple University

Pennsylvania’s Response to SAMHSA’s Black Suicide Youth Prevention Policy Academy
(NASP Domains 1, 2, 4, 6, 7, 8, 9, 10)
Suicide rates among Black children between the ages of 5-12 have doubled in the last 14 years (CDC). Self-reported suicide attempts among Black adolescents between the ages of 13-17 have significantly increased from 2009-2019 (YRBS). As one of eight state teams, Pennsylvania's statewide suicide prevention taskforce convened a team of mental health professionals, educators, community-based organizations, family-based organizations, and people with lived experience to develop a statewide plan to reduce the suicidal thoughts, attempts, and deaths of Black youth and young adults between the ages of 5-24. This 90-minute presentation will provide an overview of the inaugural SAMSHA Black Youth Suicide Prevention Policy Academy, which took place in Baltimore, MD, on July 17-19, 2023, and the Pennsylvania team's process for creating strategic action. Participants will learn about the statewide plan and effective collaboration skills to work with multiple team members to accomplish a shared vision.
Dr. Amber Sessoms - School Psychologist - Principal and Founder - Natural Inclination LLC
Dr. Stephen Sharp - School Counselor - Hempfield School District

6:00 pm to 8:00 pm — ALWAYS FREE, ALWAYS FUN 
Annual Dick Hall Beef & Brew, 
Auction, and Poster Session

Thursday, November 9, 2023

7:00 am to 8:00 am — Coffee & Continental Breakfast 

Robert G. Bernreuter Lecture

Dr. Charles Barrett
The United States Surgeon General’s Advisory has made clear that the challenges that youth face today are having a critical and unique impact on their mental health (U.S. Surgeon General’s Advisory, 2021). The decline in youth mental health is undoubtedly a public health crisis that requires systemic change. Furthermore, research has shown that students from minoritized backgrounds are less likely to access mental health services and face other educational disparities, including disproportionality in special education and discipline. Research has indicated that students’ mental health is closely tied to their school behavior and academic achievement, and that students of historically marginalized backgrounds have the opportunity for more equitable outcomes when provided with an environment and instructional practices that are affirming of their individual identity. This day of professional development will convey best practices that promote student mental health through a critical examination of current practices, biases, and behavior that contribute to socially unjust outcomes for students as well as best practices in assessment approaches in the evaluation of racially and ethnically minoritized (REM) students.

8:00 am to 11:00 am – Robert G. Bernreuter Lecture

Morning Topic:
Social Justice is About Privilege, Implicit Bias, and Intersectionality
For those who might be new to thinking about social justice and its relationship to achieving equitable outcomes in schools, a common question is, “Where do I begin?”  This session explores three foundational constructs for understanding social justice: privilege, implicit bias, and intersectionality. Additionally, it discusses the importance of individuals engaging in self-reflection to become more aware of how these concepts can negatively affect their professional practice. Although educators are committed to serving children, families, schools, and communities, based on our own intersecting identities and lived experiences, we also have different histories with racism, prejudice, discrimination, inequity, and systems of power and privilege that affect how we view the world (NASP, 2016).  Allowing ourselves the time and space to think critically about, and perhaps wrestle with, these constructs is a necessary first step in promoting equitable outcomes in our respective settings.

11:00 pm to 12:30 pm – Lunch on your own!

12:30 pm to 3:30 pm – Bernreuter Lecture Continued

Afternoon Topic:
Social Justice is About More Than Numbers
To help attendees accurately understand children’s functioning and performance, this session focuses on assessment approaches that gather different types of information from a variety of sources.  Specific attention is given to evaluating racially and ethnically minoritized (REM) students, including English Learners (ELs) and children living in low-income and economic marginalization (LIEM), for gifted education and Black students for social, emotional, and behavioral difficulties (e.g., Attention Deficit Hyperactivity Disorder - ADHD).  Implications for developing socially just assessment and identification processes to improve equitable outcomes in schools and school systems will be discussed.
 



Charles A. Barrett, PhD, NCSP, a district-level administrator in Virginia, practiced as a school psychologist for 13 years at the elementary and secondary levels. He serves as an adjunct lecturer at several universities, where he is actively involved in the training and development of future school psychologists. Dr. Barrett was named School Psychologist of the Year by the Virginia Academy of School Psychologists and received the Rookie of the Year Award from the National Association of School Psychologists (NASP). His past leadership positions within NASP include co-chair of the Social Justice Task Force and African American Subcommittee, chair of the Multicultural Affairs and Social Justice Committees, and Virginia Delegate to the NASP Leadership Assembly. Dr. Barrett serves on the editorial boards of School Psychology Review and School Psychology. He is a frequent speaker and workshop presenter for educators, families, and community organizations. His website is www.charlesbarrett.org

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Why join ASPP?
 
ASPP is committed to providing its members the following benefits:
A link between national and state associations.
Annual fall conference and regional spring workshops and at reduced fees.
A collective voice for professional concerns and dissemination of information.
Unified power in soliciting the assistance of state legislators and regulatory agencies and in making known the needs and opinions of school psychologists.
Current information within the profession as provided by the Insight and the Association website, including information about upcoming events, professional best practices, state and national happenings, accomplishments of our members, and new or updated products and publications relevant to the profession.
Support for the ethical practice of school psychology, in part through ASPP’s adoption of NASP’s standards and ethics, as well as consultation with members regarding the delivery of school psychology services to Pennsylvania’s children.
Networking opportunities at conferences, including a members’ reception at NASP’s annual convention.
Support for shaping and defining the future of our professional roles.
 
What can you offer to ASPP?
Your membership to enhance ASPP’s collective strength in numbers.
Your active participation in Association activities for professional development.
Your service as an Association officer or committee member.
Your commitment to the goals of ASPP and support to fulfill the objectives of the Association.
Your help in advancing and promoting best practices.
  
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NASP Practice Model: Comprehensive and Integrated School Psychological Services
 
Domain 1: Data-Based Decision Making 
Domain 2: Consultation and Collaboration
Domain 3: Academic Interventions and Supports
Domain 4: Mental Health and Behavioral Health Services
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Services to Promote Safe and Supportive Schools
Domain 7: Family, School, and Community Collaboration
Domain 8: Equitable Practices for Diverse Populations
Domain 9: Research and Evidence-Based Practice
Domain 10: Legal, Ethical, and Professional Practice

REGISTRATION FORM
Please return completed membership registration form to:
 
Association of School Psychologists of PA
c/o Kate Waltemire, Treasurer
2555 Forest Brook Drive
Pittsburgh, PA 15241

Visit www.aspponline.org to register online and use PayPal.

Full Conference Registration** BOTH Days

ASPP Member$215
Non-Member*$290
ASPP Student Member$65
Student Non-Member*$90
ASPP Member-Retiree$140
University Trainer$175
Vendor$250


** All registrations include a copy of Charles Barrett’s book, Today in School Psychology, and affirmation card!
* Includes 1 year membership through 6/30/24 upon receipt of completed membership application. 
# Trainer must be an ASPP Member to qualify for the reduced rate
 

Conference General Information

 
Registration Fee:
The conference registration fee covers session attendance for both days as well as a copy of Charles Barrett’s book, Today in School Psychology, and affirmation card. Early registration is advised. Non-members are welcome to register and will receive a one-year ASPP membership upon receipt of completed membership application.

Hotel Accommodations:                    
The Ramada Inn and Conference Center - State College has reserved a block of rooms for those attending the ASPP Fall Conference. Reservations must be made DIRECTLY with the hotel and should be made as soon as possible. Be sure to indicate that you are attending the ASPP Fall Conference. Ramada Inn and Conference Center – State College, 1450 South Atherton Street, State College, PA 16801, 814-238-3001. ASPP Rates per night– Single or Double = $86+11% tax = $95.46, IF RESERVED BEFORE 10/30/23.    

Courtyard by Marriott State College has reserved an additional block of rooms.  Reservations must be made DIRECTLY using the link below and should be made as soon as possible.  Courtyard by Marriott State College - 1730 University Drive, State College, PA 16801.  ASPP Rates per night - Single or Double =$139+11% tax = $159, IF RESERVED BY 10/24/23.  Book your group rate for Association of School Psychologists of PA

Vendors and Public Relations:
For your convenience, there will be display tables for NASP products as well as various companies.
 
ASPP Auction/Graduate Student NASP Conference Stipend
Tickets will be sold to raffle a variety of donated items, with the drawings held during the Beef & Brew on Wednesday evening.  The proceeds from the raffle will support a stipend for a graduate student to attend the Annual NASP Conference.  The items will be on display Wednesday until the drawing that evening.  Attendance at the Beef & Brew is not necessary.      
                    
Cancellation/Dissatisfaction Policy:
Cancellation requests must be made in writing to: shandress26@gmail.com and sent no later than 10/31/23 to receive a refund minus a $25 processing fee.  Cancellation refunds will be sent within 4 weeks after the conference.  If you are dissatisfied with any aspect of the conference or presentations, please provide feedback on the participant satisfaction form.  In addition, ASPP requests that grievances or concerns regarding the conference be addressed to Shannon Dressler at 412-551-5601 or shandress26@gmail.com.