MSPA Events

Upcoming events

    • 05 Oct 2017
    • 5:30 PM - 8:30 PM
    • Worcester State University Sheehan Hall Meeting Room 109

    Helping Trauma-Exposed Students: Strategies for School Psychologists

     Melissa A. Reeves. Ph.D

    Description of Presentation:

    This workshop is designed to enhance participants’ existing knowledge base about trauma, grief, loss, and mourning. Participants will increase their levels of comfort in dealing with trauma and grief; better understand the differences between normal and complicated grieving, acute trauma versus toxic stress; and achieve a better understanding of factors that influence the development of trauma, grief, and mourning. Multitiered interventions are emphasized to help children and adolescents cope more successfully with these intensely felt emotions. In addition, the role of teachers and other support staff in the recovery process is emphasized.

    Goals of Presentation:

    This workshop is designed to enhance participants’ existing knowledge base about trauma, grief, loss, and mourning. Participants will increase their levels of comfort in dealing with trauma and grief; better understand the differences between normal and complicated grieving, acute trauma versus toxic stress; and achieve a better understanding of factors that influence the development of trauma, grief, and mourning.

    Brief Biographical Sketch:

    Dr. Melissa Reeves, Ph.D., NCSP, LPC recently served as President of the National Association of School Psychologists (2016-17). She is currently an Associate Professor at Winthrop University, SC in the psychology department and school psychology graduate program and a senior consultant with Sigma Threat Management Associates. Dr. Reeves is a nationally certified school psychologist, licensed special education teacher, licensed professional counselor, and former district coordinator of social/emotional/behavioral services. She has over 20 years’ experience working in public schools and a private school, in addition to providing mental health services in day and residential treatment settings. Dr. Reeves is a co-author of the National Association of School Psychologists (NASP) PREPaRE School Crisis Prevention and Intervention curriculum and former Chair of the NASP School Safety and Crisis Response Committee. She travels both nationally and internationally training professionals in the areas of school crisis prevention through recovery, threat and suicide assessment, the impact of trauma on academic achievement, and works with schools on establishing a positive and safe school climate. She has conducted more than 250 workshops and presentations and has also provided consultation and staff development to professionals in the United States Department of Defense Educational Activity Schools located on various military installations. Dr. Reeves is co-author of four books and multiple publications.

    • 27 Oct 2017
    • 8:30 AM - 4:00 PM
    • Four Points Sheraton Norwood: 1125 Boston Providence Turnpike, Norwood, MA 02062

    Session 1: Advanced Interpretation of the WISC-5 and WIAT-3/ LD Identification 

    This presentation will focus on more advanced interpretation of the subtests and scores which can be obtained from the new WISC-5. Special focus will be given to how the scores can be combined with achievement scores from the WIAT-3, and other measures, to look at patterns of strengths and weaknesses which may be useful and helping clinicians make decisions about learning disability (LD) identification and other clinical decisions. The presentation will also include a brief review of the mechanics of how the scores can be compared within the Q-global scoring system.

    To help set an appropriate context for discussing the scores from these tests and making clinical decisions, the presentation will include a brief review of research leading to the development of RTI models and current LD theories. Case examples will be presented to help provide a specific context for this discussion. This is intended to be an interactive presentation with psychologists who attend so that this can be as useful a discussion as possible for attendees.

     OBJECTIVES 

    • Attendees will have a better understanding of the history of, and recent research-based models for, LD identification and their basic differences.
    •  Attendees will be able to articulate the main concepts in using processing strengths and weaknesses (PSW) models for LD identification, especially with regard to reading disabilities.
    • Attendees will gain a better understanding of using Q-global to analyze test data from the WISC-5, WIAT-3, and KTEA 3.
    • Review legal & ethical mandates that guide assessment and report writing and learn how to provide evidence of these mandates within a psycho-educational report.
    • Identify components of a well-written psycho-educational report, and how to satisfy various consumers within one report.
    • Learn what to say, how to say it, and what not to say in a psycho-educational report.
    • Understand how to conduct comprehensive assessments and write reports that may help prevent disputes that lead to due process hearings.
    • Apply strategies for conducting expert testimony as a School Psychologist.

    Presenter Bio 

    Dr. Michael Grau is the Pearson Clinical Assessment Consultant for MA, CT, and Eastern NY/NYC/LI. Prior to joining the Pearson staff in January 2009, he served as Director of Clinical and Consultation Services at Wildwood Programs in Albany, NY where he and his staff consulted with schools across New York State to provide independent neuropsychological evaluations, functional behavioral assessments, and staff training on various clinical issues. He is a member of the National Academy of Neuropsychology. Dr. Grau also has extensive school based experience as a school psychologist and special education coordinator. He has taught at the undergraduate and graduate levels. He also served as Vice-President of the Council of New York Special Education Administrators.

    Session 2: Legally Defensible Reports & Expert Testimony for the Savvy School Psychologist

    Description of Presentation:

    School Psychologists must write psycho-educational reports for a broad audience: parents, teachers, principals, advocates, attorneys, and even hearing officers. There are a number of strategies we can include to make sure we complete competent assessments and write reports that satisfy all stakeholders, while “holding up” in a due process hearing. This presentation will help School Psychologists learn how to write legally defensible reports while maintaining a creative and consumer-friendly approach. Strategies for expert testimony will be shared, should a dispute end up in a due process hearing.

    Objectives:

    • Review legal & ethical mandates that guide assessment and report writing and learn how to provide evidence of these mandates within a psycho-educational report.
    • Identify components of a well-written psycho-educational report, and how to satisfy various consumers within one report.
    • Learn what to say, how to say it, and what not to say in a psycho-educational report.
    • Understand how to conduct comprehensive assessments and write reports that may help prevent disputes that lead to due process hearings.
    • Apply strategies for conducting expert testimony as a School Psychologist.

    Brief Biographical Sketch: Tracy Paskiewicz is a School Psychology faculty member at UMass-Boston, teaching courses related to cognitive and academic assessment, supervision, and multicultural competence. She worked as a School Psychologist in a large, urban district for more than ten years. Her professional interests include issues of bias and fairness in assessment, culturally competent assessment practices, differential diagnosis of autism spectrum disorders, and supervision, training, and professional development of school psychologists. 

    • 09 Nov 2017
    • 5:30 PM - 8:30 PM
    • William James College One Wells Ave, Newton, MA 02459

    "Understanding English Language Learners' Cultural, Linguistic, Instructional and Assessment Needs"

    Description of the Presentation:

    The population of English Language Learners has consistently increased in Massachusetts over the last decade. School Psychologists are expected to understand and manage the multi-layered needs of students in areas such as culture, language acquisition, instruction, and assessment for Special Education services. Participants will expand their knowledge in each of these areas with the focus on developing basic guidelines to implement at their own school settings. 

    Goals of the Presentation:

    1. Participants will explore the cultural and linguistic barriers school psychologists face when working with English Language Learners. 

    2. Participants will understand alternative instructional tools and interventions that may be offered to ELL before they are referred for special education. 

    3. Participants will expand their intervention "tool box" to work with ELLs. 

    4. Participants will understand how language access impacts assessment and learning. 

    5. Participants will discuss the validity of assessment tools for Special Education purposes in the eligibility process. 


Past events

12 May 2017 MSPA Student Spring Social Event
12 May 2017 MSPA Spring Conference: Education as a Civil Right for All: Implications for Professional Practice
25 Apr 2017 PBIS and SEL: Addressing Complex Group and Individual Student Issues at Tiers 2 and 3 (Western MA Workshop Series - #4)
20 Apr 2017 MSPA Statehouse Visit
11 Apr 2017 Massachusetts School Psychology Association (MSPA) Bilingual School Psychologist Meet-up
07 Apr 2017 MSPA Cape and Islands, Ethics: A Real World Approach to Real World Challenges!
28 Mar 2017 PBIS and SEL: Addressing Systems Level Implementation and Tier 1 Issues (Western MA Workshop Series - #3)
21 Mar 2017 MSPA PIZZA AND PD: Understanding and Supporting Gender Diversity in School
10 Jan 2017 Massachusetts School Psychology Association (MSPA) Bilingual School Psychologist Meet-up
10 Jan 2017 MSPA Event: Mock Job Interviews
18 Nov 2016 Cross-Battery Assessment, SLD Determination, and the Assessment-Intervention Connection
18 Nov 2016 MSPA Cape and Islands Advanced Interpretation of the WISC-V & WIAT-III LD Identification
08 Nov 2016 MSPA Bilingual School Psychologist Meet-up
28 Oct 2016 MSPA FALL CONFERENCE: Brief Solution-Focused Counseling in Schools: A Toolbox of Practical Techniques
25 Oct 2016 Proactive Efforts to Reduce the Stress of Ethical Decision-Making In Practice (Western MA Workshop Series - #2)
06 Oct 2016 PIZZA and PD: Executive Function in the Everyday Context: The Evidence for Assessment and Intervention
27 Sep 2016 Advanced Interpretation of the WISC-5 and WIAT-3/ LD Identification (Western MA Workshop Series - #1)
13 May 2016 MSPA Casino Night
13 May 2016 Supporting Student Behavior at School: Strategies that Work
12 May 2016 Wine and Cheese Social and Book Talk
26 Apr 2016 MSPA-West MA Workshop IV: Tier 3 - Supporting Individual Students (Series: Positive Behavior Interventions and Supports and Social Emotional Learning Curricula in Schools)
22 Mar 2016 MSPA-West MA Workshop III: Tier 2 - Check-In/Check-Out and Small Group Support (Series: Positive Behavior Interventions and Supports and Social Emotional Learning Curricula in Schools)
06 Nov 2015 MSPA-West MA Fall Conference: Executive Functioning Interventions for a Changing Child and Adolescent Brain
20 Oct 2015 MSPA-West MA Workshop II: Tier 1 -Classroom Support (Series: Positive Behavior Interventions and Supports and Social Emotional Learning Curricula in Schools)
09 Oct 2015 Assessment of Child and Adolescent Behavioral and Emotional Problems and Risk with the BASC-3
22 Sep 2015 MSPA-West MA Workshop I: Tier 1 - School Wide Support Overview (Series: Positive Behavior Interventions and Supports and Social Emotional Learning Curricula in Schools)
15 May 2015 MSPA Spring Conference: The Woodcock-Johnson IV
14 May 2015 MSPA Wine and Cheese Social, Student Presentations, Gallery Walk, and Book Talk
28 Apr 2015 Extending Positive Behavior Support to the Home for Behaviorally Vulnerable Youth
24 Mar 2015 Best Practices in Tier II Reading Instruction
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