2021 Fall Conference

Oct. 21-23

The Historic Davenport Hotel + Online

Join us in-person or virtually. Check out here. Registration is available now.


2021 Spring Lecture Series

Registration is now open for the 2021 Spring Lecture Series! This great PD opportunity features state- and nationally-recognized speakers, and can be accessed from your home or office. A total of 24 clock hours are available, and are included with registration.

Registration Rate (for the entire spring lecture series)

  • Members: $50 for practitioners; $25 for students/retired
  • Non-members: $150 for practitioners; $50 for students/retired

    March 5, 2021

    AM Session (3 hours) - 9AM

    Title: Classswide Math Intervention

    Speaker: Amanda VanDerHeyden

    MTSS is a model that promotes growth for all learners and produces a dataset that can be used to inform future instructional actions. When traditional schooling has been disrupted, MTSS is the ideal mechanism to understand learner proficiencies relative to important learning milestones, inform instructional actions to improve learner proficiencies and mastery of key learning outcomes. MTSS makes no assumptions about instructional history, but rather, begins with instruction and uses the results of that instruction to promote better learning. This session will talk about how to deliver effective instruction via the structures of MTSS (screening, effective instruction, progress monitoring data). How to use classwide intervention in various instructional formats as a mechanism to promote mastery of essential learning outcomes, but also as a means to identify students at risk, will be the focus of this half-day workshop.

    PM Session (3 hours) - 1PM

    TitleLessons learned from 15 years of RtI/MTSS: Meeting the needs of all learners

    Speaker: Amanda VanDerHeyden

    MTSS has been described as an evolution rather than a revolution of practice. Informed by 40 years of research in the science of effective instruction, MTSS delivers in-tandem assessment and instruction that can produce growth for all learners, close opportunity gaps, and inform systemic investments and improvements. However, implementation is rarely easy. If systems want to produce the results that are possible via MTSS, then leaders must understand what are the most efficient and effective ways to identify risk, deliver whole-class and more targeted instructions that are actually intensified versions of core instruction, and how to harness data to drive system improvements. In this session, Dr. VanDerHeyden will specify the high-yield lessons on managing implementation that can inform educational leaders and implementers to harness the power of MTSS to improve schoolwide outcomes.

    March 19, 2021

    AM Session (4.5 hours)

    Title: Research-based Strategies for Developing Comprehension for K-12 Learners

    Speaker: Sarah M. Lupo, Ph.D.

    Come learn about the most recent research and principles to help all students improve comprehension of texts across all content areas. We will explore how readers comprehend and what the research says about text complexity as well as the roles of motivation and knowledge on the comprehension process. Next, we will address how to select texts for instruction using the quad text set framework, which supports motivation and engagement alongside learning from texts. Then the presenter will share specific strategies for supporting comprehension before, during, and after reading. This includes strategies and approaches for building and activating background knowledge, scaffolds and supports to help readers comprehend independently, and write to learn activities and discussion techniques that maximize both learning from texts and support readers in becoming better comprehenders. Additionally, this session will address ways to assess comprehension and how to utilize these assessments to drive future instruction.

    PM Session (1.5 hours)

    TitleCultivating Perspective: Examining Racism in Schools Directed Towards Native Americans, 1.5 hours

    SpeakerOlivia G. Holter, PhD, NCSP

    Native Americans continue to experience higher than average prevalence rates of mental health disorders, including depression and suicidality. Current research on the risk factors for the development of mental health disorders among Native Americans suggests that the experience of prejudice is strongly correlated with the diagnosis of mental health disorders. Despite this knowledge, there is a current gap in the literature and professional understanding of the experiences of prejudice in schools directed towards Native Americans and its relationship to the development of mental health disorders. For this reason, this session will provide an overview of two studies examining Microaggressions directed towards Native Americans in schools and their impacts. Similarly, this session will empower and encourage School Psychologists to acknowledge and utilize their positions of power and privilege to better their schools for all diverse children.

    April 2, 2021

    AM Session (3 hours) - 9AM

    Title: Behavioral Threat Assessment and Management (BTAM): Best Practices for K-12 Schools (Part I)

    Speaker: Dr. Melissa Reeves, Ph.D., NCSP, LCMHC

    This workshop will focus on the process and procedures needed to establish a consistent school/district-wide approach to behavioral threat assessment and management utilizing a multidisciplinary team. Critical factors discussed will include: current statistics, legal cases, post-incident reviews, and early identification of warning signs, primary prevention strategies to "break the code of silence; an overview of threat and risk assessment models and tools; screening and assessment procedures; and strategies for interventions, postventions, and working with difficult parents. Case study examples and forms will be shared to illustrate the process.

    Participants will learn:

    • how to establish a consistent school- or district-wide approach to behavioral threat assessment.
    • the critical factors contributing to risk to include current statistics and early identification of warning signs
    • best practice guidelines as established by prior legal cases and lessons learned reports
    • primary prevention strategies to break the code of silence
    • how to assess for risk using best practice guidelines and procedures established by the US Secret Service and US Dept of Education
    • strategies for interventions and postvention
    • strategies for working with difficult parents
    • from case study examples and shared forms that illustrate the BTAM screening and full assessment process

    PM Session (3 hours) - 1PM

    Title: Behavioral Threat Assessment and Management (BTAM): Best Practices for K-12 Schools (Part II)

    Speaker: Dr. Melissa Reeves, Ph.D., NCSP, LCMHC

    May 14, 2021

    AM Session (3 hours) - 9AM

    Title: Assessing and Treating Anxiety in Schools during a Global Pandemic

    SpeakerNathan Fite, PhD

    In-person and virtual learning has exacerbated anxiety in children, teachers and parents alike during the COVID-19 pandemic. If left unidentified and untreated, these students may experience significant disruptions in their academic, social, and family functioning. In clinical research CBT has been established as the gold standard psychological treatment for anxiety disorders in youth with evidence showing that CBT can be successfully implemented in schools within an MTSS framework. This presentation will provide (a) a review of the etiology of anxiety spectrum disorders from an inhibitory learning perspective, (b) a discussion of the inherent challenges and advantages of implementing CBT in the school setting, (b) a review of the latest advances in screening and assessment of anxiety, and (c) core components of CBT for anxious youth with an emphasis on its adaptation and application in schools.

    PM Session (3 hours) - 1PM

    TitleEffective Teaming within Integrated MTSS

    Speaker: Justyn Poulos, Director of MTSS, OSPI & Susan Ruby, Ph.D., NCSP, Director, EWU School Psychology Hybrid Program

    Within MTSS, educators make instructional decisions regarding student placement within tiered prevention/intervention systems, determine student responsiveness to programs and needs for instructional changes, and document that programs are delivered as intended. Schools often create teams for such decision-making. Unfortunately, teams often make decisions in isolation of one another, leading to redundancy and/or gaps in decision-making (McIntosh & Goodman, 2016). Additionally, school-based teams often focus on academic and behavioral/social-emotional needs separately, rather than taking an integrated approach in considering student needs. The purpose of our presentation is to describe basic considerations, potential barriers, and best practices for integrated teaming within MTSS. We will review different levels of school and district teams and best practices for communication within and between teams. Specifically, we will highlight the purpose of each integrated team, necessary team members and roles, questions to ask, rules to follow, and data to use for effective and efficient decision making.

    Archived Sessions

    Interested in accessing handouts and PowerPoints from previous years? You can find them here, without purchasing the webinar.

    If you'd like to purchase previous sessions of the Spring Lecture Series and watch them in their entirety, you can register here and within 72 hours, you'll be sent the link to watch the video(s) you purchased. The price includes clock hours (which you'll receive after doing the evaluation). The 2020 SLS is available for $40/session. Previous 2014-2019 SLS sessions are available for $25-30/session.

    Washington State Association of School Psychologists
    816 W. Francis Ave #214
    Spokane, WA 99205

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