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The following workshops are scheduled.

THURSDAY

A MODEL Approach to Conducting Assessment of Bilingual (English & Spanish) Students: A Psychoeducational Assessment Approach Grounded in CHC Theory

The Individual with Disabilities Education Act mandates (IDEA) nondiscriminatory assessment for children that are culturally and linguistically diverse. The focus of this workshop will be the psychoeducational assessment of Spanish and English speaking children that are classified as ELL. This workshop will present a psychoeducational bilingual assessment MODEL (Multiple sources of information, 0bservations, Data driven hypotheses, English proficiency, Language of assessment) that incorporates a Cattell-Horn Caroll (CHC) based approach. The premise of this model is that a learning disability is manifested in L1 (primary language) and L2 (secondary language). The presenters will present cognitive assessments that are available in English, Spanish, and Nonverbal modalities that utilize CHC as the underlying theory. By incorporating these assessments into the MODEL, the examiner is in a better position to analyze L1 and L2 assessment data and gain a clearer understanding of strengths and weaknesses and provide linguistically appropriate interventions. The presenters will demonstrate the application of the model through case study presentation and discussion.

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Pedro Olvera, Psy.D.,L.E.P., is the director of the School Psychology Program at Azusa Pacific University (APU). He teaches coursework in the area of bilingual assessment. Before joining APU, he was a bilingual school psychologist for the Santa Ana Unified School District where he conducted bilingual assessments.

Lino Gomez-Cerrillo, M.A., is a bilingual school psychologist for the Chaffey Joint Union High School District. He has developed a district assessment model for English learners. He consults with district administrators and school psychologists for assessing students that are culturally and linguistically diverse. He is pursuing his PsyD at Alliant International University.

Promoting School Psychologists’ Competence During Legally Challenging IEP's

We have all been in an IEP meeting in which we have been questioned on our skills and knowledge. Whether it is a parent, advocate, or attorney, at some point the competence of the school team has been put into question. This workshop is intended to provide the participants with tools that will support them in an IEP meeting in which the student’s representatives are challenging the team. We will discuss ways to increase to effectiveness of the IEP process, as well as support the expertise of school personnel.

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Douglas Siembieda is the Director of Student Support Services for the Los Alamitos Unified School District. His duties include the supervision of special education services, counseling services, health services, as well as due process. Prior to his work with Los Alamitos Unified, Mr. Siembieda served as the administrator

Issues in Autism: Facilitating Improved Social Communication for Students with Autism Spectrum Disorders

Early identification and intervention of student with Autism Spectrum Disorder has manifested in consistent improvement in social communication skills in the school setting. However participation in school activities for students in middle and high school often drops off as the social communication demands become more complex and inferential. Sarcasm, romance, and ‘drama’ are the typical style and topics of the preteen and teenage student’s conversations and experiences. Increased demands in organizational and expressive and written language skills are being made as they move from the elementary to middle to high school setting. Kids with ASD quickly become lost and overwhelmed by these social and academic demands. The role of the school psychologists includes providing instruction, support and facilitation of these student’s social communication skills and interactions. This session will outline and identify ways in which informed and systematic application of constructs from research based interventions in counseling and facilitation of social interactions can lead to successful transition from high school as well as overall improved generalization of skills.

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MFTs/LCSWs: This course meets the qualifications for 5 hours of continuing education credit for MFTs and LCSWs as required by the California Board of Behavioral Sciences, Provider Number PCE 1599, California Association of School Psychologists. NCSPs: The course meets the qualifications for 5 hours of Continuing Professional Development for Nationally Certified School Psychologists. CASP is provider number 1025, licensed by the National Association of School Psychologists. CASP is responsible for the content of this workshop

FRIDAY

Navigating the Job Hunt and Thriving as New School Psychologist
Kelly Graydon, PhD, Vhenus Belisle, Ed.S. and Pedro Olvera, Psy.D., LEP
Special Pricing: $20 Student members
$40 student non-members

The workshop will address the needs of aspiring school psychologists and practitioners who are new to the field. This interactive workshop will cover a variety of topics relevant to acquiring a job as a school psychologist (e.g., resume writing, cover letters, interview questions, credential information), and surviving your first years in the field (e.g., building social capital within the school community, juggling caseloads, creating your own report styles, developing your methods of practice, and managing ethical dilemmas). In the spirit of creating a truly useful session, participants are encouraged to contact the presenters with any additional ideas or topics with which they would like assistance.

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Kelly Graydon, Ph.D., is an assistant professor in the School Psychology program at Chapman University. She received her doctorate from the University of California, Santa Barbara, and has field experience in California and Hawaii. Kelly is currently supervising and mentoring students at the practicum, internship, and doctoral levels, and is currently the CASP Training and Accreditation specialist.

Vhenus Belisle, M.A., Ed.S is a school psychologist in orange county and is the current President of the Orange County Association of School Psychologists. She was awarded Outstanding School Psychologist in Orange County for 2010 from CASP. She will begin her doctoral studies in Education with an emphasis in School Psychology at Chapman University in the fall.

Pedro Olvera, Psy.D.,L.E.P., is the director of the School Psychology Program at Azusa Pacific University (APU). He teaches coursework in the area of bilingual assessment. Before joining APU, he was a bilingual school psychologist for the Santa Ana Unified School District where he conducted bilingual assessments.

This workshop focuses on the neuropsychological construct of executive functioning and its implication in the classroom setting. A model will be discussed in order to explain executive functioning concepts and the implication for student behavior. McCloskey’s (2007) 23 self-regulation executive functioning capacities will be briefly defined and discussed. Participants will learn to employ assessment strategies, along with standardized assessment measures that will enable them to analyze and interpret data relative to executive functioning difficulties in the academic setting. The process approach will be used for this purpose, along with a vector analysis. Discussion of evidence and research-based intervention strategies related to executive function will also be explored, which can facilitate the students’ academic performance relative to executive functioning.

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David Morrison, Ed.D., is associate professor and chair, Department of School Counseling and School Psychology at Azusa Pacific University.

MFTs/LCSWs: This course meets the qualifications for 5 hours of continuing education credit for MFTs and LCSWs as required by the California Board of Behavioral Sciences, Provider Number PCE 1599, California Association of School Psychologists. NCSPs: The course meets the qualifications for 5 hours of Continuing Professional Development for Nationally Certified School Psychologists. CASP is provider number 1025, licensed by the National Association of School Psychologists. CASP is responsible for the content of this workshop

Investments That Pay Off: Selecting Interventions That Get Results!
Performance data can tell you who isn’t learning and what isn’t being learned, but not why students are struggling or how to address their needs. During this workshop, participants will explore how a neurodevelopmental approach to learning can help address the why’s and how’s of current educational challenges, particularly Response to Intervention. This neurodevelopmental approach incorporates research findings from neuroscience, developmental knowledge, and cognitive science. Insights from these findings are organized in a neurodevelopment framework of eight constructs that influence learning. Participants explore this framework, how to use it to determine students’ learning strengths and weaknesses and implications for decisions about interventions. Working with both quantitative data (test scores) and qualitative data (observations) participants gain a deeper understanding of the learning strengths and weaknesses of students and learn to become more specific in their descriptions.

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Jenny L. Jones, MA, LEP, ABSNP, works as a school psychologist in the Conejo Valley Unified School District and also teaches part-time. She is the affiliate representative for CASP and is active in her local affiliate as well. She has been facilitating workshops for All Kinds of Minds for the past three years.

SATURDAY

Demystifying Response-to-intervention: A Practical Approach for School Psychologists

This workshop will show the practicing school psychologist how to establish RtI at his or her school or district, as well as how the role of the school psychologist may change. This workshop will provide school psychologists with a "how-to" presentation so they can return to their schools and establish RtI at their school or district.

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Tricia Crosby-Cooper, PhD, is a school psychologist in Santa Ana Unified School District and an assistant professor at Azusa Pacific University. She has trained special education and general education teachers, principals, and reading specialists in response-to-intervention (RtI). Additionally, Dr. Crosby-Cooper has conducted several in-service trainings on alternative assessments such as Curriculum Based Measurement (CBM) and Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Moreover, Dr. Crosby-Cooper has recently co-developed a student support team (SST) handbook for use by Santa Ana Unified School District. Most recently, Dr. Crosby-Cooper co-wrote an article for CASP Today discussing strength-based assessments for school psychologists. She also has a manuscript submitted for publication discussing the adherence of the problem solving process in student support teams at the elementary school level. Dr. Crosby-Cooper is a graduate of the University California, Riverside.

MFTs/LCSWs: This course meets the qualifications for 5 hours of continuing education credit for MFTs and LCSWs as required by the California Board of Behavioral Sciences, Provider Number PCE 1599, California Association of School Psychologists. NCSPs: The course meets the qualifications for 5 hours of Continuing Professional Development for Nationally Certified School Psychologists. CASP is provider number 1025, licensed by the National Association of School Psychologists. CASP is responsible for the content of this workshop

All You Want to Know About Counseling Students: From Teaching Social Skills That Generalize to Using the Resiliency Model

This workshop is to present the latest research on what social skills interventions are effective and appear to generalize the best in different populations, specifically ADHD ASD. It will also inform school psychologists on what resiliency models are being used in counseling. Current information on how to help all elementary school students, middle and high school students transition to the next stop, understand and deal with school climates, as well as understand and give advice pertaining to students’ personal issues.

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Christine Toleson has spent the past 22 years in Los Angeles Unified School District as an educator and school psychologist. This extensive urban experience has given her a strong understanding of urban education and cultural diversity.

MFTs/LCSWs: This course meets the qualifications for 5 hours of continuing education credit for MFTs and LCSWs as required by the California Board of Behavioral Sciences, Provider Number PCE 1599, California Association of School Psychologists. NCSPs: The course meets the qualifications for 5 hours of Continuing Professional Development for Nationally Certified School Psychologists. CASP is provider number 1025, licensed by the National Association of School Psychologists. CASP is responsible for the content of this workshop

The Licensed Educational Psychologist Workshop
Special pricing: $120 for CASP members
$180 for non-members

The difference between being a public school psychologist and a private LEP is that you get to choose the cases that come across your desk. You are bound to law and ethics, but not necessarily policies of particular districts. Plus, you can work for other districts as a consultant, increasing your earning potential. This workshop will assist you in developing a practice that is both exciting and fun while maintaining the highest level of professional standards and ethics. The first half of this workshop will concentrate on the overview of the exam and strategies for test taking. Test content and a task list, created directly from the Board of Behavioral Sciences task and knowledge list, will be discussed, as will basic testing measures, academic intervention, intelligence/alternative cognitive measurement, and behavioral assessment and intervention. The second half will focus entirely on setting up a practice. How to find space, how to contract, how to collect fees via insurance when possible, HIPPA information, rate scales, professional insurance, leasing and obtaining office space, and much more. Upon the leaving the workshop, participant will be prepared for their studies for the exam and have a very strong understanding of what is required to open up a private firm.

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Sean Surfas, PhD, LEP, is the principal owner of T.O.T.A.L.: Treatment for the Autistic Learner, a private consultation group that provides services for individuals with autism and developmental disabilities providing in home behavior support and community integration experiences. Dr. Surfas works with schools and agencies across the state, assisting individuals with

• Register Onsite! [Map]
  (Can't make it? These classes will be offered online shortly after Summer Institute commences)