Maryland School 
 Psychologists' Association


This page lists MSPA's upcoming conferences. To register for a conference online, click the "Register" button. Payment is required at the time of registration.  If you wish to pay by mail, please download the event brochure and mail your registration along with payment. 


For information on Board Meetings and other MSPA events of interest, please check out the Events page.

Upcoming events

    • 20 Jun 2017
    • 7:15 AM
    • 22 Jun 2017
    • 12:30 PM
    • Atlantic Sands Hotel & Conference Center, Oceanfront at 101 N. Boardwalk, Rehoboth Beach, Delaware
    • 25

    2017 Summer Institute


    Tuesday, Wednesday, & Thursday

    June 20, 21, & 22, 2017


    Language-Based Literacy Challenges: Assessment and Intervention


    Kathleen T. Williams, PhD, NCSP

    Reading teacher; speech pathologist; school psychologist; nationally recognized expert and speaker on reading, oral language, and vocabulary development; Vice President of the Office of Academic Initiatives and Test Development for the College Board; Author or coauthor of several reading and language-based measures, including the Phonological and Print Awareness Scale, and the OWLS Reading Comprehension Scale. 


    Day 1:Understand the Oral Language Connection to Reading and Writing: Preschool through High School

    Description:  Success with reading and writing instruction is dependent on strong receptive and expressive oral language skills. This dependency will be explored at seven levels of language organization from phonology (below word level) to discourse (organization of connected sentences). Collaboration for intervention with classroom teachers will be discussed for preschool through high school students. The presenter will demonstrate several research-based techniques designed to help students improve their comprehension and expression of textual material.

    Learning Objectives:

    1. Describe how sharing research on the interdependency of oral language and literacy skills with instructional team members fits into a comprehensive role as outlined by the NASP Practice Model.      
    2. Explain how the organization of oral language relates to the challenges of learning to read and write.
    3. Demonstrate several age-appropriate strategies for building receptive and expressive oral and written language skills to elementary and secondary classroom teachers.    


    Day 2: Differentiate the Source of Reading Disabilities to Implement Effective Interventions

    Description:  Using case studies and relevant research, participants will learn how to differentiate individuals with dyslexia, those with a specific phonological processing deficit, from students with more wide-ranging reading difficulties. Content will focus on research-based instructional strategies and methods for monitoring progress for individuals at all age levels, including young students having difficulty learning to read and older students who struggle to use reading to learn.

    Learning Objectives:

    1. Describe how sharing current research on reading disabilities and, specifically on dyslexia, with instructional teams fits into a comprehensive role as outlined by the NASP Practice Model.
    2. Explain to instructional teams how brain imaging allows researchers to observe the brain as one reads fluently or has difficulty reading.
    3. Explain to instructional team members the phonologic model, how it identifies the weakness specific to students with dyslexia, and how it differentiates these students from those with broader reading disabilities.
    4. Implement instructional strategies for a phonologic deficit in students learning to read and those struggling to use reading to learn.

    Day 3: Implement Research-Based, Age-Appropriate Word Decoding Strategies

    Description: Using individual and small group activities, participants will learn research-based strategies for developing word decoding skills in students 5 to 21 employing both phonological and morphological approaches. Research with young children has concluded that phonological awareness helps early literacy growth. However, research with older students has revealed that by age 10, knowledge of the structure of words (morphological awareness) better predicts decoding ability. Strategies targeting morphological skills are especially effective with LD students.

    Learning Objectives:

    1. Describe how sharing research with instructional team members on effective word decoding strategies fits into a comprehensive role as outlined by the NASP Practice Model.
    2. Implement code-focused word decoding strategies for primary students who are struggling to learn to read.
    3. Implement word decoding strategies based on morphology for older struggling readers.
    4. Explain to instructional team members the research basis for needing to teach code-focused strategies to younger students and morphological strategies to older students.

    Download Brochure here! REVISED AGENDA Summer Institute 2017.pdf


    Kathleen T. Williams, PhD, NCSP has a BS in Audiology and Speech Sciences from Purdue University, an MEd in Elementary Education-Reading from Valparaiso University, an MA in Educational Psychology, and a PhD in School Psychology from Ball State University. A Nationally Certified School Psychologist (retired), she holds an Indiana Life License as an elementary education teacher. Dr. Williams worked from 1968 to 1989 as a classroom and remedial reading teacher and over the next twenty years was employed as preschool and K-12 speech pathologist, and K-12 school psychologist. She has taught at the graduate and undergraduate levels. From 1989 to 2009, she was engaged in the development and publishing of assessment and curriculum materials. Most recently, she was Vice President for the Office of Academic Initiatives and Test Development for The College Board. Prior to that, she served as Vice President of Product Development for AGS Publishing (now part of Pearson Assessments). Dr. Williams provides continuing education workshops in reading, oral language, and vocabulary development.  She is the author of the Phonological and Print Awareness Scale and its companion intervention guide, Building Early Literacy Skills. She is also the author of the Reading Fluency Indicator, the Group Math Assessment and Diagnostic Evaluation, the Math-Level Indicator, the Group Reading Assessment and Diagnostic Evaluation, the Reading-Level Indicator, and the Expressive Vocabulary Test (first and second editions). She is the co-author of the OWLS Reading Comprehension Scale with Dr. Elizabeth Carrow-Woolfolk.



    Atlantic Sands Hotel & Conference Center

    Oceanfront at 101 N. Boardwalk

    Rehoboth Beach, Delaware 


    New Pool, New Deck 


    Program Agenda-Days 1 &2

    7:15 -   8:00   Continental Breakfast

    8:00 -  10:15  Workshop Session

    10:15 - 10:45  Break and Refreshments

    10:45 - 1:00  Workshop Session


    Program Agenda-Day 3

    7:15 -   8:00   Continental Breakfast

    8:00 -  10:00  Workshop Session

    10:00 - 10:30  Break and Refreshments

    10:30 - 11:30  Workshop Session 




    The Maryland School Psychologists’ Association will provide three days of training for school psychologists interested in continuing professional development. Sessions are planned each morning from 8:00 a.m. to 12:30 p.m. The Registration fee includes three days of skill development, buffet breakfasts, and refreshments during breaks. The special conference rate at the Atlantic Sands Hotel (800-422-0600 or 302-227-2511) is no longer available.  You must stay at the Atlantic Sands in order to get free parking (1 space per room). If you do not stay at the conference hotel, be sure to arrive early each day in order to find parking in time for the start of the presentation.  Parking is not available at the hotel for conference attendees not staying at the hotel.

    A total of 12 hours of Continuing Professional Development/ Continuing Education (CPD/CE) are available. Documentation of attendance will be provided to certified school psychologists and licensed psychologists who complete the entire workshop each day. There will be 4.5 hours of CPD/CE credit provided on days 1 & 2 and 3 hours of CPD/CE credit will be provided on day 3. Partial credit cannot be awarded. In order to receive CPD/CE credit, attendees must arrive no later than 15 minutes after the start, and may not leave prior to 15 minutes before the end of the program. The National Association of School Psychologists (NASP), and hence the Maryland Board of Examiners of Psychologists, recognize MSPA as an approved provider of CPD/CE for psychologists (NASP APS #1002). MSPA maintains responsibility for the program. Registration must be postmarked by May 31, 2017 ($25 late fee applied beginning June 1; Deadline June 9), but registration is limited and will be accepted on a first come, first served basis based on the postmark of the envelope. If you want confirmation of your registration, please include a stamped, self-addressed postcard or email Amy Jagoda at Your attendance certificate acts as your receipt (monetary receipts are available at the conference upon request).    The MSPA Program Committee recognizes the commitment of time and resources to attend professional conferences.  Due to the sensitive nature of the topics discussed, as well as the professional setting of our activities, we cannot accommodate children at our conferences. We will make efforts at each conference to accommodate the privacy needs of nursing mothers. Thank you for understanding. Persons with questions or special needs should contact: Amy Jagoda at (410) 386-1818 or








    • 09 Aug 2017
    • 8:30 AM
    • 10 Aug 2017
    • 4:00 PM
    • Bowie State University
    • 33

    National Association of School Psychologists (NASP) PREPaRE

    Workshop 2 Training

    August 9th & 10th

    (Registration Deadline June 30, 2017)

    The PREPaRE School Crisis Prevention and Intervention Training Curriculum (PREPaRE) has been developed by the National Association of School Psychologists (NASP) as part of the association’s decade-long leadership in providing evidence-based resources and consultation related to school crisis prevention, intervention, response, and recovery. PREPaRE training is ideal for schools committed to improving and strengthening their school crisis prevention plans and emergency crisis response procedures. Specifically, it provides training for school personnel in crisis prevention, preparation, intervention, and recovery procedures. Pilot testing and program evaluation of this curriculum suggest that the PREPaRE workshops have a high degree of consumer satisfaction, have a positive effect on participants’ attitudes regarding their ability to participate on a school crisis team, and result in significant changes in crisis prevention and intervention knowledge (Brock, 2006, July; Brock, Nickerson, Reeves, Savage, & Woitaszewski, 2011; Nickerson, 2006).

    Crisis Intervention & Recovery: The Roles of School-Based Mental Health Professionals.

    This 2-day workshop (also known as Workshop 2 or "WS2") reviews the crisis intervention and recovery element of PREPaRE. Specifically, WS2 is designed to provide school-based mental health professionals with the knowledge and skills needed to meet the immediate needs of students and staff following a school-associated crisis. The PREPaRE model suggests that, as members of a school crisis team, school-based mental health professionals must be involved in the following hierarchical and sequential set of activities. First, the mental health professional strives to prevent those psychological traumas that can be avoided and prepares for those that cannot. Second, once a crisis event has occurred, school-based mental health professionals initially focus on helping to reaffirm physical health and students’ perceptions that they are safe. Third, school-based mental health professionals evaluate the degree to which individuals have suffered psychological trauma. Fourth, using evaluation data, school-based mental health professionals provide and respond to the psychological needs of school community members. Finally, school-based mental health professionals examine the effectiveness of school crisis intervention and recovery efforts. The workshop teaches specific skills that enable participants to offer a range of indirect and direct crisis intervention services to the school community.

    WS2 is appropriate for any individual who will be filling the role of crisis intervention specialist. School staff who will benefit include school mental health staff (e.g., school psychologists, social workers, counselors, and nurses), administrators, and other individuals whom the team has identified as appropriate providers of psychological first-aid. Additionally, this workshop can be very helpful for community-based mental health practitioners who may work with the school crisis team or be brought in to the school to assist in response to a crisis.


    PROGRAM AGENDA (Each Day):
    8:30 – 9:00        Registration 
    9:00- 12:00        Training with mid morning break
    12:00 – 12:30    Lunch (provided)

    12:30- 4:00        Training with mid afternoon break

    Christina Conolly, PsyD, NCSP, is a member of the National School Safety and Crisis Response Committee and an author of PREPaRE Workshop 1: Crisis Prevention and Preparedness. Dr. Conolly received her doctorate in the Combined-Integrated Clinical and School Psychology program at James Madison University, where she researched eating disorders. Currently she is the Coordinator for the Division of Psychological Services for the Montgomery County Public Schools (Rockville, MD). She was the former Director of Crisis Intervention and Safety for the Waukegan Public Schools (Waukegan, IL), and was responsible for managing the five missions of emergency management (Prevention, Protection, Mitigation, Response, and Recovery) for her school district. In this capacity she supervised the suicide and bullying prevention programs, the district mental health response team, physical restraints, isolated timeouts, district and school crisis plan development, incident action planning for large-scale school events, staff training, and consultation with school buildings and community agencies. Dr. Conolly is a coauthor of School Crisis Prevention and Intervention: The PREPaRE Model (2nd ed.) and  has authored and coauthored several articles and book chapters on school crisis prevention and intervention.

    Workshop Location/ Parking: Bowie State University, Student Center, Ballroom A.  Come to Building 26 and park in Lot J or J1. Bowie Campus Map Student Center marked for NASP PREPaRE Workshop.pdf 

    CPD/CE Credit: Documentation of attendance for 13 hours of Continuing Professional Development/Continuing Education (CPD/CE) credit will be provided to certified school psychologists and licensed psychologists who complete the entire workshop (2 days).  Partial credit cannot be awarded.  In order to receive CPD/CE credit, attendees must arrive no later than 15 minutes after the start, and may not leave prior to 15 minutes before the end of the program. The National Association of School Psychologists (NASP) maintains responsibility for the program and its content (NASP approved provider #1083). Persons with questions or special needs should contact:  Amy Jagoda at (410) 386-1818 or

      This is an ONLINE REGISTRATION ONLY event.  Online payment is required at the time of registration.  Register ONLINE at  Checks, Cash, Purchase Orders are NOT accepted.  Sorry, NO REFUNDS.

Past events

21 Apr 2017 MSPA Spring Conference 2017
04 Jan 2017 Spring 2017- NASP School Psychology Awareness Week (SPAW) T-Shirt
21 Oct 2016 Fall 2016 Conference MSEA Conference Day (Administrators, Counselors, Social Workers, & Teachers Welcome)
20 Sep 2016 NASP School Psychology Awareness Week (SPAW) T-Shirt
21 Jun 2016 2016 Summer Institute
15 Apr 2016 The Maryland School Psychologists’ Association 5th Annual Happy Hour fundraiser to benefit SPAM Scholarship
15 Apr 2016 MSPA Spring Conference 2016
16 Oct 2015 Fall 2015 Conference MSEA Conference Day (Teachers Welcome)
24 Apr 2015 MSPA Spring Conference 2015
16 Jan 2015 WISC-V Training -This is an ONLINE REGISTRATION ONLY event.
17 Jun 2014 2014 Summer Institute: Jack A. Naglieri, Ph.D.
25 Apr 2014 MSPA Spring Conference 2014
07 Feb 2014 Winter Symposium -This is an ONLINE REGISTRATION ONLY event.
18 Oct 2013 Fall 2013 Conference MSEA Conference Day (Teachers Welcome)
25 Jun 2013 2013 Summer Institute: John J. Murphy, Ph.D.
26 Apr 2013 Spring 2013 Conference
19 Oct 2012 Fall 2012 Conference MSEA Conference Day (Teachers Welcome) Walk-Ins Welcomed between 7:30 a.m. and 8:30 a.m.
19 Jun 2012 2012 Summer Institute - SOLD OUT
04 May 2012 Spring 2012 Conference
21 Oct 2011 Fall 2011 Conference MSEA Conference Day (Teachers Welcome)
21 Jun 2011 Current Topics in Assessment and Intervention for Autism and Asperger's Syndrome
29 Apr 2011 Spring 2011 Conference ($25 additional for on site registration)
15 Oct 2010 Fall 2010 Conference

Vision: All students will thrive in school, at home, and throughout their lives.

Mission: MSPA promotes and advocates for best practices in school psychology to improve learning, behavior, and mental health for all students, families, and schools.

Direct website related questions to Direct other questions to the appropriate board member at Executive Board or Officers.

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