Maryland School 
 Psychologists' Association
 

Conferences

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

    • 04 Jan 2017
    • 31 Mar 2017
    • Purchase online, pick up at the Spring Conference

    Back by popular demand!!

    We are selling the MSPA t-shirt from NASP School Psychology Awareness Week (SPAW)"Small Steps Change Lives." 

     

    T-shirts cost $15 each.  All proceeds from the shirt purchases will go the American Foundation for Suicide Prevention (AFSP), which raises awareness, funds scientific research and provides resources and aid to those affected  by suicide.  

    All T-shirts are purchased online with pick-up at the Spring conference on Friday, April 21, 2017.  

    If you have  questions, please contact  publicaffairs@mspaonline.org 

    • 21 Apr 2017
    • 8:15 AM - 4:00 PM
    • The Hotel at Arundel Preserves, 7795 Arundel Mills Blvd, Hanover, MD 21076
    • 264

    Spring Conference 2017

        
         
        English Language Learners: Assessment and Intervention 

     

    Samuel Ortiz, Ph.D.

    Professor of Psychology St. John’s University; Internationally recognized expert on nondiscriminatory assessment, evaluation of English learners, cross-battery assessment (XBA), and learning disabilities; Has served as: Visiting Professor and Research Fellow at Nagoya University, Japan; Vice President for Professional Affairs of APA Division 16 (School Psychology); Chair of APA’s Committee on Psychological Tests and Assessment; member of the Coalition for Psychology in Schools and Education; representative on the New York State Committee of Practitioners on ELL and LEP Students; member of APA Presidential Task Force on Educational Disparities

     

    Friday, April 21, 2017 

     

    The Hotel at Arundel Preserves

    7795 Arundel Mills Blvd.

    Hanover, MD 21076

       

    Program Description:

    This workshop will present current research on language, cognitive, and academic development and their application to evaluation within a comprehensive, research-based framework for generating valid data to support conclusions and decisions regarding the presence or absence of various types of disorders with English learners. Participants will be given instruction covering the implementation of evaluation procedures in a step-by-step manner for adequately measuring various abilities, guidelines for evaluating the validity of test scores, rules governing the selection and use of scores generated via testing in English vs. the native language, and specific guidance via case study examples that illustrate application of X-BASS and use of the C-LIM with emphasis on identification of specific learning disability, intellectual disability, and speech-language impairment. Topics include: issues in first and second language acquisition; the legacy of testing with bilinguals, understanding bias in testing; issues regarding test score validity; and use of the Culture-Language Interpretive Matrix. 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.

        

    Learning Objectives:

    1.      Understand the history of cultural and linguistic factors in the development of psychometric principles and tools.

    2.      Know the basic steps and process involved in conducting comprehensive and systematic evaluation of culturally and linguistically diverse learners.

    3.      Learn the advantages and limitations of traditional approaches to evaluation of individuals from diverse backgrounds including alteration or modifications in test administration, use of nonverbal tests, and native language evaluation procedures.

    4.      Apply current research in the evaluation of the extent to which the validity of various assessment approaches and test results are undermined by cultural and linguistic factors.

    5.      Learn how to apply and use the C-LIM (within X-BASS) as a method for evaluating the extent to which cultural/linguistic factors may have compromised the validity of test performance and results.

    6.      Learn how to interpret standardized tests and other data in a nondiscriminatory manner.

    7.      Recognize when cultural/linguistic differences are more likely to be the primary explanation for academic problems than cognitive-based dysfunction.   

     

    Program Overview:

         8:15-9:00  Registration and Coffee

         9:00-12:00 Samuel Ortiz (ELL: Assessment and Intervention)

         12:00-1:30  Buffet Lunch, MSPA General Membership Meeting/ Awards

         1:30-4:00  Samuel Ortiz (ELL: Assessment and Intervention)

     

    CPD/CE Information:                            

    Documentation of attendance for 5.5 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.  Partial credit cannot be awardedIn 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. 

    Download Conference Brochure here!

    The conference will be held at The Hotel at Arundel Preserves, 7795 Arundel Mills Boulevard, Hanover, Maryland 21076.  Attendees can book a room at the hotel the night before or the night of the conference at a special MSPA rate of $152.00.  Call 1-888-624-4011 and identify yourself as an MSPA conference attendee.  The room block will be released to general registrations on March 30, 2017.

    The required annual MSPA general membership meeting will be held during the luncheon.  Meeting rooms are wheelchair accessible and any participant that requires any special services (such as an interpreter), should note this requirement on the registration form at least one month in advance of the conference.  Interpreters cannot be hired after March 31, 2017.  Persons with questions or special needs should contact:  Amy Jagoda at (410) 386-1818 or ALJAGOD@carrollk12.org. 

    Registration must be postmarked by March 25, 2017 There is a $25.00 additional fee for late registrants. There is a REGISTRATION DEADLINE of April 7, 2017 and there will be NO WALK-IN REGISTRATIONS.  If you want confirmation of your registration, please include a stamped, self-addressed postcard.  Your attendance certificate acts as your receipt (monetary receipts are available at the conference upon request).  Registration is limited and accepted on a first come, first served basis.

    Reimbursement requests for registration cancellations will be honored until March 25, 2017Requests for refunds must be received in writing. Reimbursement requests must be received by mail or by an email sent to Amy Jagoda at ALJAGOD@carrollk12.org on or before March 25, 2017.  Reimbursement requests after that date cannot be guaranteed.

    Register and pay online by going to www.mspaonline.org or mail registration forms and checks to: MSPA Spring Conference, P.O. Box 1859, Westminster, MD 21158.  CREDIT CARD PAYMENTS WILL NO LONGER BE ACCEPTED BY MAIL.  IF YOU WISH TO PAY BY CREDIT CARD, YOU MUST REGISTER ONLINE. 

     

    This conference is intended to meet the cultural diversity requirement for Maryland license renewal.

       

     

    • 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
    • 106

    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! 2017 MSPA Summer Institute Brochure.pdf    

    ABOUT THE SPEAKER

    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

    www.atlanticsandshotel.com 

     

    Daily Program Agenda 

    7:15 -   8:00   Continental Breakfast

    8:00 -  10:00  Workshop Session

    10:00 - 10:30  Break and Refreshments

    10:30 - 12:30  Workshop Session

     

     

    OVERVIEW AND INFORMATION

    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. MSPA has arranged special conference rates for overnight accommodations at the Atlantic Sands Hotel (800-422-0600 or 302-227-2511). Refer to the MSPA-Maryland School Psychologists Association block # 8214 to secure rooms at the discounted group rate. In order to minimize confusion, please be aware that room reservations are made through the hotel; specific room types are requests only and cannot be guaranteed. This includes specific room numbers. The special rate ($180.00 single/double occupancy, $195.00 triple occupancy and $210.00 quad. occupancy) is good for the Sunday night before the conference through Thursday night of the conference (6/18/17- 6/22/17).  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 for 4 hours of CPD/CE credit will be provided each day to certified school psychologists and licensed psychologists who complete the entire workshop that day. 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 ALJAGOD@carrollk12.org. 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 ALJAGOD@carrollk12.org.

     

    SORRY ABSOLUTELY NO REFUNDS

     

     

     

     







     

    • 09 Aug 2017
    • 8:30 AM
    • 10 Aug 2017
    • 4:00 PM
    • Bowie State University
    • 47

    National Association of School Psychologists (NASP) PREPaRE

    Workshop 2 Training


    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 and Continental Breakfast
    9:00- 12:00  Training with mid morning break
    12:00 – 1:00   Lunch

    1:00- 4:00  Training with mid afternoon break

      
    ABOUT THE SPEAKER:
    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: Bowie State University (additional information regarding location and parking to follow)


    Documentation of attendance for 6 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 each day (12 hours total).  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.  Persons with questions or special needs should contact:  Amy Jagoda at (410) 386-1818 or ALJAGOD@carrollk12.org.

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

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 webmaster@mspaonline.org. Direct other questions to the appropriate board member at Executive Board or Officers.

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