62nd annual | Convention registration PACKET

CASP Convention 2o11 Excelling Together: Linking Home, Schools, and the Community

Convention Registration | Table of Contents

Registration Information extendED ...... 3 Special Events Welcome Letter...... 4 CASP and Affiliates Fundraiser...... 2 Job Faire CANCELED ...... 20 Convention Information Student / Practitioner Pizza Event...... 10 The Student Room...... 5 Cultural & Linguistic Diversity Breakfast...... 29 Hotel and Travel Information...... 6 CASP Awards Luncheon...... 22 Workshop Refund and Grievance Policy...... 6 Exhibit Hall...... 7 Session Code Index...... 7 Continuing Professional Development...... 8 Meetings SPEC Meeting...... 30 Thursday, April 14 Legislative Committee Meeting...... 23 Thursday Overview...... 9-10 Cultural & Linguistic Diversity Session Description...... 11-20 Committee Meeting...... 26 Friday, April 15 Board of Directors Meeting...... 22 Friday Overview...... 21-22 Board of Directors Candidates’ Forum...... 12 Session Descriptions...... 23-32 Forms Saturday, April 16 Convention Registration Form...... 38-39 Saturday Overview...... 33 Volunteers / Student Volunteers...... 40 Saturday Descriptions...... 34-37 CASP Membership Form...... 41

Lead Corporate Sponsor

62nd Annual Convention | April 14-16, 2011 Orange County Hilton 3050 Bristol Street, Costa Mesa, CA CASP / Affiliate Fundraiser

Support your professional association Come to the CASP and its Affiliates fundraising event. There is no admission charge, but tickets for the fundraising drawing will be available. The prizes are amazing!

Here’s how it works: For just $10 each, you can purchase tickets for this drawing, either with your convention registration or when you get there. When you are at CASP Convention 2011, go to the table near the Registration area and place your ticket(s) into the box for the particular item you hope to win. The choice is yours.

Imagine: Then, on Friday at 5:15 p.m., go to the Pacific Terrace for the CASP and Affiliates event. Check out what the affiliate in your area has planned for the rest of the Spending seven nights year, purchase a beverage from the bar and, if you like, purchase additional tickets on St. Maarten for other drawing items. You again will have the opportunity to place your tickets in the Caribbean in a luxury into the appropriate boxes for the prize(s) that you want, up until 5:45 p.m. At condominium* approximately 6:00 p.m., we’ll start to draw the names of the winners of each of - Or - the prize items. A trip to Puerto Vallarta Come and join the excitement! on the beautiful Mexican Rivera - Or - Tickets may be purchased with your registration and/or at the convention. Each at- tendee who has purchased tickets must place his or her tickets into the appropriate A weekend in box for the prize desired. Winners need not be present at the CASP and Affiliates San Diego County, event, but must be present at the convention to participate in the drawing. at a private luxury home, with bed & breakfast Purchase your tickets today and attend this premiere event! accommodations, tickets to the San Diego Wild Animal Park and other extras - Or - Many other fabulous prizes.

Learn about CASP affiliates, Win your dream vacation, ALL AT THE SAME TIME!

* Saturday, July 9, 2011 to Saturday, July 16, 2011, for a total seven nights!

 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Registration Information EARLY Registration extended to April 12!

Registration Deadlines for which you registered will be distributed on site. The • Early registration fees: Deadline is April 12, 2011. All tickets are necessary to gain entry into the social events; registration forms must be faxed, emailed or postmarked your badge is required to enter paid workshops and all other by that date to receive the discounted rate. Convention events. It is recommended that you take your confirmation form to the Convention. Check it against the • Late registration fees: All registration forms received after name badge you will receive at the Convention to ensure that April 12, 2011 will be charged the late fee. the workshops you paid for are listed on your name badge. • On-site registration: All forms received after April Please make sure you have your badge with you at all times. 12, 2011 and at the convention will be charged an Monitors will be checking badges for entrance into paid additional $20 more than the late registration fees. workshops. • All registration forms received by CASP on or before April 7 will be processed and convention confirmations Making Changes to Pre-Registered Events will be sent. Forms received between April 8 and April If you wish to make changes to the paid workshops for which 11 will be processed, however confirmations will not be you have registered you must do so in writing (by mail, email sent. Do not send registration forms to the CASP office or by fax) by April 7, 2011. If you choose to make changes to after April 11, 2011. They will not be processed. the paid workshops at the Convention, you will be charged $5 Save postage and paper by registering online at per change. On-site ticket sales for social events will include a www.casponline.org. It’s safe and easy. Just click on $5-per-ticket surcharge. the Convention logo and follow the instructions. Workshop Closures and Cancellations Convention materials for pre-registered attendees will be If a workshop is closed due to space limitations the registrant’s available from 4 p.m. to 7 p.m. Wednesday, April 13 at the second choice will be applied and listed on the registration Orange County Hilton. On-site registration will not be confirmation form. If the registrant does not have a second available until 7 a.m. Thursday, April 14. The Convention choice for a paid workshop, a refund will be mailed within six- officially opens at 8:00 a.m., Thursday, April 14, with general to-eight weeks of the conclusion of the Convention. session starting at 8:30 a.m. Get into the workshops you want and avoid long lines at the convention by registering If a workshop is cancelled because of the withdrawal of now. the presenter, insufficient sign-ups or other unforeseen circumstances, the registrant’s second choice will be assigned Payment Options and a new confirmation form will be sent. In the case of a Checks, purchase orders and VISA and MasterCard credit last-minute cancellation, an alternative workshop without the cards are accepted. If paying by check, please mail your additional “change of workshop” charge or a refund will be payment with your completed registration form(s). offered. • If paying by purchase order you must submit your Remember: CASP cannot guarantee that workshops will still registration form AND your purchase order or a be open for attendees who wait until the late registration purchase order number at the same time. Your credit period begins or the start of the Convention to register or card number is also required to use a purchase make changes in their workshop choices. Early registration order. Should your employer fail to pay your convention is the best way to make sure you receive the workshops registration within 90 days of the end of the convention you wish to attend. your credit card will be charged. Registrations marked with the purchase order option, yet mailed without a Refund Information purchase order or purchase order number will not be processed. All refund requests must be made in writing. Refund • CASP does not accept American Express and Discover requests postmarked on or before April 7, 2011 will be credit cards. honored in full. Refund requests postmarked after April 7, 2011 will be subject to a $25 handling fee. No refunds Registrations paid with credits cards or purchase orders may will be issued for participant cancellations after April 11, be faxed to the CASP Office at 916/444-1597. Or, save time 2011. Except for workshop cancellations, refunds will and postage by registering online at www.casponline.org. not be issued after the Convention opens. Sorry, CASP cannot accept registrations over the telephone. Name Badges Registration Confirmation Name badges will be provided to all registrants. The badge lists all paid workshops for which you registered. Please Take advantage of early registration fees by sending in wear the badge at all times. It is your admission into paid your forms and payment to CASP by March 7, 2011 workshops and to all other Convention activities. They will be (postmarked). You will receive a confirmation in the mail checked by monitors at all paid workshops. Lost badges will listing all registered events, an accounting of monies paid be replaced for a fee of $5. and any balance owed. Badges and tickets to social events

 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Welcome Letter

Welcome to Costa Mesa for the 62nd annual CASP convention.

This year CASP is expanding its role beyond its traditional boundaries. As the educational community is no longer working in isolation CASP can no longer remain separated from other groups with which school psychologists serve. So this year CASP is bringing the community to its convention. Our theme this year is Excelling Together: Linking Home, Schools and the Community. The Convention Committee worked hard to gather individuals from a variety of different disciplines to give school psychologists the opportunity interface with parents and other professionals. We will continue, as we do every year, to provide the most up-to-date presenters, speakers and workshops available. Of course, this could not be accomplished without the support of and the personnel in our CASP office. This convention has a tremendous lineup of talented guest speakers and presenters, including Erin Gruwell, founder of Freedom Writers. Ms. Gruwell is the embodiment of the convention theme to move beyond traditional roles. Ms. Gruwell has earned an award-winning reputation for her steadfast commitment to the future of education. Her impact as a change agent runs deep. By fostering an educational philosophy that valued and promoted diversity she transformed her Long Beach area students’ lives. Also speaking is Sylvia Mendez, who is the CASP Convention 2o11 personification of school segregation in California and other southwestern states that – with the lawsuit filed Excelling Together: by her parents on her and her siblings’ behalf – ended Linking Home, in the 1940s. Ms. Mendez will be presented with the Schools, and Presidential Medal of Freedom in February. She will the Community speak of growing up in an era of segregation and inspire us all on the power of education. Now the convention is not all hard work, exploration and discovery. We have set aside some time for all of us to relax and get to know our fellow professionals. We will continue to have the student/professionals reception, the Cultural and Linguistic Diversity Breakfast (which I might add is worth the early morning hour), and, of course, my personal favorite, the CASP and Affiliate event. This year we are doing things a little bit different. Gone are the days of stealing other folk’s prizes by out bidding your competition. We are now selling tickets for some extraordinary prizes, which include a week in the Caribbean. Yes a week! Buying a lot of tickets will not only increase your chances of winning but it also allows your voice to be heard in Sacramento. This makes everyone a winner! (see page 2). This year’s convention has an added benefit for those of us with children and families. You may want to come early or stay late as our location provides access to many historic sites and entertainment venues. This would include Disneyland, Newport Beach and the mission at San Juan Capistrano. Finally April is the time when we are looking at the home stretch of the school year. The Convention Committee knows you may arrive a bit tired, but you will leave refreshed, revitalized and ready to advance Into the final months of the year. Have a terrific convention experience, and once again, welcome to Costa Mesa!

Patrick Crain CASP President

 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community The Student Room

Thursday, April 14 Friday, April 15 Panel Discussion Response to Intervention: Social- Panel Discussion Paper Presentations Behavioral Model for Urban Schools 10:30 a.m. – 12:00 p.m. (N-11) Methods for Assessing Response to Teachers’ Perceived Effectiveness of Angela Sikkenga and Rebecca J. Lundeen, Intervention Psychoeducational Report Writing second year graduate students in the School 10:30 a.m. – 12:00 p.m. (N-06) Models Psychology Program at Azusa Pacific Univer- R.T. Busse, PhD, associate professor; 8:30 – 9:20 a.m. (P-09) sity (APU). Pedro Olvera, Psy.D.,LEP., is the Kelly Kennedy, PhD, assistant professor; Jeanne Anne Carriere, PhD, school director of the School Psychology program Caitlin McClelland, doctoral student; psychologist, Long Beach Unified School at Azusa Pacific University (APU). Chapman University District, Chapman University. B, 6, II B, 6, II B, 1, I & II Saturday, APRil 16 Psychological RTI for the Classroom Making Counseling Count: Using 1:30 – 3:00 p.m. (N-03) a data based decision model in Paper Presentations direct instructional service (DIS) Marianne Dubitsky, school psychologist for Increasing On-Task Classroom the Antioch Charter Academy II, Antioch. counseling Cynthia Quintero, school psychologist, Wood- 9:30 – 10:20 a.m. (P-23) Behavior in Students with land Joint Unified School District, Woodland. Autism Spectrum Disorder Caitlin McClelland and Jaime Flowers, 8:30 – 9:20 a.m. (P-28) Melissa Holland, school psychologist, private graduate students, Chapman University. practice, California State University, Sacra- B, 3, II Daljeet Bhatia, school psychology student; mento. R. Brett Nelson, Ph.D., professor, D, 1, II A School Readiness Assessment for Dudley Wiest, Ph.D., professor, all of the Latino Students: The Foundation of University of California, San Bernardino, School Psychology Program, and Selective Mutism: School Early Academic Interventions and Psychologist’s Role in Identification Diana Nelson, Ed.S., school psychologist, Supports Riverside City Schools. and Intervention 2:00 – 2:50 p.m. (P-14) 3:00 – 4:30 p.m. (N-13) B, 2, II Michael Furlong, PhD, and Matthew Quirk, Lestel Escorcia, Lance Havens, Eric Culqui, PhD, professors, University of California, Collaboration between School students; Brian Leung, PhD, professor, Santa Barbara. Loyola Marymount University Psychologists and Speech-Language B, 1& 5, I C, selective mutism, I Pathologists: Does it predict job satisfaction? Increasing Disability Awareness 9:30 – 10:20 a.m. (P-29) Paper Presentation in a Small Group of High School Alaine Ocampo, M.A.CCC-SLP, is a Speech- Uncovering Resilience Traits and Students with Specific Learning Language Pathologist with the Ocean View Resources of Juvenile Probationers Disabilities School District and a doctoral student at 4:30 – 5:20 p.m. (P-35) 3:00 – 3:50 p.m. (P-20) Chapman University. Vhenus Belisle, M.A., Won-Fong Lau, M.Ed.; Karina Ortega, EdS., is a school psychologist with the Los Jill D. Sharkey, PhD, NCSP, school psychology Alamitos Unified School District. coordinator; Amanda Fox and Ashley M.A.; graduate students; and Jill Sharkey, D, 2, I-III Mayworm, graduate students, University of PhD, academic coordinator, University of California, Santa Barbara. California, Santa Barbara. D, 3, I B, 2, II Panel Discussion Culturally Responsive Social- The Challenges of Conveying SPECIAL EVENT Emotional Interventions: From Psycho-Educational Results to Theory to Practice Student Practitioner Pizza Party in Parents and Educators as indicated 10:30 a.m. – 12:00 p.m. (N-01) the Pacific Terrace. Get your tickets by Elementary and Secondary now! (see page 10 for more details) School Psychologists. Sara Castro-Olivo, PhD, NCSP, assistant 4:00 – 4:50 p.m. (P-30) professor, Loren Albeg, MA, and Nicole 5:30 p.m. Garcia, graduate students, Graduate School Lilia Roddis Ed.D.; Regina Ibechem, Ed.D., of Education, University of California, Los Angeles Unified School District. Riverside. D, 6, I B, 5, I

Organized by students; for students. But all are welcome. Check it out!

 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Hotel, Travel and Other Information The Orange County Hilton is the host The hotel features one restaurant and a pizza bar, as well as a Starbucks Coffee stand. The area is surrounded by hotel for CASP Convention 2011. many restaurants that may ease the lunch crowd. Check the It is located at 3050 Bristol Street, information inside your convention bag that will be given to you when you check in at the Convention Registration Area Costa Mesa, 92626. for a complete listing of the local restaurants.

CASP has negotiated a rate of $149 per night for single Special Restaurant Services on Friday evening. and double rooms. The last date to get this rate is March 30, 2011. To get this special rate call the hotel at 714/540- At the conclusion of the CASP and Affiliates event (get 7000 and say you are with the California Association of your drawing tickets now!) CASP will feature Restaurant School Psychologists Convention. The hotel’s fax number is Night. Come to the Registration Area and sign up 714/540-9176. for a fixed price dinner at one of the restaurants near the Convention hotel. It works like this: CASP makes This pet-friendly, 100 percent non-smoking hotel features arrangements for a dinner at a local restaurant for first class amenities and usable workspace that creates rooms Friday evening. Convention attendees review what the designed for both business and pleasure. Guests will enjoy selected restaurants are serving and decide which they spacious accommodations with either a king or two queen prefer, and add their names to the list for that particular beds, perfect for yourself or your family. Each oversized room restaurant. If enough people sign up (usually 10 or is beautifully decorated with rich, inviting colors, and plush more per restaurant), they all arrive at the restaurant furnishings; while most include a balcony. as a group and enjoy an excellent meal, with excellent company. See the CASP weekly emails and the table Self-parking rate is $8 per day. near the Convention Registration Area for the list of restaurants and what they are offering. Fly into the John Wayne Orange County airport and take the complimentary shuttle to the hotel, available every half Don’t forget that Disneyland, South Coast Plaza (Great hour from 5:30 a.m. – 11:15 p.m. There is also a shuttle shopping!), Newport and Huntington beaches, Knott’s service available at the hotel that, for a fee, will take you to Berry Farm and a host of other attractions are within a restaurants and local attractions, including Disneyland and few minutes’ drive from the Orange County Hilton. Bring major shopping malls, such as South Coast Plaza. See the the family, stay an extra night and take in the sights! hotel bell captain or watch your email and the CASP website for more information.

Workshop Refund and Grievance Policy

All refund requests must be made in writing and postmarked or emailed one week before the event. Written request must be mailed to: CASP 1020 12th St., Suite 200 Attractions are within a few minutes’ Sacramento, CA 95814 drive from the Orange County Hilton Or emailed to: [email protected]

All refund requests postmarked or emailed after the one- week before the event deadline will be subject to a $25 handling fee.

No refunds will be issued for any reasons for participant cancellations once the event has opened or started. Grievances or complaints regarding workshops will be considered on a case-by-case basis during the event. Although refunds will not be issued, all attempts will be made to place a participant in a concurrent workshop.

 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Session Code Index

Code Key Strand A: Home Strand C: Community All presentations at CASP Convention Topics: Topics: 2011 are identified with a letter before 1. Parenting programs: academic, 1. Agencies the session number. These letters signify behavioral and social 2. Working with advocates the type of session, as follows: 2. Parents’ role in RTI 3. Working with the medical community K – Keynote, Invited Addresses 3. Motivation 4. Behavioral manifestation of medical N – Panel Discussions 4. Presenting test results with interpreters diagnosis W – Workshops (These require an 5. Impact of stress in the home due to 5. LGBTQ additional fee) economics, war and/or divorce and 6. Foster homes and homeless P – Paper Presentations other family relationships R – Poster Presentations 6. Training parents of emotionally and Strand D: Collaboration S – Special Sessions behaviorally disturbed children Topics: 7. Parental requests for interventions 1. Consultation Strands, Topics and Skill Levels not based in research 2. Professional partnerships 3. Juvenile court system Please select the Strand, Topic and Skill Strand B: School 4. Residential Level that best fits your presentation Topics: 5. Working with advocates and CASAs. and record it on the Proposal 1. Assessment 6. New or innovative programs or Submission Cover Sheet: 2. Interventions strategies 3. Counseling 4. Executive functioning Skill Level 5. Working with multi-cultural, bilingual I Beginning and diverse students II Intermediate 6. Response-to-Intervention III Advanced 7. Understanding curriculum for better interventions 8. Biological determinates of behavior

Exhibit Hall The latest in school psychology – all in one ballroom! That’s what you’ll find at the CASP Convention 2011 Exhibit Hall

Exhibitors may be offering special pricing on their goods and services. That makes the Convention a great place to purchase books, test kits, and other services.

Exhibit Hall Hours: Thursday, April 14 • 8:00 a.m. – 5:00 p.m. Friday, April 15 • 8:00 a.m. – 5:00 p.m. Saturday, April 16 • 8:00 a.m. – 12:00 p.m.

 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Continuing Professional Development

School psychologists know the importance of professional growth and continuing education. So do many school administrators. CASP now distributes attendance certificates for all who attend paid workshops.

Monitors will be placed at each paid workshop to check National Certified School Psychologists Continuing the badge and record the name of each person attending. Professional Development (NCSP CPD) That means the badge you receive when checking into CASP is a provider of continuing professional development the Convention will be checked at the door of each paid hours for National Certified School Psychologists, under workshop. This will take a little time so please plan to get to provider number 1025. Selected workshops qualify for your workshops a few minutes early. this designation and NCSPs can receive up to 12 hours of At the end of the workshop, the monitors Continuing Professional Development over the three days will distribute attendance certificates, which of the Convention. The designation NCSP CPD at the end will include the name of the workshop, of the description of these workshops signifies that the the instructor and the number of hours of workshop qualifies for NCSP hours. Attendance sheets continuing education. Attendees are to fill in their own names and evaluation forms will be available at the qualifying on the certificate. CASP will store the attendance records for workshops. A fee of $10 per workshop will be charged for three years. those applying for NCSP CPD. The fee may be paid either Continuing Education Units for LCSWs/MFTs at the cashier’s booth in the registration area or by mailing payment and forms to CASP, 1020 12th St., Suite 200, The California Association of School Psychologists is licensed Sacramento, California 95814. To receive a letter stating the to offer continuing education credits for school psychologists CPD hours were earned, applicants must sign the attendance and others with Licensed Clinical Social Workers and Marriage sheets and the evaluation forms. Please mail all forms for and Family Therapists licenses. CASP is a Board of Behavioral qualifying Saturday workshops; the registration area will Sciences approved provider of CE units, under provider close at noon. number 1599. Americans With Disabilities Act Approved workshops listed in this packet are delineated with a LCSW/MFT after the course description. This means that the: If you will require any special assistance (such as an interpreter or wheelchair-accessible accommodations) Course meets the qualifications for (three or six, depending covered under the Americans with Disabilities Act of 1990, on the length of the workshop) hours of continuing please send a request in writing no later than February 5, education credit for MFTs and/or LCSWs as required by the 2011. Send the letter to: California Association of School California Board of Behavioral Sciences. Psychologists, 1020 12th St., Suite 200, Sacramento, Attendance sheets and evaluation and credit forms will be California 95814, or email [email protected]. available at each qualifying workshop. A fee of $10 per workshop will be charged if you are applying for LCSW/MFT credits. The fee may be paid either at the cashier’s booth in the registration area or by mailing payment and forms to the CASP Office at 1020 12th St., Suite 200, Sacramento, California, 98514. Failure to sign the attendance sheets or to turn in the necessary forms will result in no certificate being issued. Please mail forms for all Saturday workshops – the Registration Area closes at noon. Note for Licensed Educational Psychologists: As of the printing of this document, the Board of Behavioral Sciences had not approved regulations on continuing education needed to renew licenses. Therefore, CASP and all others licensed as providers by the BBS cannot offer continuing education units for LEPs. As soon as those procedures are established, CASP will post the new regulations on its website.

 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Thursday Overview

MORNING SESSIONS General Sessions Keynote Speaker: Erin Gruwell 8:30 a.m. page 11 Invited Address- Assessing Childhood Depression from Multiple Perspectives 10:30 a.m. – 12 p.m. page 11 Positive Relationships – School Success NASP President Kathleen Minke 12:15 – 1:15 p.m. page 12

Panel Discussions N-02 implementing a Behavioral Response-to-Intervention Model 10:30 a.m. – 12 p.m. page 13 N-04 reading Projects Provide Graduate Students With Skill Training for Interventions- Linking Home, School, and Community for Student Success 10:30 a.m. – 12 p.m. page 13 N-06 Methods for Assessing Response to Intervention 10:30 a.m. – 12 p.m. page 13 N-09 Promoting School Belongingness in Students, Parents and Teachers 10:30 a.m. – 12 p.m. page 13

Paper Presentations P-02 Parental Perspectives on the Family-Professional Partnership 10:30 – 11:20 a.m. page 14 P-07 Has RTI in California Public Schools Helped Address Disproportional Placement Rates in Special Education? 10:30 – 11:20 a.m. page 14 P-10 the Effects of School-Wide Positive Behavior Supports on Student Achievement and Other Outcomes 10:30 – 11:20 a.m. page 14 P-49 “Where in the World is School Psychology Now: A 2010 International Study” 10:30 – 11:20 a.m. page 14

Poster Presentations R-01 into English: A Curriculum for Second Language Acquisition 10:30 a.m. – 12 p.m. page 14 R-03 Math Intervention for Multiplication Facts WITHDRAWN 10:30 a.m. – 12 p.m. page 14 R-04 effects of Student-Teacher Closeness on Math Achievement 10:30 a.m. – 12 p.m. page 14 R-05 rubric to Help Determine Best Assessment for Autistic Spectrum Disorder When 3 Factors of a Test are Taken into Account: Psychometric Properties, Time Required, and Cost of Materials 10:30 a.m. – 12 p.m. page 14 R-06 applying Mindfulness Practice as a RTI Tier 1 Prevention / Intervention Strategy 10:30 a.m. – 12 p.m. page 15 R-08 school-Based Dialectical Behavior Therapy (DBT) Skills Training for Adolescents 10:30 a.m. – 12 p.m. page 15 R-14 safety in the Community: Children’s Perspectives 10:30 a.m. – 12 p.m. page 15

AFTERNOON SESSIONS Special Session SS-03 Be Friendship Focused: Self-Empowerment Program that Promotes Social Skills Development While Addressing Anti-bullying and Other Forms of Relational Aggression 1:30 – 4:30 p.m. page 12

Panel Discussions N-03 Psychological RTI for the Classroom 1:30 – 3:00 p.m. page 18 N-10 A Tier 1 Home–School Collaboration Model for Working with Latino Families: strategies that School Psychologists can implement to Increase Family Involvement 1:30 – 3:00 p.m. page 18 N-12 Beyond Counseling – Developing Resiliency in Adolescent Foster Care Students in Special Education 3:00 – 4:30 p.m. page 18 N-13 selective Mutism: School Psychologist’s Role in Identification and Intervention 3:00 – 4:30 p.m. page 18

Workshops W-02 the Collaborative Crossroad Between Community Resources and the School Team CANCELED 1:30 – 4:30 p.m. page 16 SS-05 effective Strategies for Preschool Teachers in General and Special Education Settings JUST ADDED 1:30 – 4:30 p.m. page 16 W-03 sLD Eligibility Decisions: Differences Among Models 1:30 – 4:30 p.m. page 16 W-04 Writing Useful, Accessible, and Legally Defensible Psychoeducational Reports 1:30 – 4:30 p.m. page 16 W-06 ensuring Your Future as a School Psychologist: Using Local Data to Drive Evaluations and Grant Writing 1:30 – 4:30 p.m. page 17 W-11 rtI and Behavior: Progress Monitoring Behavioral and Social Emotional Interventions 1:30 – 4:30 p.m. page 17 W-16 adolescent Foster Care Students in Special Education: a Three-Tier Intervention Program for Developing Resiliency 1:30 – 4:30 p.m. page 17

afternooN sessions, contd

 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Thursday Overview, contd

Paper Presentation P-16 Utilizing a Transdisciplinary Approach to Autism Assessment 4:30 – 5:20 p.m. page 19 P-18 The ABCs of ABA: Collaborating with Behavior Analysts 4:30 – 5:20 p.m. page 19 P-19 Transitioning college bound students with disabilities: Using a transdisciplinary model to optimize post-secondary education among students with disabilities 4:30 – 5:20 p.m. page 19 P-31 Power of Play: Promoting Problem Solving and Reducing Discipline Referrals through Playground Strategies 4:30 – 5:20 p.m. page 19 P-35 Uncovering Resilience Traits and Resources of Juvenile Probationers 4:30 – 5:20 p.m. page 19 P-37 After School Programs: The Key to Realizing Amazing Student Potential 4:30 – 5:20 p.m. page 19 P-41 Bridging the Gap between Home and School Support for Students with Emotional Disturbance 4:30 – 5:20 p.m. page 20 P-42 Current Trends in Response to Intervention Implementation across California WITHDRAWN 4:30 – 5:20 p.m. page 20 P-48 Augmented Efficacy of PBS Implementation 4:30 – 5:20 p.m. page 20

Events CASP Board of Directors Candidates’ Forum 11:30 a.m. page 12 Student and Practitioner Pizza Party in the Pacific Terrace 5:30 p.m. page 10

Students + Practitioners + Pizza = Unique Understanding of School Psychology Thursday, April 14, 2011 • 5:30 p.m.

Students are invited to a series of roundtable When: 5:30 p.m., Thursday, April 14. discussions on topics of interest to them – and to Where: Pacific Terrace discuss them with working school psychologists Cost: $15 for individual who may have a different perspective on these important topics than their professors. pizza and soft drink Students: Come hear what working school Why: Aren’t you a little psychologists tackle on a daily basis curious about what awaits you in the schools? Practitioners: Come hear what students are taught about school psychology – and be prepared See the Convention to let them know about your experiences. Registration Form on page 39 PARTY!PARTY! to sign-up for this networking Both: Eat Pizza! opportunity.

10 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Thursday, April 14

CASP President Patrick Crain has held several offices General Session on the CASP Board of Directors, including Affiliate 8:30 a.m. Representativeand Region Representative and has served as president of the San Deigo County Association of School Keynote Speaker Psychologists. He is a school psychologist fod the San Erin Gruwell Diego County Office of Education and coordinator of Pupil Nothing could have prepared Erin Gruwell Services and for special educaiotn for the Juvenile Court for her first day of teaching at Wilson and Community Schools. He earned his masters of science High School in Long Beach, Calif. A recent degree in counseling and his pupil personnel services college graduate, Ms. Gruwell landed her credential from San Diego State University. first job in Room 203, only to discover many of her students had been written Invited Address off by the education system and deemed 10:30 a.m. – 12:00 p.m. “unteachable.” As teenagers living in a erin gruwell racially divided urban community, they were Assessing Childhood Depression from Multiple already hardened by first-hand exposure to Perspectives gang violence, juvenile detention, and drugs. Maria Kovacs, PhD Enter Erin Gruwell. By fostering an Dr. Maria Kovacs, an expert in childhood depression, educational philosophy that valued and will review the characteristics of depressive disorders in promoted diversity, she transformed her school-aged children and adolescents from psychiatric and students’ lives. She encouraged them observational perspectives. She will address methods of to rethink rigid beliefs about themselves assessment, including clinical interviews and rating scales and others, to reconsider daily decisions, patrick crain reflecting the perspective of parents, teachers, and the child, and to rechart their futures. With Ms. with a focus on the newest, revised version of the Children’s Gruwell’s steadfast support, her students Depression Inventory (CDI). Participants will discover the shattered stereotypes to become critical thinkers, aspiring advantages and disadvantages of clinical interviews and college students, and citizens for change. They even dubbed the role of self-report, parent, and teacher rating forms themselves the “Freedom Writers” — in homage to civil rights in assessing depression, and will learn about the type of activists “The Freedom Riders” — and published a book. information collected using each method. This intermediate- While Ms. Gruwell has been credited with giving her students level presentation will provide participants with a foundation a “second chance,” it was perhaps she who changed the for interpreting results from the revised CDI in the context most during her tenure at Wilson High School. She decided to of behavioral and emotional evaluations, and increase channel her classroom experiences toward a broader cause, participants’ recognition of the features of depression. and – today – her impact as a “teacher” extends well beyond Room 203. Maria Kovacs, PhD, professor of psychiatry, at Ms. Gruwell now serves as president of the Freedom Writers the University of Pittsburgh School of Medicine, Foundation. She raises awareness by traveling nationwide to Department of Psychiatry, has been conducting speak inside large corporations, government institutions, and groundbreaking clinical research in the area of juvenile-onset depressive and related community associations. But her capacity to convert apathy to disorders for over 25 years. She is a clinical action matters most at schools and juvenile halls, where any psychologist who has been working on topics observer can watch the expressions of troubled teens shift from relevant to the behavioral, clinical, and social guarded cynicism to unabashed hopefulness. sciences, and had focused on characterizing maria kovacs the presentation, outcome, correlates and Ms. Gruwell and her students have appeared on numerous public health implications of very early onset affective illness, with television shows, including Oprah, The Rosie O’Donnell Show, an emphasis on depression. During the past decade, she has lead Prime Time Live with Connie Chung, Barbara Walters’ The a multidisciplinary program project of research involving studies of View, Good Morning America, and CSPAN’s Book TV. Her class genetics, brain physiology, and behavioral parent-child interactions has been featured on National Public Radio and in national focusing on risk factors for juvenile-onset depression. Dr. Kovacs also developed a novel psychotherapy for young depressed children newspapers and People magazine. Paramount Pictures released based on principles of emotion regulation. She also has had various “Freedom Writers” in January 2007, a film based on this international collaborations, exposing her to research and training remarkable story featuring Hilary Swank as Erin. paradigms in other countries. She has a longstanding interest in A graduate of the University of California, Irvine, Ms. Gruwell the training and education of young researchers. This presentation is sponsored by MHS. received the Lauds and Laurels Distinguished Alumni Award. She earned her Master’s Degree and teaching credentials from California State University, Long Beach, where she was honored as Distinguished Alumna by the School of Education. Prior to Ms. Gruwell’s talk, CASP President Patrick Crain will deliver his presidential address. general session, contd

11 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Thursday, April 14

General Session, contd Special Session 12:15 – 1:15 p.m. 1:30 – 4:30 p.m.

Positive Relationships – School Success SS-03 Kathleen Minke Be Friendship Focused: Self-Empowerment Program President, National Association of School Psychologists that Promotes Social Skills Development While This talk will overview the importance of relationship- Addressing Anti-bullying and Other Forms of building in creating successful schools, including building Relational Aggression relationships with the key decision-makers who affect Kristine Grant the role and practice of school psychologists. An update Participants in this presentation will gain important insights on NASP’s priorities and activities for the year will also be along with effective tools for leading a successful anti- provided. bullying/self-empowerment group. It is well established that children learn better when a sense of interest and fun is Kathleen Minke, NCSP, holds degrees in school employed. The various group processes introduced during psychology from James Madison University (Ed. this presentation will inspire the audience to reflect upon S.,1984) and Indiana University, (Ph.D., 1991). universal truths or concepts that teach successful life skills. She worked as a practitioner in Virginia, Indiana Many new, inspirational approaches will be introduced that and Maryland in birth-to-three, K-12, hospital, and private practice settings. Since 1991 she will help school psychologist, counselors, and other child has been a professor in the school psychology kathleen minke mentors to promote personal awareness, motivate healthy program at the University of Delaware where her social skill development, and focus upon creative solutions interests include counseling, family school collaboration, and social- for change. emotional assessment. She is a licensed psychologist and serves as a consultant to Delaware’s Positive Behavior Supports initiative. Kristine Grant, LMFT, CPC, is a school She is 2010-11 president of the National Association of School psychologist with the Vista Unified School Psychologists. District, an author and public speaker. Her previous experience as a director of special education, local program specialist, and high school crisis intervention/outreach counselor, in addition to her current position as a school psychologist over the past eleven years, adds kristine grant to her acquired insights regarding the social dynamics occurring in schools today. Further, Ms. Grant maintains a private practice as a marriage and family therapist along with a professional coaching practice in Encinitas. She is a national speaker on anti-bullying and is author of the BFF: Be Friendship Focused anti-bullying/child empowerment program manual. Her program/products are being published by Youthlight Inc.

CASP Board of Directors Candidates’ Forum Thursday, April 14 • 11:30 a.m.

Who will be the next CASP president-elect? Who is running for representative for Regions I, III, V, VII and IX?

Jenny Jones, 2010-2011 president-elect, and Regular CASP members may the next CASP president, will introduce the turn in their ballots at the convention. Ballots candidates and moderate the forum. These will be available online to all regular members candidates will be the decision makers for the weeks before the convention. association next year and, in some cases, years to come. Be sure to stop by and hear their Come meet the candidates or your Board of ideas for the future of CASP. Directors!

12 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Thursday, April 14

N-06 Panel Discussions Methods for Assessing Response to Intervention 10:30 – 12:00 p.m. R.T. Busse Kelly Kennedy N-02 Caitlin McClelland Implementing a Behavioral Response-to-Intervention The purposes of this presentation are a) to provide an Model update on methods for assessing single-case and small Jenna Chin group treatment outcomes and b) to provide a multi- Anna Shenouda method framework and tools for assessing and monitoring Kymberly Doane treatment outcomes that can be used in research and Victoria Gonzalez practice applications. The primary focus will be on providing participants with conceptual bases and applications of This presentation will introduce a three-tier model of specific treatment outcome assessment methods. Participants assessment and intervention as a method to provide will learn how to derive, use, and interpret a variety of behavioral and emotional support and services to students. outcome assessment methods for standardized measures Within the “Behavioral RTI” framework, teachers, staff, and for observational data. Participants will be provided with administration, students, parents, and school psychologists materials that describe and provide easy-to-use methods to all have varying roles in contributing to student and school- derive these treatment outcome tools and to use them for wide behavioral and emotional health. This presentation evaluating treatment effectiveness. An interactive integrated will discuss how and when the school psychologist acts example will be presented that will allow participants to as a consultant, assessor, researcher, decision-maker, and practice the skills, and that will allow for ongoing audience interventionist at each tier within the Behavioral RTI model. participation. To bridge research to practice, anecdotal information from implementing Behavioral RTI at an elementary school during R.T. Busse, PhD, is an associate professor at Chapman University, Orange campus. Kelly Kennedy, PhD, is an assistant professor and the 2010-11 year will be shared. Caitlin McClelland is a doctoral student, also at Chapman. Jenna Chin, M.Ed., Anna Shenouda, M.A., Kymberly Doane, B, 6, II M.A., and Victoria Gozalez, M.Ed., are all graduate students at the University of California, Santa Barbara. N-09 B, 6, II Promoting School Belongingness in Students, Parents and Teachers N-04 Jim Matthews Reading Projects Provide Graduate Students With Skill Training for Interventions: Linking Home, School, and Caritina Sanchez Community for Student Success Ashley Fitzhugh Jackie M. Allen Brian Leung Desiree Peich Belongingness plays an important role in the overall success Sarah Wiezer for students in school. Research has linked belongingness This presentation demonstrates the application of action to decreases in violence and school vandalism and research when taught in a graduate training program increases in academic, social and emotional outcomes. and utilized by students in field experiences to examine This presentation will provide a survey of the current the effectiveness of Response to Intervention reading research on belongingness. It will also provide practical interventions and to facilitate system change at the methods for promoting belongingness in the educational elementary and district school level. Student projects include community, with particular emphasis on the role of the Reading LD Model Relating Psychological Processes to school psychologist. Attendees will gain an understanding Reading Skills and Read 180. Participants will learn how to of research-based programs and techniques for promoting evaluate RtI reading interventions working together with school belongingness in their schools. home, school, and community for student success and to Jim Matthews, Caritina Sanchez, and Ashley Fitzhugh are improve the delivery of services in a local school and school graduate students; Brian Leung, PhD, is a professor at Loyola district. Marymount University, Los Angeles. B, 2, II Jackie M. Allen is an associate professor at the University of LaVerne; Desiree Peich is a ULV graduate and first year school psychologist, Covina Unified School District; and Sarah Wiezer is a ULV graduate and first year school psychologist, Santa Rosa Unified School District. B, 7, II

13 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Thursday, April 14

Paper Presentations Poster Presentations 10:30 – 11:20 a.m. 10:30 a.m. – 12:00 p.m.

P-02 Parental Perspectives on the Family-Professional R-01 Partnership Into English: A Curriculum for Second Language The purpose of this study was to gain information on Acquisition parental perspectives to barriers to meaningful participation The purpose of this presentation is to discuss Into English, a in parent education and consultation services. Potential curriculum designed for English acquisition. Presenters will benefits include gaining an understanding of barriers which demonstrate how this method allows students to use natural professionals may face, as well as methods of overcoming English through an enjoyable context for learning. Finally, such challenges. limitations of Into English will be discussed, namely the absence of formal exposure to the rules of language, as well Amber Bharoocha, school psychology intern, Santa Barbara as the lack of research supporting the program. County Office of Education and graduate student; Mian Wang, PhD, professor, University of California, Santa Barbara. Annie Calderon, Sonia Chavez, Francisco Trujillo, Nancy Velasquez, graduate students, California State University, Los A, 1, I Angeles P-07 B, 1, I Has RTI in California Public Schools Helped Address WITHDRAWN Disproportional Placement Rates in Special Education? R-03 The results of a new study will be given in which Response- Math Intervention for Multiplication Facts to-Intervention (RTI) as applied in 142 California school The purpose for this poster presentation is to outline districts was investigated by analyzing responses to research findings on integrated learning strategies and timed questionnaires completed by 190 school psychologists and drills in teaching multiplication facts to children with learning compared to secondary placement rate data. disabilities. Sam H. Bouman, PhD, PPS, LEP, adjunct professor, University of La Carla Galvan and Jorge Casas, California State University, Los Verne; school psychologist, Glendora Unified School District. Angeles. B, 8, I B, 6, II

P-10 R-04 The Effects of School-Wide Positive Behavior Supports Effects of Student-Teacher Closeness on Math on Student Achievement and Other Outcomes Achievement This paper presentation focuses on how one Southern The purpose of this study is to understand the unique California school district addressed student behaviors characteristics that factor into both the successes and which were preventing instruction in the classroom by difficulties that children have with mathematics when implementing School-wide Positive Behavior Supports entering school, and specifically whether the closeness (SWPBS) at the middle school level. they perceive with their teacher serves as a moderator when measuring math ability. Gail Angus, assistant director, Riverside County SELPA; Brett Nelson, PhD, professor, California State University, San Bernardino. Emiko Horner and Greg Sheehan, graduate students, University of the Pacific. B, 2 &6, I & II B, 2, I P-49 Where in the World is School Psychology Now: R-05 A 2010 International Study Rubric to Help Determine Best Assessment for Autistic The International School Psychology Survey (ISPS) was used Spectrum Disorder When 3 Factors of a Test are Taken to gather information about the characteristics, training, into Account: Psychometric Properties, Time Required, roles, activities, preferences, research interests and the and Cost of Materials challenges experienced by school psychology specialists This poster will assist participants in quickly identifying the in 198 countries, of which experts in 48 countries agreed reliability and validity of tests for Autistic Spectrum Disorders, to provide leadership in completing the SPIS. Key findings their cost, and length of time for administration. Additionally, will contribute to the advancement of school psychology a rubric is presented that will help clinicians pick the best by providing baseline information that will inform our assessments when these three factors must be considered. understanding of current global efforts to serve children and James W. Koeppel, Psy.D., Corona-Norco Unified School District schools around the world B, 1, II Shane R. Jimerson, PhD, professor; Skye Fraser Stifel, Tyler Renshaw, Kaitlyn Stewart, and Rachel Yu, students; University poster presentations, contd of California, Santa Barbara. 2, A, I

14 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Thursday, April 14

Poster Presentations, contd 10:30 a.m. – 12:00 p.m. CASP would like to R-06 Applying Mindfulness Practice as a RTI Tier 1 Prevention/Intervention Strategy thank its corporate Given the research on mindfulness practice in the clinical setting, it appears that applying the practice as a less intensive strategy may prove beneficial in the classroom members for their environment. This proposal lays out how mindfulness practice may be implemented as a Tier 1 strategy. support Stacey A. Lindsay-Simmons, doctoral candidate, Alliant International University; school psychologist, Oakland Unified School District. B, 6 & 2, I

R-08 School-Based Dialectical Behavior Therapy (DBT) Skills- Training for Adolescents In this presentation, DBT skills-training has been adapted for school-based use. It is proposed that the mindfulness and cognitive behavior therapy practices that form the core Lead Corporate Sponsor of DBT will help middle and high school students at the RTI Tier 2 level to better manage their emotions and behaviors, which will, in turn, enable them to participate effectively in their academic experience. Susan Coto McKenna, M.A., School Psychologist, Berkeley Unified School District; Doctoral Candidate, Alliant International University. B, 2, II

R-14 Safety in the Community: Children’s Perspectives This study promotes a better understanding of the meanings that children themselves attribute to safety in their neighborhood. Data obtained from drawings and interviews suggest that: (a) the dynamic relationship between the semantic opposite meanings of safety, safe and unsafe, (b) the supportive relationships, (c) the safety rules taught by adults, (d) the influence of media violence, and (e) children’s direct and indirect experiences with lack of safety, contributed to their understanding and descriptions of this concept. Juliana Negreiros and Veronica Shim are doctoral and graduate school psychology students, respectively, University of British Columbia, Vancouver, Canada. D, 6, II

15 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Thursday, April 14

WORKSHOPS W-03 SLD Eligibility Decisions: Differences Among Models 1:30 – 4:30 p.m. Catherine Christo Workshops This discussion of SLD eligibility uses scenarios to provide Attendance at these workshops requires an additional fee. See examples of what three different approaches to eligibility Convention Registration Form on page 38 for more details. mean as to students identified and as to services provided. Those approaches are response to instruction only, response CANCELED W-02 and low achievement and a combined approach that includes The Collaborative Crossroad Between Community cognitive assessment to determine a student’s pattern of Resources and the School Team strengths and weaknesses. The presentation will also provide: information as to critical elements that must be in place to JUST ADDED use any one of these approaches; and how information gath- SS-05 Free Workshop ered during these different models can inform interventions. Effective Strategies for Preschool Teachers in General and Special Education Settings One of the primary objectives of this presentation is to fur- Sean Surfas ther the discussion regarding SLD eligibility by providing a new way of looking at the issues. Additional objectives in- This workshop introduces a comprehensive approach for clude: implementing effective ABA strategies in the classroom settings for preschool teachers and other ABA professionals • Provide information and examples that will give in the field working in the general and special education participants a greater understanding of core similarities setting. among different approaches to SLD eligibility decisions. Participants will come away with a better knowledge of how • Provide information to give participants a greater to work with teachers in both the general education and understanding of core differences among different special education settings on the preschool level. They will approaches to SLD eligibility decisions. learn interventions that are effective for the age groups that • Provide participants with real life examples and are included in this setting. It will also provide them with knowledge that will help them to discuss these issues a consultation model that can be implemented by support with their respective schools or districts personal who are or are not part of a school district, but will • Promote awareness of what is happening in other be assessing and overseeing the implementation of Behavior schools and districts Intervention Plans. • Promote discussion on this topic that is grounded in real Participants will learn to: life examples. Catherine Christo, PhD, LEP, is a professor, program coordinator • identify environmental triggers to the problem behavior and the university assessment coordinator at California State • select and implement the most appropriate intervention University, Sacramento. strategy for your classroom B, 1, I. LCSW/MFT, NCSP • maximize your consultation and training module for teachers, para-educators, entry and mid-level behavior W-04 therapists, and other direct service providers in the Writing Useful, Accessible, and Legally Defensible classroom setting Psychoeducational Reports • ensure treatment fidelity of your intervention Jeanne Anne Carriere, Michael Hass Although a well conceptualized and useful psychoeducation- Sean Surfas, PhD, LEP, is the principal owner of T.O.T.A.L.: al evaluation calls for a well conceptualized and useful re- Treatment for the Autistic Learner, a private consultation group that provides services for individuals with autism and developmental port, there is little consensus among school psychologists on disabilities providing in home behavior support and community what exemplifies an effective written report. In the research, integration experiences. Dr. Surfas works with schools and agencies parents and educators, as the main consumers of psycho- across the state, assisting individuals with developmental delays and educational reports, have distinguished effective reports as autism. He works with local school districts for both direct service those that are understandable, answer the referral questions, and to assist in developing educational programs to fit the child’s needs. He is also involved in home/school-environmental/curriculum and provide helpful recommendations. During this workshop design; classroom programming for regular education, independent we will identify the characteristics of a well-written psycho- study, and special education students in both homogeneous and educational report and how the needs of the consumers inclusive settings; staff mediation and individual behavioral self- influence report style and structure. The legal mandates management consultation; parenting skills; crisis intervention of report writing will be reviewed. Examples will be used strategies; development and implementation of ecobehavioral modification procedures; classroom programming for the student to demonstrate the common pitfalls of report writing and with academic and behavioral learning differences (disabilities) and participants will receive specific guidelines for increasing the staff development in-services; expert witness for meditation and usefulness and accessibility of reports for parents and educa- fair hearing procedures for students with learning and behavioral tors. Participants will identify the objectives of a well-written challenges. LCSW/MFT, NCSP workshops, contd

16 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Thursday, April 14

W-11 WORKSHOPS, contd RtI and Behavior: Progress Monitoring Behavioral and 1:30 – 4:30 p.m. Social Emotional Interventions Achilles N. Bardos psychoeducational reports and how the needs of the con- This presentation is to provide information for practitioners sumers influence report style and structure. Goals and objec- interested in measuring students’ response to a range of tives: Participants will understand the characteristics of ef- behavioral, psychosocial and therapeutic interventions. fective reports as described in the literature. Participants will The presentation will provide an orientation to RtI models review best practices in the use of language, presentation as they relate to behavior and mental health service and style, and report structure by examples of effective reports. will (a) highlight the shortcomings of traditional screening Jeanne Anne Carriere, PhD, has been a practicing school tools used to assess student response to intervention or psychologist in southern California for 17 years. She is also an treatment; (b) review an empirically based model for creating Adjunct Assistant Professor, teaching at Chapman University in the Counseling and School Psychology Programs. “change sensitive” measures; (c) discuss the development of the Behavior Intervention Monitoring and Assessment Michael Hass, PhD, is Professor and Coordinator of the School Psychology program at Chapman University. He teaches courses in System (BIMAS) and (d) present national and multiple-site assessment, counseling, and mental health in the school. Dr. Hass evaluation data of behavioral interventions and (e) offer a has also worked in public schools and in private practice for 25 live demonstration of the web based BIMAS software. years. Achilles N. Bardos, PhD, is a professor of school psychology at the B, 1, I-II, LCSW/MFT, NCSP University of Northern Colorado. His teaching and research interests include psychoeducational assessment, measurement, behavioral W-06 and academic progress monitoring outcomes and interventions and Ensuring Your Future as a School Psychologist: program evaluation. He has published many articles and presented Using Local Data to Drive Evaluations and Grant Writing over 100 papers and workshops at national and international conferences. He is the author of the Basic Achievement Skills Barbara D’Incau Inventory-Comprehensive (BASI-C: Bardos, 2004) a multilevel Especially in difficult economic times, school psychologists achievement test and the BASI-Verbal & Math Skills Screener (BASI: must make themselves indispensible to their schools VMS; Bardos, 2003). He co-authored the General Ability Measure through expanding their role beyond assessment for special for Adults (GAMA: Naglieri, Bardos, 1997) a non-verbal intelligence test; the Draw A Person: Screening Procedure for Emotional education. Psychologists can take a comprehensive approach Disturbance (DAP:SPED: Naglieri, McNeish, and Bardos, 1991) to the education of all children by using data to identify local and has consulted in the development of other intelligence and needs, employing effective interventions, and addressing personality tests. His most recent work involves the development of systemic change through improving the school climate and a progress monitoring tool for behavioral treatments, the Behavior student safety and welfare. This workshop will demonstrate Intervention Monitoring Assessment System (BIMAS; McDougal, Bardos, Meir, in press). use of the California Healthy Kids Survey and other local data This presentation is sponsored by MHS. sources to identify risk and resilience factors for school-age students that affect behavior and learning. Participants will: B, 1, 2, 6, I-III LCSW/MFT NCSP a) review California Healthy Kids Survey to identify both risk and resilience factors for school-age students; b) examine other school and district data sources such as attendance, W-16 suspension and expulsion rates, and graduation rates to Adolescent Foster Care Students in Special Education: gain a more informed picture of students’ strengths and A Three-Tier Intervention Program for Developing needs; c) examine data disaggregated by student ethnicity Resiliency and economic status to identify groups at greater risk and Jay Jackson, Patricia Barrientos, Alicia Garcia, Marcella Lightfoot promise; d) have a framework for using local data for grant Workshop participants will be provided with a model that writing, and e) learn to use data trends to promote and track addresses the impact of attachment disorder on adolescent activities, practices, and programs that benefit school-aged academic and social competence development; builds youth. This workshop presents an approach to program school-based external protective factors; and encourages development and grant writing that has been successful student-related skills to access those supports. Through the in two California counties. Participants will obtain a model use of interactive activities, case studies and a multi-media for expanding their role through using local data to drive presentation, the workshop will present an overview of reforms and develop grant proposals. the principal patterns of attachment disorder; assessment Barbara J. D’Incau, PhD, NCSP, is a consulting school psychologist strategies to identify symptoms of attachment disorder; working in the Tri-Counties Region of Southern California. She evidence-based interventions to ameliorate the effects of provides consultation, program development, and grant writing attachment disorder on the social, emotional and academic services to local school districts. She also works as a bilingual development of adolescent foster youth; and internal Independent Educational Evaluator for preschool through community college students. and external protective factors utilizing the response to intervention model. D, 1, II, LCSW/MFT NCSP All four presenters work for the Los Angeles Unified School District. workshops, contd

17 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Thursday, April 14

Jay Jackson, Ed.D., NCSP, LEP, is an administrator in Psychological CA. She has experience conducting behavioral assessments in Services at LAUSD. She is also an adjunct professor at Pepperdine English and Spanish; she has provided several parenting skills and University. implemented researched based intervention techniques. Patricia Barrientos, M.S., is a designated school psychologist for Jorge Martinez, B.A., is a third-year graduate student in the foster care youth. She delivers direct counseling services to foster School Psychology Program at APU. He is completing his internship and kinship care youth. at Chaffey Joint Union High School District in Ontario. He worked Alicia Garcia, M.S., is a school psychologist who works with foster for the Brea-Olinda Unified School District as a Special Education care youth, as a liaison between home and school settings. Assistant supporting the Special Education Department. In his role he supported district personnel and Spanish speaking families Marcella Lightfoot, M.S., is a bilingual school psychologist who within the community. A, 1, I serves special education students who are in foster care placements. C, 6, I-II. LCSW/MFT NCSP N-12 Beyond Counseling – Developing Resiliency in Panel Discussions Adolescent Foster Care Students in Special Education 1:30 – 3:00 p.m. Christine Toleson, Kathryn Pierson Thomas Russell, Sharon Williams N-03 This panel presentation will offer an overview of a program Psychological RTI for the Classroom established in Los Angeles Unified School District (LAUSD) Marianne Dubitsky, Cynthia Quintero, Melissa Holland that was intentionally created to focus on resiliency This panel presentation will focus on utilizing a practical development in adolescent foster care youth who receive three-tiered psychological intervention model to facilitate special education services, a very distinct population often a positive classroom environment before and after a crisis characterized by their disabilities and deficits, and whose and to assist school personnel in developing a behavioral/ educational programs typically attempt to remediate social, crisis management plan. Participants will learn the process emotional and academic problems. School psychologists in of implementing each tier of intervention, including how LAUSD have developed a program that builds on the assets, to train other staff members in this model. Handouts and competencies and strengths of these students. Assessment practical tools will be offered to those in attendance. tools are used to identify and measure personal attributes Marianne Dubitsky, is a school psychologist for the Antioch (genetic dispositions) that act as buffers to adversities and Charter Academy II, Antioch. resulting stress. Cynthia Quintero is a school psychologist, Woodland Joint Unified Christine Toleson, M.A., LEP; Kathryn Pierson, M.A.; Thomas School District, Woodland. Russell, M.A.; Sharon Williams, M.A.; are all school psychologists Melissa Holland is a school psychologist, private practice, for the Los Angeles Unified School District. B, 3, I & II California State University, Sacramento. D, 1, II Panel Discussions N-10 3:00 – 4:30 p.m. A Tier 1 Home –School Collaboration Model for Working with Latino Families: Strategies that School Psychologists N-13 can implement to Increase Family Involvement Selective Mutism: School Psychologist’s Role in Pedro Olvera, Grace Martinez, Jorge Martinez Identification and Intervention Promoting home-school collaboration with culturally and Lestel Escorcia, Lance Havens, Eric Culqui, Brian Leung linguistically diverse families (CLD) can be challenging for Selective mutism is a rare disorder characterized by the school districts. The presenters will present a Tier 1 parenting child discriminating where, or to whom, he or she feels program that has been presented at a Title 1 school in comfortable speaking. Typically first observed when children Southern California for Latino Spanish speaking families. In start school, this condition can be elusive for educators to addition, parent feedback data as to their perception of the properly diagnose and treat, as it can often be mistaken program and their views home school collaboration will be for a myriad of causes such as developmental delay, shared. Latino parenting styles will be discussed as well as autism, and even shyness. Further, only affecting 1% of the a model that integrates culturally appropriate strategies for population, the low incidence of this disorder often finds working with this unique population. The presenters will also itself out of the range of experience of many practitioners. provide participants with resources for working with Latino Delay in identification and intervention often results in parents as a Tier 1 intervention. longer duration of mutism of the child, leading to the Pedro Olvera, Psy.D., L.E.P., is the director of the School possible inhibition of their academic and social-emotional Psychology Program at Azusa Pacific University (APU). He teaches development. This presentation will discuss the school coursework in the area of bilingual assessment, positive behavior supports, and child psychopathology. Dr. Olvera was a bilingual psychologist’s role in identification of selective mutism, school psychologist for the Santa Ana Unified School District where psycho-education of parents and other educators and he was a bilingual school psychologist. He is co-director of Neuro- provide evidence based interventions for treatment. Educational Clinic in Orange County. Lestel Escorcia, Lance Havens, and Eric Culqui, students. Grace Martinez, M.A., is a third-year graduate student in Brian Leung, PhD, professor, Loyola Marymount University. the School Psychology Program at APU. She is completing her internship at Chaffey Joint Union High School District in Ontario, C, selective mutism, I 18 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Thursday, April 14

P-31 Paper Presentations Power of Play: Promoting Problem Solving and 4:30 – 5:20 p.m. Reducing Discipline Referrals through Playground Strategies P-16 Antisocial behaviors (e.g., bullying, teasing, rough play) often Utilizing a Transdisciplinary Approach to Autism occur during recess. Such challenges present opportunities Assessment to promote prosocial behaviors among students. This The purpose of this paper is to apply a transdisciplinary presentation includes a summary of evidence highlighting model to autism assessment. The presenters provide a the presence of problem behaviors during recess, and framework for encouraging cross-disciplinary collection describes the implementation processes, strategies, and and integration of data in an effort to present an ecological outcome data associated with a playground intervention view of the child within the context of his/her environment. developed to 1) promote problem solving skills to facilitate Participants will benefit by understanding how to incorporate conflict resolution, and 2) creating additional opportunities this framework in the school setting using the experiences for engaging play activities, in an elementary school setting. and “lessons learned” from the presenters. Elina Saeki, graduate student; Shane Jimerson, PhD, professor; Leesa V. Huang, assistant professor; Susan Steffani, assistant and Nancy Martinez, student, University of California Santa professor, and Rebecca Lytle, Professor and Chair of the Barbara. Kinesiology Department California State University, Chico. B, 2, II B, 1, I P-35 P-18 Uncovering Resilience Traits and Resources of Juvenile The ABCs of ABA: Collaborating with Behavior Analysts Probationers School districts are contracting with nonpublic agencies for School psychologists recognize that understanding resilience behavior analysts to implement academic and behavioral is crucial to predict and promote healthy development, interventions based on applied behavior analysis (ABA). The particularly for the most at-risk youth. Resiliency research purpose of this paper is to provide school psychologists with has determined that measurable individual traits can protect the tool to collaborate effectively with behavior analysts. The individuals from the undesirable effects of risk factors. paper will cover four parts; reviewing the dynamics of this Unfortunately, existing measures of resilience-building trend, demystify ABA language and concepts, understanding assets are underdeveloped and underapplied. In this the perspective and training of behavior analyst, and session, school psychologists will learn about the Resilience facilitating successful collaboration. Attendants to this Youth Development Module as a psychometrically-sound presentation will benefit by working more effectively with method to assess resiliency. After reviewing results of a behavior analysts on high quality behavioral interventions study to examine the resilience traits and resources of and prepare school psychologist for the trends in district juvenile probationers compared to a normative population, staffing patterns. participants will engage in a discussion of implications for Richard Kleindienst, PhD, LEP, BCBA, school psychologist, Hemet designing interventions. Unified School District. D, 2 & 6, II Jill D. Sharkey, PhD, NCSP, school psychology coordinator; Amanda Fox and Ashley Mayworm, graduate students, University of California, Santa Barbara. P-19 D, 3, I Transitioning college bound students with disabilities: Using a transdisciplinary model to optimize post- P-37 secondary education among students with disabilities After School Programs: The Key to Realizing Amazing Researchers have found that after high school, a large Student Potential proportion of students with disabilities (SWD) do not receive This presentation will highlight the quality indicators supports to pursue additional training or higher education. of an effective after-school program for school-aged This presentation will provide participants knowledge children as an important supplement to the day program, regarding the transition process from high school to post- particularly in urban schools. The administrative and secondary education using a transdisciplinary model of instructional components of the RAP program will be services to provide support from the various relevant reviewed. Preliminary data indicating the program’s overall individuals, including school psychologists, special educators, success in supporting students’ accomplishments will be and college counselors, to optimize student outcomes with presented. Workshop participants will leave with a thorough post secondary education. Participants will learn about: IDEA understanding of after-school programming and potential 2004 transitioning requirements, self-determination theory, role for school psychologists to support these programs. supports available in higher education for SWD, and the need Amanda Smith, graduate student; Brian Leung, PhD, school to work multi-systemically. psychology program director, Loyola Marymount University; Merril Simon, PhD, professor; Wilda Laija-Rodriguez, PhD, Steven Richardson, principal, Santa Monica Malibu Unified School LEP, associate professor; and Virginia Kennedy, PhD, associate District. professor, California State University, Northridge. D, 6, I D, 1, I-II. paper presentations, contd

19 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Thursday, April 14

Paper Presentations, contd 4:30 – 5:20 p.m. Job Faire P-41 Bridging the Gap between Home and School Support for Students with Emotional Disturbance Looking for a Job? This presentation provides an overview of the prevalence of Emotional Disturbance (ED), challenges children and their families face with the disorder, and school-based supports delivered to these students. The main focus addresses the lack of in-home support for parents of children with ED. Participants will gain knowledge in research-based strategies to remediate internalizing and externalizing behaviors exhibited by students with ED, and in turn, will serve to improve outcomes for these students in the home setting. The presentation will offer school psychologists recommended approaches to deliver in-home support services to families raising a child with ED. Kellie Tam, Ida Valipour, Anait Khachatryan, graduate candidates, and Carlos Guerrero, adjunct professor, Loyola Marymount University. Personnel directors from school districts, A, 6, I county officeCA of educationNCEL andED other agencies are expected to attend CASP Convention 2011 WITHDRAWN P-42 with potential job opportunities in hand. Your Current Trends in Response to Intervention Implementation across California Convention 2011 nametag gives you access to To enhance our perception of Response to Intervention the Job Faire, where potential employers will (RTI) implementation in school districts across California, be collecting resumes. a survey will be distributed statewide and its ensuing data analyzed and coded to identify existing practices and trends. The Job Faire will be open the following hours: In addition, qualitative data collection will identify specific Thursday, April 14 • 10 a.m. – 5:00 p.m. factors that aid and hinder implementation. From this presentation participants will learn about current trends and Friday, April 15 • 10:30 a.m. – 5:00 p.m. also specific helping factors, which will help drive future training and facilitate future RTI implementation. NOTE: The Job Faire will be held pending the Catherine Teller and Andrea Opel, graduate students, California number of potential employers available. State University, Sacramento. Please contact the CASP Office if you are an B, 6, II employer. Thank you!

P-48 Augmented Efficacy of PBS Implementation The goal of this presentation is to present the empirical data on efficacy of implementation of exemplar PBS systems. The ultimate goal of this study is to explore and present the factors contributing to augmented PBS systems and how such implementation improves student achievement and student behavior. A thorough examination of the factors that contribute to effectively transporting exemplar PBS systems to different settings will be presented through the transportability and response to intervention frameworks. Jessica Yergat, School Psychologist/District PBIS Administrator, Central Unified School District, Fresno. B, Positive Behavior Interventions and Supports (PBIS), II-III

20 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Friday Overview

MORNING SESSIONS

Keynote Friday Keynote: Sylvia Mendez 8:30 – 10:00 a.m. page 23

6-Hour Workshop (with 2-hour lunch period) W-24 Meeting the Cultural Needs of the Geographically Dispersed Military Child CANCELED 8:30 a.m. – 5:00 p.m. page 24

3-Hour Workshops W-17 Creating School Environments to Support LGBTQ Students and Families 8:30 – 11:30 a.m. page 24 W-18 Promoting Hispanic Students Success through Consultation and Strength Based Framework CANCELED 8:30 – 11:30 a.m. page 24 W-34 Collecting and Using RtI Data at Each Tier 8:30 – 11:30 a.m. page 25 W-36 executive Functions in Children: Concepts, Assessment, and Intervention 8:30 – 11:30 a.m. page 25

Panel Discussions N-15 The California RTI Initiative 8:30 - 10:00 a.m. page 26 N-14 Training School Psychologists in Vietnam 10:00 – 11:30 .a.m. page 26 N-11 Response to intervention: Social-Behavoiral Model for Urban Schools 10:30 a.m. - 12 p.m. page 26

Paper Presentations P-09 Teachers’ Perceived Effectiveness of Psychoeducational Report Writing Models 8:30 – 9:20 a.m. page 27 P-50 Progress Monitoring at Grade vs. Instructional Level 8:30 – 9:20 a.m. page 27 P-23 Making Counseling Count: Using a data based decision model in direct instructional service (DIS) counseling 9:30 – 10:20 a.m. page 27 P-43 Building Success in Reading Through Parent Involvement 9:30 – 10:20 a.m. page 27 P-13 Implementing Applied Behavior Analysis within a Three-Tiered Model 10:30 – 11:20 a.m. page 27

Poster Presentations R-02 Preparing School Psychology Trainees for Employability That Will Make a Difference in Linking Home, School, and Community to Excel Together 10:30 a.m. – 12 p.m. page 28 R-07 The Social Compass Curriculum 10:30 a.m. – 12 p.m. page 28 R-09 Brain Structure and Dysfunction of Autistic Students WITHDRAWN 10:30 a.m. – 12 p.m. page 28 R-10 understanding Cognitive Assessment in Early Childhood Education: Practical Solutions for Conveying Messages to Parents, Teachers, and Community Workers 10:30 a.m. – 12 p.m. page 28 R-11 Prescription and Over-the-Counter Drug Abuse Among Teens 10:30 a.m. – 12 p.m. page 28 R-12 Canine-Assisted Therapy in the Schools 10:30 a.m. – 12 p.m. page 28 R-13 Cyber-Bullying: The Internet Needs a Safety Net WITHDRAWN 10:30 a.m. – 12 p.m. page 28

AFTERNOON SESSIONS

Invited Address The Meaning of a Collaborative Partnership Between the Parent and School Team - Gail Singer-Chang 2:00 – 3:30 p.m. page 23

Special Session SS-01 An Explanation of the No Child Left Behind Act, Accountability, and Sanctions for School Psychologists 3:30 – 5:00 p.m. page 29

Workshops W-15 Cognitive and Emotional Assessment of Students with Visual Impairments CANCELED 2:00 – 5:00 p.m. page 30 W-19 Leveraging Strengths Assessment and Intervention Model (LeStAIM Model): Promoting Youth’s Positive Development 2:00 – 5:00 p.m. page 30 W-26 Best Practices in Assessing Bilingual (Spanish and English) Children Suspected of Having Autism Spectrum Disorder: Considerations, Assessment, and Collaborative Strategies 2:00 – 5:00 p.m. page 31 W-29 Proving Your Competence at a Legally Challenging IEP Meeting 2:00 – 5:00 p.m. page 31 W-31 Assessing Autistic Spectrum Disorders: A Scientific Approach 2:00 – 5:00 p.m. page 31

afternooN sessions, contd

21 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Friday Overview, contd

Paper Presentations P-14 A School Readiness Assessment for Latino Students: The Foundation of Early Academic Interventions and Supports 2:00 – 2:50 p.m. page 32 P-20 Increasing Disability Awareness in a Small Group of High School Students with Specific Learning Disabilities 3:00 – 3:50 p.m. page 32 P-30 The Challenges of Conveying Psycho-Educational Results to Parents and Educators as indicated by elementary and Secondary School Psychologists. 4:00 – 4:50 p.m. page 32

Events Cultural and Linguistic Diversity Breakfast 7:00 a.m. page 29 Legislative Committee 10:00 a.m. – 12 p.m. page 23 CASP Awards Luncheon 12:00 p.m. page 22 Cultural and Linguistic Diversity Committee 2:00 – 3:30 p.m. page 26 School Psychology Educators Committee 3:30 – 5:00 p.m. page 30 CASP and Affiliates Event 5:15 p.m. page 2 CASP Board of Directors Meeting Wednesday, April 13, 2011 • 1:30 p.m

The CASP Board of Directors invites you to attend Association. As a member of its annual Convention meeting, Wednesday, CASP and the profession, your April 13, 2011, from 1:30 p.m. to 4:30 p.m. The participation in this meeting is meeting will be held in the Emerald Room welcome and appreciated.

The Board of Directors is responsible for Please join Board members in the setting direction and establishing policy for the hotel lobby bar after the meeting for a social.

CASP’s Past Presidents Present The Best in School Psychology CASP Awards Luncheon Friday, April 15 • 12:00 p.m.

Cost: $30. Presenting the CASP Award winners: • Sandra Goff Memorial Award • Nadine M. Lambert Outstanding School Psychologists Awards • California School Psychology Foundation Cultural and Linguistic Diversity Scholarships • California School Psychology Foundation Paul Henkin Convention Awards See the Convention Registration Form on page 39 to sign-up for this event.

22 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Friday, April 15 keynote Invited Address 8:30 – 10:00 a.m. 2:00 – 3:30 p.m.

Keynote Speaker The Meaning of a Collaborative Partnership Between Sylvia Mendez the Parent and School Team Sylvia Mendez (born 1936) is an American civil rights Gail Singer-Chang activist of Mexican Puerto Rican heritage. At age eight, Dr. Singer-Chang knows school psychology and special she played an instrumental role in the education – from both the consumer and from the Mendez v. Westminster case, the landmark provider sides. She took a brief leave in 2004-05 from desegregation case of 1946. The case her career to address the needs of her son, Justin, who successfully ended de jure segregation has high-functioning autism. Special Education has been in California and paved the way for an extremely important aspect of Justin’s progress. This integration and the American civil rights presentation will focus on outlining the successful movement. communication strategies and collaborative teamwork with the school psychologist that has led to Justin’s success in the Mendez grew up during a time when most sylvia mendez southern and southwestern schools were educational setting and have supported his development as segregated. In the case of California, Hispanics were not a healthy, capable person. allowed to attend schools that were designated for “Whites” only and were sent to the so-called “Mexican schools.” Dr. Gail Singer-Chang holds a doctorate Mendez was denied enrollment to a “Whites” only school, degree in Clinical Psychology and a PPS an event which prompted her parents to take action and credential. She currently serves as an Assistant Dean and Department Chair at the College together organized various sectors of the Hispanic community of Osteopathic Medicine of the Pacific at who filed a lawsuit in the local federal court. The success Western University of Health Sciences. Her of their action, of Sylvia was the principal catalyst, would primary responsibilities include professional and eventually bring to an end the era of segregated education. faculty development and teaching students Ms. Mendez mission is to convey the importance of obtaining practitioner-patient communication skills. She is on the board of the C.O. B. - Children’s gail singer-chang an education by encouraging students to stay in school and Opportunity for Brilliance, which is about continue their education. Her goal is to educate the world making connections online and in person with therapists, schools, of this powerful civil rights case and the influence it has had and parents to improve the education of kids with special needs. in our country’s history. She will speak of her experience of She has also given a presentation called “Life on the Spectrum” to growing up in a segregated era and inspire the attendees as introduce the horse-back riding physical therapy crew to spectrum disorders. to the power of education. Her family’s story has been documented in the KOCE documentary “Mendez vs. Westminster: For All the Children/ Para Todos Los Ninos.” Her story inspired the creation of a stamp from the US Postal service and several schools have been named after her parents, Gonzalo and Felicitas Mendez.

CASP Legislative Committee Meeting Friday, April 15, 2011 • 10:00 a.m - 12:00 p.m. An anticipated state budget deficit school psychology and CASP fit into such proposals of $28 billion. and equations? These are just a few of the issues that the CASP How will that affect education in Legislative Committee will discuss during its annual general and your job in particular? convention meeting. CASP advocates in Sacramento on behalf of all school psychologists. Come and Gov. Jerry Brown is expected (as of this writing) hear about CASP legislative platform and the latest to propose a special election in June that, if his proposals and legislation coming out of Sacramento proposals are approved, would “spare” education that will affect the future of school psychologists in from more draconian cuts. Is there a chance that California. the voters will agree to the proposals? Where does

23 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Friday, April 15

6-hour workshop 3-Hour Workshops 8:30 a.m. – 5:00 p.m. (with 2-hour lunch period) 8:30 – 11:30 a.m. Attendance at these workshops requires an additional fee. See Convention Registration Form for more details. W-17 Creating School Environments to Support LGBTQ CANCELED W-24 Students and Families Meeting the Cultural Needs of the Geographically Karen Komosa-Hawkins, Kelly S. Kennedy Dispersed Military Child This workshop explores the creation of supportive school Rebecca Mcphetridge, Victoria Singleton environments to include lesbian, gay, bisexual, transgender, This 6-hour workshop, presented by the California and questioning (LGBTQ) students and families in National Guard State Child & Youth Program, is designed schools. Participants will learn about LGBT families and to give school psychologists a glimpse inside the life of a the experiences of children with LGBT parents, including geographically dispersed military child. Through this course, strategies for making schools more responsive to their participants will become familiar with the cultural aspects needs. Participants will also learn about the experiences of of military life and understand the sensitivity required to students who identify as LGBTQ and methods of supporting care for military children who are spread throughout our LGBTQ students, including strategies for policy development, classrooms throughout the state. They will be provided with diversity training, and individual counseling. Participants tools to assist in identifying these children and youth and will engage with the material through lecture, video clips, will also be provided with information on the resources and scenarios, and small group activities. support services to assist once these children are identified. Karen Komosa-Hawkins, PhD, is a professor of school counseling Workshop objectives, skills, and learning outcomes as follows: and school psychology at Loyola Marymount University. As a former school psychologist with LAUSD, she served students in • They will be introduced to the term, geographically preschool through 12th grade and mentored interns. Her research dispersed military child interests include social-emotional learning, culturally competent • Participants will identify their perception of the needs of practice, prevention, and resilience. geographically dispersed military children and youth Kelly S. Kennedy, PhD, is a professor in the school psychology • Gain an understanding of the most recent research as it program at Chapman University. Her research interests include pertains to this demographic fostering resilience, delinquency, recidivism, intervention efficacy, • understanding the cultural aspects of military culture culturally competent practices, and the international practice of – what the kids say school psychology. • Defining the need C, 5, I LCSW/MFT NCSP • Introduction to the resources & support systems available to assist in first identifying and then supporting these children CANCELED W-18 and youth Promoting Hispanic Students Success through • Academic Consultation and Strength Based Framework • Behavioral Health Wilda Laija-Rodriguez • Peer to Peer Efforts Consultation has become a preferred approach for providing • Special Needs psychoeducational services to students. With the increase • equipment & Curriculums available upon request numbers of minority students in the schools, mandates from Rebecca McPhetridge is the California National Guard State Child No Child Left Behind, and movement to RtI, it is imperative and Youth Program Manager and has been involved in with the to understand how to consult with parents and school California National Guard Operation Ready Families Program since personnel when working with Hispanic students. Objectives 1999. She has been a part of the transformation from a one week- will be to: 1) provide a consultation framework which end a month - two weeks a year program to a combat ready, mobi- promotes better outcomes for Hispanic students through lized force. She first served in a volunteer capacity and as operation tempo escalated was hired on as Family Assistance Contractor to a problem solving model; 2)use strength based perspective educate family members on benefits and resources. As deployments to consultation and intervention; and 3) use multi-systemic continued, the needs of the children became apparent and she was interventions to increase better outcomes for students. then tasked with creating a program to meet the social, emotional Lecture, discussion, and consultation case studies will be and academic needs of the 18,000 + children and youth who have used to facilitate the integration of skills. a primary care giver serving in the California National Guard. Wilda Laija-Rodriguez, PhD, is an associate professor at California Victoria Singleton is a California National Guard State Child State University Northridge. She obtained her doctorate from and Youth Outreach Assistant. She has been with the Child and Texas A&M University. Her training is in school and child-clinical Youth Program for the past 9 months. Ms. Singleton works with psychology with emphasis in working with CLD students. Dr. Laija- schools and their administrators throughout the state to help sup- Rodriguez is director of the School Psychology Program and Berke port CNG children within their classrooms and community. She has Assessment Clinic at CSUN. worked closed with Military Child Education Coalition and assists in developing partnerships with community based organizations D, 1, II LCSW/MFT NCSP throughout the state to assist in meeting the social, emotional and workshops, contd academic needs of geographically dispersed children and youth. B, 5, I LCSW/MFT NCSP

24 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Friday, April 15

Learning Objectives: 3-Hour Workshops, contd • Define executive functions in general, understand the 8:30 – 11:30 a.m. relationships among sub-domains or components of the executive system, and discuss relevant concepts as W-34 they affect learning, social, emotional, and behavioral Collecting and Using RtI Data at Each Tier functioning. Sarah Taino • View executive functions within a developmental Tricia Crosby-Cooper framework, considering both the intrinsic maturation With backgrounds in assessment and interpretation and use of the child as well as the changing environmental of data, school psychologists will be instrumental in helping conditions and expectations that place greater demands their schools and districts collect RtI data and using it to on executive functioning. make important educational decisions. The objective of this • Describe some assessment methods available to workshop is to guide school psychologists in being leaders measure, qualitatively and quantitatively, the child’s in collecting and using RtI data. Participants will learn how profile of executive function and generate intervention to collect data and make decisions at each tier of RtI. The methods based on a working model of executive skills of administering CBM probes, choosing CBM materials, function. creating intervention plans, collecting data, and making decisions based on data will be reviewed. Participants will be able to be leaders in their schools for collecting and using RtI Gerard Gioia, PhD, is a pediatric neuropsychologist and the director of the Pediatric Neuropsychology Program at Children’s data. They will return to their schools ready to set up a RtI National Medical Center. He also directs the hospital’s Safe data collection system, make recommendations for which Concussion Outcome, Recovery & Education (SCORE) Program and assessments and data management systems to use, and will the Neurobehavioral Evaluation Core laboratories of the General have experience in interpreting this type of data. Clinical Research Center and the Mental Retardation (GCRC) and Developmental Disabilities Research Center (MRDDRC). He is an Sarah Taino, PhD, NCSP, is a co-owner of All Aspects Education associate professor of Pediatrics and Psychiatry at the George Services and a practicing school psychologist in Las Vegas, NV. She Washington University School of Medicine. He has a particular has worked on RtI pilot projects, and trains and consults on topics expertise in mild traumatic brain injury (TBI) and disorders involving of RtI at school, district, state, and national levels. the executive functions. He is also involved in research of the Tricia Crosby-Cooper, PhD, is co-owner of All Aspects Education neuropsychological outcomes of children with brain tumors, Services, a practicing school psychologist in Orange County, and epilepsy, and neurofibromatosis (NF). Dr. Gioia is the principal an assistant professor at Azusa Pacific University. Dr. Crosby- investigator of a multi-site research study of mild TBI in children Cooper teaches classes in Response-to-Intervention and academic and adolescents, funded by the Centers for Disease Control. He is a interventions. She co-developed the Student Success Team principal author of an innovative set of clinical tests of the executive handbook for her school district, and has presented at the school, functions in children, the Behavior Rating Inventory of Executive district, and national level. Function (BRIEF), which is now widely used in clinical and research centers around the world. B, 6, I LCSW/MFT NCSP This workshop is sponsored by PAR, Inc. W-36 C, B-4, II LCSW/MFT NCSP Executive Functions in Children: Concepts, Assessment, and Intervention Gerard Gioia This workshop focuses on developing a working understanding of the concepts, assessment methods, and intervention approaches for the inclusion of an executive function model in everyday practice. The purpose of this workshop is to assist the psychologist in conceptualizing and assessing the self-regulatory aspects of children’s and adolescents’ functioning and in developing interventions based on an executive function model. This important set of self-regulatory functions plays a substantial role in development and is central to most other domains of functioning (e.g., attention, language, motor) with an impact on the learning, social, behavioral, and emotional domains. Topics addressed include functional definitions and underlying concepts, components of the developing multi- domain executive system, methods of assessment, executive contributions or characteristics of disorders, and guidelines for developing appropriate interventions.

25 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Friday, April 15

Panel members are expected to be: Brent Duncan, PhD, professor Panel Discussions at Humboldt State University; Michael Hass, PhD., professor from 8:30 – 10:00 a.m. Chapman University; Brian Leung, PhD, professor from Loyola Marymount University; and Phuong Le, PhD, a school psychologist N-15 with Long Beach Unified School District. The California RTI Initiative When representatives from CASP, the Association of Panel Discussions California School Administrators and Pearson put their heads 10:30 a.m. – 12:00 p.m. together to discussion how to get school districts working with Response to Intervention models, the result was The N-11 California RTI Initiative. Through this program, school Response to Intervention: Social-Behavioral Model for superintendents and districts have access to a California- Urban Schools based RTI website, a DVD series on how to implement RTI Angela V. Sikkenga, Rebecca J. Lundeen, Pedro Olvera and consultants who can tailor an RTI program to the culture This panel will discuss the Response to Intervention (RtI) and needs of the schools. This presentation will feature the social-behavioral model and its practical application in urban services offered through the Initiative. schools. In order to understand the current challenges in Representatives of CASP, ACSA and Pearson are expected to urban schools, the following factors will be presented: 1) present this panel discussion. statistics on suspensions; 2) teacher interviews regarding Sponsored by PEARSON. successes and challenges; 3) data showing instructional time lost due to managing inappropriate behavior; 4) relevant social-cultural factors. Within the RtI framework school psychologists can tailor interventions at each of the tiers in order to meet those diverse needs. The presenters will Panel Discussions discuss interventions in the RtI social-behavioral model that 10:00 – 11:30 .A.M. focus on students’ behavior and successful school-wide positive behavior supports. N-14 Angela Sikkenga is a second year graduate student in the School Training School Psychologists in Vietnam Psychology Program at Azusa Pacific University (APU).She obtained In the Summer of 2010, professors from California universi- her B.A. in Psychology from California State University, Fullerton. ties traveled to Vietnam to train school personnel who sup- Angela has conducted case studies according to the RtI model in an port mental needs of children in a country where the profes- elementary setting. She is a resident sub for an elementary school in a low-income area. sion of school psychology is nearly non-existent, and those serving children have varying levels of training (e.g. B.A. in Rebecca J. Lundeen is a second year graduate student in the School Psychology Program at Azusa Pacific University (APU). She clinical psychology). With support from a generous grant received her B.A. in Psychology and Sociology from the University of from the California School Psychology Foundation, and sup- Southern California. She has taught elementary education in urban port from their respective universities, the professors and a settings with low-income, at-risk youth for the past 8 years. She school psychologist from Long Beach Unified School District currently teaches second grade in South Los Angeles. conducted trainings in Hà Nội and Ho Chi Minh City (Saigon) Pedro Olvera, Psy.D., L.E.P., is the director of the School Psychology for more than 100 school professionals and university faculty. program at Azusa Pacific University (APU). He teaches coursework Come hear about the challenges and rewards of the trip, in the area of bilingual assessment, positive behavior supports, and child psychopathology. Dr. Olvera has been a bilingual school updates from a planned January return to the country, and psychologist for the Santa Ana Unified School District. He is co- the work of the Consortium to Advance School Psychology director of Neuro-Educational Clinic in Orange County. in Vietnam (CASP-V). B, 6, II

Cultural and Linguistic Diversity Committee Meeting Friday, April 15 • 2:00 p.m. Special emphasis on LGBTQ youth. Please join us!

26 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Friday, April 15

P-43 Paper Presentations Building Success in Reading Through Parent 8:30 – 9:20 a.m. Involvement Research supports parental involvement as a key component P-09 learning to read. The presentation will draw on current Teachers’ Perceived Effectiveness of Psychoeducational research in early reading programs with an emphasis on Report Writing Models parental involvement. Information will be gathered by a This paper presentation will describe a research study that review of existing national programs and through a survey examined the extent to which qualitatively different report of California school psychologists. Attendees will develop writing models affected elementary teachers’ comprehension skills and gain knowledge that will be useful in consultation and perceived usefulness of a psychoeducational assessment regarding RTI implementation, increasing parental report. The research literature on psychoeducational report involvement, and positively affecting reading outcomes for writing will be reviewed. Participants will learn what report their students. formats teachers found more useful and understandable and Jonathan Tennison, Sondra Deurloo, and Danielle Harrington, the implications for practice, training, and further research. graduate students, California State University, Sacramento. Lastly, participants will learn how to view report writing as an A, 1, I integral part of the assessment process. Jeanne Anne Carriere, PhD, is a school psychologist with the Paper Presentations Long Beach Unified School District and is affiliated with Chapman 10:30 – 11:20 a.m. University. B, 1, I & II

P-50 P-13 Progress Monitoring at Grade vs. Instructional Level Implementing Applied Behavior Analysis within a This presentation will discuss the potential differences in Three-Tiered Model predictive validity and sensitivity to growth of progress The objective of this paper presentation is to define Applied monitoring using grade level versus instructional level oral Behavior Analysis (ABA) and discuss its implementation reading fluency probes. It will discuss results of a study in within a response-to-intervention model. Primary prevention which students were progress monitored with both sets will encompass research-based Positive Behavior Support of probes. Attendees will learn about the advantages (PBS) programs that affect the whole school population. and disadvantages of using each set of tools to inform Secondary interventions target small groups who present instructional decisions. more challenging behaviors that a school-wide intervention Yiwen Zhu, graduate student; Michael L. Vanderwood, cannot prevent. This paper will explore effective strategies professor, University of California, Riverside. that help improve academic performance and increase B, 1, II positive behavior across all intervention tiers in the school setting. It will also discuss the roles of teachers, support staff, Paper Presentations and administrators in the process of promoting and teaching ABA strategies within the schools. 9:30 – 10:20 a.m. Ashley Carroll, Jenna Downey, and Jenny Hoang, school psychology graduate students, Chapman University. P-23 B, 6, I Making Counseling Count: Using a data based decision model in direct instructional service (DIS) counseling The purpose of this paper presentation is to provide participants with information about best practices for working with students in need of direct instructional service (DIS) counseling. Participants will be introduced to examples of short-term counseling methods, as well as, methods for developing goals related to DIS counseling. Participants will learn how to implement the data based decision-making model and how each step relates to DIS counseling to monitor student outcomes. Caitlin McClelland and Jaime Flowers, graduate students, Chapman University. B, 3, II

27 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Friday, April 15

R-10 Poster presentations Understanding Cognitive Assessment in Early 10:30 a.m. – 12:00 p.m. Childhood Education: Practical Solutions for Conveying Messages to Parents, Teachers, and Community R-02 Workers Preparing School Psychology Trainees for Employability Given the increased need for assessment of preschoolers, That Will Make a Difference in Linking Home, School, it is important for professionals to understand their own and Community to Excel Together limits and skills, examinee characteristics, and environmental The current employment situation in the United States and characteristics. The purpose of this poster is to provide a particularly in the state of California, which is one of the contemporary perspective on the cognitive assessment worst in the nation, has challenged universities to develop of preschool age children and practical solutions for training programs that will maximize the employability of conveying messages to parents, teachers, and community graduates for service in their communities. The presentation workers. Participants will gain a better understanding of will provide a variety of activities and ideas that have been the theoretical foundations relevant to early childhood used with school psychology trainees to maximize skill assessment, learn about the unique characteristics of young building and real life experience. Trainers and students will children, and be informed on contemporary research-based learn what aspects of a training program have assisted practices on conveying information to parents, teachers, and graduate students in obtaining school psychology jobs and community members. being prepared to work with home, school, and community Veronica Shim, graduate student, University of British Columbia; to excel together. Laurie Ford, PhD. B, 1, I Jackie M. Allen, PhD, associate professor, University of La Verne; Monica McCort, University of La Verne Graduate and First Year Bilingual School Psychologist, Chaffey Joint Union School District; R-11 Rachael Schaller, student, University of La Verne. Prescription and Over-the-Counter Drug Abuse Among C, Preparing for Effective Community Service, I Teens This presentation will provide information on the abuse of R-07 prescription and over-the-counter medications by students, The Social Compass Curriculum related warning signs, and recommended prevention The Social Compass Curriculum is a story-based intervention programs which can be implemented in schools. The skills package for social skills. This poster presentation will discuss and knowledge will be useful to school psychologists in The Social Compass Curriculum and implications for use consulting with school staff, parents and community to in classroom settings. Results of a survey of teachers who address this growing problem. used the Social Compass Curriculum in various school Kimber Tzikas and Maryam Scaffidi, graduate students, settings will be presented. Further suggestions for using The California State University Sacramento. Social Compass Curriculum to effectively teach social skills B, 2, I to students with autism will be discussed. The creator of The Social Compass Curriculum will be available to answer R-12 questions. Canine-Assisted Therapy in the Schools LouAnne Boyd is an autism specialist with the North Orange This poster presentation will provide an overview of the County SELPA. Caitlin McClelland is a graduate student at current research regarding canine-assisted therapy in Chapman University. schools, the benefits of using therapy dogs in the schools, B, 2, I common concerns and possible solutions, and descriptions of successfully implemented programs. WITHDRAWN R-09 Stephanie Weckworth and Kimber Tzikas, graduate students, Brain Structure and Dysfunction of Autistic Students California State University, Sacramento. The purpose of this paper is to summarize the literature B, 2, I research of the brain structure and dysfunction of autistic students and relate this information by analysis of a 13-year- WITHDRAWN R-13 old autistic student case study. Autism is a diagnosis based Cyber-Bullying: The Internet Needs a Safety Net on observed maladaptive behaviors. Review of the major Communities, schools, students and parents are aware that affected areas of the autistic brain; the cerebellum, frontal, traditional bullying has morphed into online cyber-bullying. temporal and parietal lobes, and their resulting observed The objectives of this paper is threefold: to educate students, behaviors. The etiology of these maladaptive behaviors is parents, educators and the community of the seriousness crucial for school psychologists to understand to be able to and consequences of misusing the Internet, to stress the effectively collaborate, design and monitor interventions for importance of teaching appropriate Internet behavior, this rapidly growing segment of special education. and to emphasize the value of parental involvement in Erika Munoz and Virginia Schwab are graduate students at the understanding how students are using today’s technology. University of California, San Bernardino. Ketch Hess, doctoral student, Alliant University, San Francisco. B, 8, I A, I

28 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Friday, April 15

Special Session 3:30 – 5:00 p.m. Social Media SS-01 An Explanation of the No Child Left Behind Act, Keep up with CASP by joining the Accountability, and Sanctions for School Psychologists Eric Beam CASP Facebook page. Just search for This presentation will explain the basic concepts and CASPcaschoolpsy, become a CASP procedures of the Federal and State accountability friend, and you will find out what is movement. It will define, demystify, and explain in real- world terms things such as: Academic Performance Index, happening in the California school Adequate Yearly Progress, Program Improvement, and psychology community. Don’t forget Sanctions. It will explain specific ways that these programs to “like” our fan page, too. can impact the lives and jobs of school psychologists. More importantly, it will explain systemic ways that school psychologists can apply their skills to help schools in Program Improvement. Eric Beam, Ed.D., is currently the Director of Special Education at San Dieguito Union High School District. He received his Doctor of Education from UCLA’s Educational Leadership Program. He received his MS/CAGS from Northeastern University in School Psychology and his BS in Psychology from UMass Amherst. B, 6, I & II eric beam

Cultural and Linguistic Diversity Breakfast Friday, April 15, 2011 • 7:00 a.m. Guest speaker: Bianca D.M. Wilson, PhD

Dr. Wilson is an assistant professor at California Dr. Wilson is working on studies State University, Long Beach. She became a of the relationships between faculty member at CSU Long Beach after working experienced depression and health, as an Agency for Health Research and Quality as well as health care access. She postdoctoral fellow at the University of California will be speaking on the NASP San Francisco Institute for Health Policy Studies. domain of mental health and Prior to that position, she earned her PhD in wellness as it relates to traditionally psychology from the Community and Prevention marginalized youth, including bianca wilson Research program at the University of Illinois LGBTQ, obese, and people of color. at Chicago with a minor in Statistics, Methods, The California School Psychology Foundation’s and Measurement. In her research, she applies Cultural and Linguistic Diversity Scholarship will be ecological theory and cultural analysis to the presented. psychological study of sexual health promotion and HIV prevention within multiple communities. See the Convention Registration Form on page 39 She approaches research from a community-based to sign-up for this event. perspective and work to identify ways to apply social science to solving social problems. This event sponsored by:

29 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Friday, April 15

W-19 3-Hour Workshops Leveraging Strengths Assessment and Intervention 2:00 – 5:00 p.m. Model (LeStAIM Model): Promoting Youth’s Positive Attendance at these workshops requires an additional fee. Development See Convention Registration Form on page 38 for more details. Richard L. Goldman Wilda Laija-Rodriguez CANCELED W-15 Karen Grites Cognitive and Emotional Assessment of Students with Doug Bouman Visual Impairments Betty W. Henry Typical Assessments performed in the schools are used to identify an individual’s deficits. While it is important to With the increased frequency of “miracle babies” (those understand a student’s difficulties, it is also paramount who survive the remarkable odds of prematurity), most psy- that professionals assess youths’ strengths in order to use chologists can anticipate the need to provide consultation these strengths to promote learning and adjustment. This and assessment for children with sensory impairments such workshop will introduce the participants through discussions as blindness or VI. This workshop addresses the challenges, and case studies to an asset based approach to assessment knowledge base, and skills associated with providing compe- and intervention using knowledge of neurodevelopment tent service for students who experience the many varieties and resiliency to promote positive youth development. of vision impairment. Participants will be introduced to issues Learning outcomes will include: knowledge of strengths basic to the development and education of students with based assessment, neurodevelopment in assessment, using VI. They will gain a framework for understanding the experi- dynamic assessment as an integral part of the assessment ence of children without vision, consider how instruction and process, emphasizing parent and youth involvement in comprehension are frequently mismatched for these students the assessment process, and a multi-systemic approach to and how psychological assessment can make a difference, interventions to promote positive development in youth. evaluate approaches that can facilitate positive home-school partnerships, review and observe appropriate assessment Richard Goldman, M. Ed., is Director, Center for Teaching and Learning at California State University Northridge. His 35 year instruments (including Piagetian measures), review standards career as a teacher, administrator, college professor, and consultant for report writing and examples of actual psychological re- has focused on direct services and professional development. He ports, and consider specific issues of potential co-morbidity. has continually emphasized learning variations and strength based approaches to learning. Specific skills to be taught include: • How to prepare for an assessment of a student with VI Wilda Laija-Rodriguez, PhD, is an Associate Professor at California State University Northridge. She obtained her doctorate from (including knowledge base and issues of referral, scope, Texas A&M University. Her training is in school and child-clinical appropriateness, and effective collaboration with other psychology with emphasis in working with CLD students. Dr. Laija- professionals) Rodriguez is director of the School Psychology Program and Berke • How to select, administer, evaluate, and report the Assessment Clinic at CSUN. results of assessment instruments appropriate for Karen Grites, M.S. is a Strength Based Learning Specialist and students with VI Professional Development provider. She obtained her master’s degree from Illinois State University. She directed the School • How to address issues of validity and reliability when Age Diagnostic Unit at Children’s health Council. She recently using instruments that are designed for fully sighted developed an organization called LearningWisely, offering strength individuals based assessments, educational therapy, parent education and professional development. • How to assess students who have issues additional to VI Doug Bouman, S. Psy. S. is a NCSP and Director of the Christian • How to put the assessment of students with VI within Learning Center Network in Michigan. Mr. Bouman has been a the context of our core knowledge as psychologists school psychologist in the public schools and served various roles for the Schools Attuned Professional Development Program, Betty Henry, PhD, NCSP, has been psychologist for the Assessment including Senior Facilitator, Professional Development Provider, and Center at California School for the Blind since 2006. She has been Profile Advisor. a district school psychologist and a university educator. She is a former CASP President, Sandra Goff Award recipient, Region II B, 1, I-II LCSW/MFT NCSP Representative, Larry P representative, and CPD chair. B, 1, I, LCSW/MFT NCSP

Calling all School Psych Trainers

The School Psychologists Educators Committee (SPEC) Will meet Friday, April 15 • 3:30 - 5:00 p.m. workshops, contd

30 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Friday, April 15

tools for the task. It is the goal of the presenter to provide 3-Hour Workshops, contd an in depth look at special education law and how it may 2:00 – 5:00 p.m. guide the practice of school psychologists in California. Workshop attendees will review issues related to Free and W-26 Appropriate Public Education (FAPE), which will give them Best Practices in Assessing Bilingual (Spanish and a solid foundation for determining individualized programs English) Children Suspected of Having Autism for special needs students. Additionally, the workshop will Spectrum Disorder: Considerations, Assessment, and provide skills that will help to navigate through the myriad Collaborative Strategies of challenges at these meetings, while maintaining a child- Pedro Olvera centered approach that will help to sustain relationships with According to the Center for Disease Control (CDC), the the student’s family. identification of children with Autism Spectrum Disorder Douglas W. Siembieda is the director of Student Support Services (ASD) has been steadily rising. By the same token, the for the Los Alamitos Unified School District. His duties include the California Department of Education (CDE, 2008) estimates supervision of special education services, counseling services, health that 24% of the total population of General Education services, as well as due process. Prior to his work with Los Alamitos Unified, Mr. Siembieda served as a program administrator in charge students in California schools are identified as English of due process for the Long Beach Unified School District. He is a Language Learners (ELL). Of this 24%, 71% are of Spanish past president of the California Association of School Psychologists, speaking descent. In light of these two issues, school and is a member of the California Crisis Specialty Group. Mr. psychologists have the unique responsibility of assessing Siembieda continues to be a member of the CASP Legislative Latino bilingual (English/Spanish) children that are suspected Committee. Mr. Siembieda has also served on the faculty in the school psychology program at Loyola Marymount University. of having ASD. Research has demonstrated that children from Latino families and backgrounds receive an ASD D, 5, II LCSW/MFT NCSP diagnosis at a later age when compared non-Hispanic white children. This disparity is tragic given that earlier intervention W-31 can lead better outcomes later in life. This workshop will Assessing Autistic Spectrum Disorders: A Scientific review the literature highlighting the needs of ASD in Latino Approach children and consider protective family issues which may Ann Simun explain diagnosis at a later age. A working model will be Autism and related disorders are complex and children with presented that will facilitate and enhance collaborative these disorders can be difficult to evaluate. Having the right relationships with Spanish speaking families and educational assessment data can make decisions regarding eligibility, systems. In addition, this workshop will look at assessment goals and services clearer. Many tools and methods exist issues with children suspected of having ASD and present for assessment, but are some better than others? Methods assessment tools which can be utilized with Spanish/bilingual also vary based on the age of the child and the purpose of families. The intended outcome of this workshop is to the assessment. However, current research findings support develop school psychologists’ knowledge and confidence certain methods over others. Research findings will be re- when working with this unique population while adhering to viewed, along with pros and cons of various tools and meth- nondiscriminatory assessment procedures. odologies and their utility for the school psychologist. Ages Pedro Olvera, Psy.D., L.E.P., is the Director of the School covered will include 3 to 22 years. Psychology program at Azusa Pacific University (APU). He teaches In this workshop, participants will learn the major methodol- coursework in the area of bilingual assessment, positive behavior supports, and child psychopathology. Before joining APU, he was ogies and tools for assessment of Autistic-Like Behaviors with a bilingual school psychologist for the Santa Ana Unified School a focus on selecting scientifically validated tools and meth- District where he conducted bilingual and assessment and assessed ods. There will be a brief overview of recent issues with the children suspected of having Autism Spectrum Disorder (ASD). He diagnosis of Autism and related disorders, including nonver- is co –director of Neuro-Educational Clinic in Orange County, CA. bal IQ tests, neuropsychological assessment, and fine motor B, 1, II LCSW/MFT NCSP skill abnormalities. They will learn major areas which should be covered in the evaluation and tools and methods for each W-29 section. IDEA definitions will be described and related to Proving Your Competence at a Legally Challenging IEP DSM IV criteria; difference between the Autism Spectrum Meeting Disorders will be briefly explored. The importance of obtain- Douglas Siembieda ing a valid developmental history will be covered. The objective of this workshop are to provide the attendees Dr. Ann Simun has been working professionally with children with with tools that will allow them to manage through an IEP learning and behavioral challenges since 1989. She is a licensed meeting in which they are confronted by an advocate or psychologist (PSY20113), with a specialization in neuropsychology. attorney. More often then ever, school psychologists are She also is a credentialed School Psychologist and is licensed as an Educational Psychologist. She is listed with the National Register of being asked to manage these challenging IEP meetings with Healthcare Providers in Psychology, and is a member of American little to no support from an administrator or a school district Psychological Association, National Academy of Neuropsychology, attorney. Having to defend both oneself and the interest of and the International Neuropsychological Society. the school district is a daunting task without the appropriate B, 1, II LCSW/MFT NCSP

31 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Friday, April 15

Paper Presentations 2:00 – 2:50 p.m. CASP P-14 A School Readiness Assessment for Latino Students: The Foundation of Early Academic Interventions and online Supports This presentation will review the development of the Kinder- garten Student Entrance Profile, a universal school readiness assessment. A series of studies are reviewed that provide workshops evidence of the KSEP’s validity. Participants will be shown the research supporting the use of the KSEP and given access to all resources needed to use this public access resource in Need continuing professional development? their school districts. Don’t have time to travel to get it? Michael Furlong, PhD, professor; Matthew Quirk, PhD, Try the CASP online workshops! professor, University of California, Santa Barbara. CASP has 12 webinars online that can be accessed B, 1& 5, I from the privacy of your home or office computer. CEUs for LCSW/MFT and CPD for NCSPs are Paper Presentations available for most of the webinars. 3:00 – 3:50 p.m. For a description go to www.casponline.org for more information on how you can watch and learn. CASP is P-20 currently offering the following webinars online: Increasing Disability Awareness in a Small Group of High School Students with Specific Learning Disabilities A Model Approach to Conducting Assessment of Bilingual 1 (English & Spanish) Students: A Psychoeducational Past research provides evidence that insufficient understanding Assessment Approach Grounded in CHC Theory of disability among students with learning disabilities may be Pedro Olvera, Psy.D., LEP and Lino Gomez-Cerrillo, M.A. linked to social skills deficits and difficulties with motivation, Promoting School Psychologists’ Competence During Legally self-esteem, and self-understanding. The purpose of this inter- 2 Challenging IEP’s vention was to increase students’ knowledge and foster posi- Doug Siembieda tive attitudes surrounding disabilities among nine high school Issues in Autism: Facilitating Improved Social Communication students 14-18 years of age who were classified with a specific 3 for Students with Autism Spectrum Disorders learning disability (SLD), including speech and language, dys- Jan Van Horne, M.A. lexia, visual and auditory processing, executive functioning Navigating the Job Hunt and Thriving as New School Psychologist and writing difficulties. Participants will learn about needs as- 4 Kelly Graydon, PhD, Vhenus Belisle, Ed.S. and Pedro Olvera, Psy.D., LEP sessment, designing and implementing a psychoeducational Executive Function Challenges in Children: Assessment curriculum for the target population, and evaluating outcomes 5 and Intervention through quantitative and qualitative methods. Mary Joann Lang, PhD, A.B.P.N., B.C.B.A.-D, and David Morrison, Ed.D. Won-Fong Lau, M.Ed.; Karina Ortega, M.A.; graduate students; Investments That Pay Off: Selecting Interventions and Jill Sharkey, PhD, academic coordinator, University of 6 That Get Results! California, Santa Barbara. Jenny L. Jones, MA, LEP, ABSNP B, 2, II Demystifying Response-to-intervention: A Practical Approach 7 for School Psychologists Paper Presentations Tricia Crosby-Cooper, PhD and Sarah Taino-Munton, PhD 4:00 – 4:50 p.m. All You Want to Know About Counseling 8 Students: From Teaching Social Skills That P-30 Generalize to Using the Resiliency Model Chris Ellis and Christine Toleson The Challenges of Conveying Psycho-Educational Results to Parents and Educators as indicated by Stress, Trauma, and the Brain: Elementary and Secondary School Psychologists 9 How to Assess, Designate, and Serve Regalena “Reggie” Melrose The purpose of this presentation is to explore the problems associated with Individualized Educational Plan (IEP) team Assessing Students with Visual Impairments Betty Henry, PhD members not fully understanding psycho-educational assess- 10 ment results for students who were assessed. The presenta- Tips for Successfully Developing Legally Compliant IEPs Anne Sherlock tion will also discuss a newly developed tool which was cre- 11 ated to assist parents and educators in deciphering psycho- Suicide Prevention in the Schools: Best Practices Stephen Brock, PhD, and Richard Lieberman educational results. 12 Charges apply. Lilia Roddis, Ed.D.; Regina Ibechem, Ed.D., Los Angeles Unified www.casponline.org Extra charges for CEUs or CPD. School District. D, 6, I

32 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Saturday Overview

MORNING SESSIONS

3-Hour Workshops W-01 Legal & Ethical Issues for School Psychologists and LEPs 8:30 – 11:30 a.m. page 34 W-07 educators and Self-Injury: Focus on Intervention 8:30 – 11:30 a.m. page 34 W-20 Autism: A Conversation with School Psychologists Regarding Sexuality 8:30 – 11:30 a.m. page 35 W-22 Developing Crisis Plans for Students with Escalating Behavior 8:30 – 11:30 a.m. page 35

Special Session SS-04 executive Functioning: A New Approach to Assessment, Intervention and Progress Monitoring 9:30 – 10:30 a.m. page 35

Paper Presentations P-24 empirical Assessment of Treatment Outcomes in School Consultation: enhancing the Reliability and Validity of Decision Making 8:30 – 9:20 a.m. page 36 P-25 A Strengths-Based Approach to Building Social Competence in Adolescents with Asperger’s Syndrome 8:30 – 9:20 a.m. page 36 P-28 Increasing On-Task Classroom Behavior in Students with Autism Spectrum Disorder 8:30 – 9:20 a.m. page 36 P-29 Collaboration between School Psychologists and Speech-Language Pathologists: Does it predict job satisfaction? 9:30 – 10:20 a.m. page 37 P-32 Pediatric Sleep Problems: What School Psychologists Need to Know 9:30 – 10:20 a.m. page 37 P-22 Homeless Families with Young Children: Implications for School Psychologists 10:30 – 11:20 a.m. page 37

Panel Discussions N-01 Culturally Responsive Social-Emotional Interventions: From Theory to Practice 10:30 a.m. – 12 p.m. page 36 N-05 Assessment of Academic Task Attack Strategy Deficits 10:30 a.m. – 12 p.m. page 36

CASP Convention 2o11 Excelling Together: Linking Home, Schools, and the Community

33 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Saturday, April 16

W-07 3-hour Workshops Educators and Self-Injury: Focus on Intervention 8:30 – 11:30 a.m. Laura Dorko Richard Lieberman W-01 With 15% of the student population engaging in self- Legal & Ethical Issues for School Psychologists and LEPs injury at least one time, this is a phenomenon that most Eric Beam school psychologists will encounter at one point or another School psychologists in this intermediate-level workshop will throughout their careers. This workshop will focus on current preview the proposed 2010 NASP Principles for Professional research regarding self-injury with special emphasis on Ethics, then learn to use a problem-solving model to interpret etiology and intervention. The presentation will include the and apply ethical principles and practice standards when personal view of an 18-year-old girl who struggled with self- they encounter difficult ethical and legal situations in their injury from 7th-12th grade. Her story is especially relevant to work. Instructional strategies will include lecture, guided school psychologists and other educators as she describes discussion, and large-group interactive practice in applying how efforts were collaborated between her therapist, the the problem-solving model, with actual cases submitted by school counselor, and her teachers in order to give her a plan school psychologists. Participants will learn about necessary when the urge to self-injure struck her within the school resources, and make specific plans, for implementing the environment. She will also be available to answer questions problem-solving model in daily practice. posed by the audience after sharing her personal experience. This advanced workshop will preview the proposed 2010 Etiology and current response and intervention tools will be NASP Principles for Professional Ethics with an emphasis explored utilizing a unique etiology chart and the website on contemporary issues of confidentiality and privileged www.EducatorsAndSelfInjury.com communication. After a brief review of an ethical decision- Workshop Objectives: making model, participants will practice the model in small- • Participants will have a basic understanding of the group interactive sessions. Using actual cases submitted phenomenon of self-injury. by school psychologists, the workshop will provide clear • Listening to and interacting with a young lady who examples of behaviors that would comply with standards for has suffered from self-injury will expand participants’ professional conduct. These cases will address challenging understanding. ethical and legal situations often faced by those working • Participants will understand self-injury etiology. in school psychology. Instructional strategies will include lecture and small-group discussion. Participants will learn • Participants will have knowledge of current interventions about necessary resources, and make specific plans, for and resources for self-injury. implementing the problem-solving model in daily practice. • Participants will learn about the website EducatorsAndSelfInjury.com and will learn to use the With the many recent changes in both federal and state downloadable self-injury response forms. special education regulations, it is essential that professionals not only have an awareness of the changes taking place, but Laura Dorko, Psy.D., is a school psychologist for Lakeside also have an understanding of how these changes impact Union School District and as an adjunct professor for the School their day-to-day activities and the students they serve. This Psychology program at Alliant International University. Her doctoral work was focused on self-injury response and interventions for seminar will provide psychologists with information on the educators and resulted in the website EducatorsAndSelfInjury.com. latest developments in the recently reauthorized IDEA, and Richard Lieberman, NCSP, is a school psychologist and suicide practical advice and specific examples on how to effectively prevention advocate for the Los Angeles Unified School District. implement IDEA requirements in order to ensure compliance He is also the chair of the CASP Crisis Group and is active in NASP with the regulations while meeting the needs of students school crisis committees. He has been invited to schools throughout with disabilities. the nation to work with communities dealing with school shootings and other crises. Eric Beam, Ed.D., is currently the Director of Special Education at San Dieguito Union High School District. He received his Doctor B, 2 & 3, I LCSW/MFT, NCSP of Education from UCLA’s Educational Leadership Program. He received his MS/CAGS from Northeastern University in School Psychology and his BS in Psychology from UMass Amherst. II-III, LCSW/MFT, NCSP

workshops, contd

34 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Saturday, April 16

tion of crisis plans which incorporate proactive and evidence- 3 hour Workshops, contd based strategies and interventions. In this presentation, par- 8:30 – 11:30 a.m. ticipants will discuss the implementation of positive behavior support in school settings and how to support students with W-20 escalating behavior. A variety of escalating behaviors will be Autism: A Conversation with School Psychologists analyzed and sample crisis plans will be developed to guide Regarding Sexuality school teams in defusing these behaviors safely. They will M.J. Lang, D.R. Morrison analyze student/adult interactions and describe effective Although generally difficult to talk about in an open and defusing strategies. They will discuss the role of the school honest manner, sex and sexuality are central to our under- psychologist in supporting school teams and teachers as they standing of ourselves as individuals, and integral to our indi- work to support students with escalating behavior. vidual determination of quality of life. Information on issues Sylvia Martínez is a specialist in the Division of Special Education, surrounding sexuality of individuals with autism is often lack- LAUSD. She is a Nationally Certified School Psychologist (NCSP) and a ing. Personal characteristics, circumscribed interests, sensory Board Certified Behavior Analyst (BCBA). She has experience as a bilin- gual teacher, school psychologist and behavior specialist. She provides sensitivity and worldview along with interpersonal difficulties consultation, training, assessment, supervision and other support. can be problematic and challenging. This presentation will discuss these challenges. These difficulties impact all areas of B, 2, I LCSW/MFT NCSP students and cannot be ignored by the educational system, Special Session public or private. Strategies will be identified in order to ef- fectively and affectively address this unique issue. The par- 9:30 – 10:30 a.m. ents’ role with regard to issues of sexuality in education and health care will also be discussed. SS-04 Workshop objectives include: Executive Functioning: A New Approach to 1. Define sex and sexuality. Assessment, Intervention and Progress Monitoring Josie Woodson 2. Describe stages of sexual development (Tanner stages) Recent studies indicate a definitive correlation between Ex- 3. Discuss barriers that impact the development of healthy ecutive Functioning (EF), classroom performance, social judg- sexuality ment and observed behavior. Optimal EF performance neces- 4. Discuss relevant research on sexuality sitates that the individual utilize metacognitive processes and 5. Review instructional techniques and resources that are strategies to ensure desired goals are obtained, “thinking useful in the development of healthy sexual behavior about thinking.” However, unlike the measurement of aca- demic achievement levels of the three R’s, assessing a stu- Mary Joann Lang, PhD, A.B.P.N., B.C.B.A.-D, is a licensed psychol- ogist and board-certified neuropsychologist. She has been working dent’s ability to coordinate and direct all of his or her mental in the community for more than 25 years and is the founder and processes can be more elusive and challenging for the asses- Executive Director of Beacon Day School for children/adolescents sor. This difficulty is further confounded by current mandates with autism. Dr. Lang is also an associate professor at Azusa Pacific that require a systematic evidenced based approach to the University. analysis of student performance and the need for additional David Morrison, Ed.D., ABSNP, is a licensed educational psychologist services. who has over 25 years of experience working with children who have behavioral and clinical challenges. He is the department chair and as- The Children’s Organizational Skills Scales (COSS) is a new sociate professor for school psychology at Azusa Pacific University. He and exciting rating scale that addresses a current need in the has a doctorate in educational psychology with a post doctorate spe- field of school psychology. The COSS is designed to quantify cialization in clinical neuropsychology. He has been actively involved how children organize their time, actions, materials, and plan in educational research for over 25 years. Dr. Morrison has extensive expertise with behavioral interventions and has provided services for tasks at home and school. School psychologists and other over 30 school districts. He is actively involved in neuropsychological professionals can now quantifiably identify areas of EF that assessment and holds a faculty position with the Pediatric Neurode- were previously elusive measures. The process is a dynamic velopment Institute, Azusa. In addition, he is the director of Beacon one that requires the synthesis of several types of informa- Autistic Spectrum Independence Center in Claremont. tion and sound clinical judgment. Dr. Woodson will introduce D, 2, II, LCSW/MFT, NCSP this innovative and reliable instrument, and provide sample protocols to all attendees. W-22 Josie Woodson, Psy.D., has over 20 years experience as a trainer of Developing Crisis Plans for Students with Escalating post graduate professionals. As a credentialed educational psychol- Behavior ogist, recent focus has been dedicated to empirically based ecologi- Sylvia Martinez cal and neurological perspectives in understanding and monitoring childhood academic and behavioral difficulties. Dr. Woodson cur- Student anger and aggression are major problems facing rently supports school districts through assessment consultation.� schools today. For our schools to be safe places for learn- This presentation is sponsored by MHS. ing we need effective, non-confrontational strategies for managing aggressive and escalating behavior. Students with escalating behavior can benefit greatly from the implementa-

35 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Saturday, April 16

Panel Discussions Paper Presentations 10:30 a.m. – 12:00 p.m. 8:30 – 9:20 a.m.

N-01 P-24 Culturally Responsive Social-Emotional Interventions: Empirical Assessment of Treatment Outcomes in School From Theory to Practice Consultation: Enhancing the Reliability and Validity of Sara Castro-Olivo Decision Making Loren Albeg The purpose of this presentation is to review the current status of school consultation outcomes research as well as Nicole Garcia introduce a theoretical model for integrating convergent Culturally and linguistically diverse students have been found assessment methods with school consultation decision to be at higher risk for academic failure and social-emotional/ making in order to enhance educational decision making behavioral problems than mainstream students. We argue amongst practitioners. A review of several assessment that such negative outcomes are due to unmet social- technologies will be reviewed and an integrative case study emotional needs, such as acculturative stress. The purpose will be presented. Participants will learn valuable skills in of this presentation is to increase attendees’ awareness of enhancing their ability to demonstrate superior outcomes the need to provide culturally responsive interventions to as well as demonstrate the reliability and validity of their students who might feel marginalized from their schools’ consultation skills. social networks. Data on the relationship between students’ Ryan McGill is a school psychologist with the Newport-Mesa mental health, social-behavioral, acculturative stress, and Unified School District and a doctoral student at Chapman academic outcomes will be presented. Procedures for University. providing culturally responsive SEL interventions will be D, 1, II discussed. Sara Castro-Olivo, PhD, NCSP, assistant professor, Loren Albeg, P-25 M.A., and Nicole Garcia, graduate students, Graduate School of A Strengths-Based Approach to Building Social Education, University of California, Riverside. Competence in Adolescents with Asperger’s Syndrome B, 5, I This presentation will expose school psychologists to a strength-based approach to teaching adolescents with N-05 Asperger’s syndrome social competence and self-advocacy Assessment of Academic Task Attack Strategy Deficits skills. The curriculum to be introduced will focus on a R.T. Busse strengths-based approach, as opposed to the deficit- based model to teaching social competence to youth with Michael Hass Asperger’s syndrome. Stephanie Domzalski Jane E. McGuire Psy.D., LEP; school psychology program The purposes of this panel are a) to enhance participants’ coordinator, Nona J. Cabral Psy.D., MFT, school counseling awareness of the importance of the assessment of academic program coordinator; California Baptist University. task attack skills and b) to provide an integrated direct D, 6, II assessment method for evaluating academic task attack strategy deficits. Participants will be introduced to the P-28 conceptual and research bases on academic task attack Increasing On-Task Classroom Behavior in Students strategies. The primary focus will be on the direct assessment with Autism Spectrum Disorder of a variety of academic task attack skill areas using criterion- An intervention to increase on-task classroom behavior in referenced materials that will be made available to the a second grade student with Autism Spectrum Disorder participants. The panel will be presented in an interactive (ASD) was implemented utilizing a visual schedule, a visual format that will allow participants to discuss and apply the timer and visual token reinforcement. The effectiveness of skills covered. the intervention was assessed using teacher observation and reports. Progress monitoring after two weeks revealed R.T. Busse, associate professor; Michael Hass, professor, and Stephanie Domzalski, doctoral student, are all associated with a significant increase in on-task performance and in the Chapman University. student’s motivation to work. The use of visual supports B, 1, II also resulted in a decrease in verbal and physical transition prompting by the teacher. The presentation will highlight the use of visual schedules with autistic children and the school psychologist’s role in supporting teachers in their implementation. Daljeet Bhatia, school psychology student; R. Brett Nelson, PhD, professor, Dudley Wiest, PhD, professor, all of the University of California, San Bernardino, School Psychology Program, and Diana Nelson, Ed.S., school psychologist, Riverside City Schools. B, 2, II paper presentations, contd

36 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community Saturday, April 16

Paper Presentations, contd 9:30 – 10:20 a.m. Want to give back to the

P-29 California School Psychologists? Collaboration between School Psychologists and Speech- Sign up for eScrip today! Language Pathologists: Does it predict job satisfaction? Legal mandates suggest the importance of school The program provides professionals adopting more of a collaborative role in the financial support for school setting as opposed to the past roles resembling projects designed to separate delivery of service. The purpose of this presentation provide direct benefit is to share the results of an investigation that examined the levels of collaboration between school psychologists to students in grades K-12. Every time you use and speech-language pathologists in California and the your credit card the California School Psychology relationship of collaboration to job satisfaction for these Foundation receives between 2-5% back. These two professional groups. Participants will learn about the donations come from the merchants; you pay factors that were found to increase or inhibit collaboration. nothing. Implications for recruitment and retention in relation to job Donations will assist with satisfaction will also be discussed. the CSPF Mini-Grant Alaine Ocampo, M.A.CCC-SLP, is a Speech-Language Pathologist with the Ocean View School District and a doctoral student at program which promotes Chapman University. Vhenus Belisle, M.A., EdS., is a school effective interventions that psychologist with the Los Alamitos Unified School District. address both learning and D, 2, I-III social/emotional issues that impeded a child’s P-32 Pediatric Sleep Problems: What School Psychologists success and happiness while Need to Know embracing individual and This presentation will discuss evidence-based assessment group differences in children. and intervention practices for sleep problems. Common School psychologists who are sleep disorders, and the relationship between these disorders CASP members and have a on academic and behavioral functioning will be reviewed. thorough understanding of Participants will learn about evidence-based sleep disorder the needs of students in their schools may apply assessments and interventions to improve sleep quality. This for the grants up to $500. Everybody wins! presentation will educate participants on identifying pediatric sleep disorders, the impact these disorders have on academic and behavioral performance, and how to respond to these To sign up follow these easy three steps: problems through evidence-based interventions. 1) Go to http://www.escrip.com Robin Sakakini, M.S., is a school psychologist with the Ventura 2) Look up the Group Name: Ca School County Office of Education and St. John’s University, New York, NY Psychology Foundation or Group ID: B, 1, 2, 6, I 500000472 Paper Presentations 3) Register your Visa, MasterCard or American Express. Already have your credit cards 10:30 – 11:20 a.m. registered with eScrip? Add the CSP Foundation P-22 to your list of beneficiaries! Homeless Families with Young Children: Implications 4) To shopping! To see a complete list of for School Psychologists participating merchants go to: Homeless families with young children have a dire need for http://www.escrip.com/merchants/search/results. help and resources from the school and the community. jsp?pager.offset=0 School psychologists are in an opportune position to act as a For more information on the liaison between school and resources in the community. The purpose of this presentation is to recognize the importance California School Psychology of helping homeless children gain appropriate access to their Foundation visit: education. History of homeless families will be reviewed, role http://www.casponline.org of school psychologists will be explored, and implications of Thank you for supporting increasing numbers of homeless families will be discussed. Caitlin McClelland and Sarai Koo, graduate students, Chapman the California School University. B, 6, I

37 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community CASP Convention 2o11 Excelling Together: Linking Home, Schools, and the Community

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WORKSHOPS HALF-DAY 3-HOUR WORKSHOPS Select the workshops you wish to attend by placing the workshop Member...... $60 each number (i.e. W-01, etc.) in the spaces below. The prices for the work- Non-member...... $85 each shops are in addition to the registration fee. Please pay close attention to the times each workshop is offered so your choices do not conflict. Thursday, April 14 • 1:30 p.m. - 4:30 p.m. CASP will not refund due to scheduling conflicts. 1st choice ______2nd choice ______FULL-DAY 6-HOUR WORKSHOPS Member...... $95 each Friday, April 15 • 8:30 a.m. - 11:30 a.m. 1st choice ______Non-member...... $150 each 2nd choice ______Friday, April 15 • 8:30 a.m. - 5:00 p.m. W-24 ______Friday, April 15 • 2:00 p.m. - 5:00 p.m. 1st choice ______2nd choice ______Full-Day Workshop Subtotal $______Saturday, April 16 • 8:30 a.m. - 11:30 a.m. 1st choice ______2nd choice ______

Half-Day Workshop Subtotal $______

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39 APRIL 14-16, 2O11 Orange County Hilton Costa Mesa, CA Volunteers Have some free time after mapping Exhibit Hall: Assist with the staffing of the CASP booths. CASP Drawing: Staff the ticket table; distribute information out your convention schedule? about the drawing. How about volunteering General Session: Assist with possible book signing and assist attendees with seating. for a convention job! And many more volunteer opportunities!

Due to the economic climate, CASP will be counting on Please send an email to [email protected] volunteers to complete some of the jobs that staff members and let us know if you have the interest and time (no talent usually do. We hope some of you will have a few hours to necessary) to fill these jobs – or if you just happen to have give to your professional organization to ensure that this some time and don’t mind being assigned something to convention runs smoothly. do. Please include your name, a phone number and when Here are a few of the jobs we’ll need to fill: you will have time to spare. Only those registered for the convention may volunteer. Registration Area: distribute convention bags and nametags; make nametags for those registering onsite, And THANK YOU for supporting CASP! staffing the options board.

Student Volunteers • Complete the Student Volunteer Form (below) and indicate which workshops you have selected. Students can earn free workshops* by volunteering their • Submit all payment and forms to CASP time. Student volunteers are needed to distribute handouts, check badges, monitor attendance and continuing Volunteer slots are assigned on a first-come, first-served education sign-in sheets and ensure that evaluation sheets basis. After receiving your assignment from CASP report to are distributed at the CASP Convention workshops. You’ll the Volunteer Room at the Convention one-half hour before meet the workshop presenters and assist them during their your assigned workshop begins. presentations. It’s fun and can be very valuable. Follow the What CASP will do: instructions below and sign up today! • CASP will notify you by the week of March 28, 2011 Qualify for a free workshop regarding your assignment and your training session. • Be a CASP student member • Provide a time sheet to document your hours worked. • Complete the Convention Registration Form. Select This must be returned to and signed by the Volunteer workshops and events you wish to attend. Room coordinator. *You must register and pay for at least one half-day • You will receive a refund for the workshop you paid for. workshop to qualify as a Student Volunteer. Refunds should be mailed to you by May 15, 2011. • Pay the Convention Registration fee and the fee(s) for Return the form below with your Convention Registration workshop(s). forms and payment. Please note that all communication will be done by email.

APPLICATION Form - student members only I have signed up for the following workshops: W- ______Return this form with your Convention Registration forms and payment. W- ______Please note that all communication will W- ______be done through email.

Name: ______Address ______(please use the address where you would like the reimbursement check sent): City:______State: ______zip:______Email address:______Phone______Fax______

Want to volunteer for an event or in another capacity? Please send an email to [email protected]. We can always use your assistance!

40 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community CASP Convention 2o11 Excelling Together: Linking Home, Schools, and the Community

41 CASP CONVENTION 2O11 Excelling Together: Linking Home, Schools, and the Community