Workshop 1: Connecting Students with Low Incidence Disabilities with Post-Secondary Community Supports
(3.0 PD Credit) 

Elizabeth Schroeder, M.A, LBS I, LBS II & James D. Wilczynski, Ph.D., NCSP

Workshop Description: 

Transition plans have now been part of IEP’s as mandated by IDEA for nearly three decades.  While federal guidelines are in place, many states have requirements that supersede federal requirements.  In Illinois, transition planning must begin by the time the student reaches age 14 ½.  While the majority of students in special education will be planning on transitioning to postsecondary education (2 or 4 year school), or perhaps a specific job or trade, transition planning looks much different for low incidence populations, such as students with significant intellectual disabilities and autism.  Many of these students will need life-long support and need to have a seamless transition to community and state resources.

In this session, the presenters will review overall requirements for transition planning and then hone in on planning for students with moderate to severe low incidence disabilities.  While formal transition planning must start at age 14.5 in Illinois, school psychologists and special education teams need to start informally planning for transition at a much younger age.

Presenters will review assessment needs for low incidence students as well as managing the crossroads of what is required by special education mandates vs what is required by community agencies which inherently raises some ethical dilemmas for school psychologists and transition teams.

Presenters will also provide an overview of community and state supports that are available in Illinois, the process for connecting with these supports, and the documentation they require. Lastly, participants will hear a parent perspective of managing this process of navigating community and state agencies that can both be highly ambiguous in what they offer yet highly rigid in what they require.

LEARNING OBJECTIVES:

1. Participants will learn basic requirements of transition planning in general as well as the nuances for students with low incidence populations.
   
   
2. Participants will differentiate between what IEP documentation is required by State and Federal rules and what is required by State and Community agencies.
   
   
3. Participants will understand the breadth of opportunities and support that is available to young adults as they age out of school programming at age 22.
   
   
4. Participants will learn how to navigate the array of agencies that provide support for young adults.
   
   
5. Participants will practice how to identify what a student needs when they are preparing to transition out of high school transition programming.
   
   
6. Participants will learn what assessment tools are recommended to use with students who are preparing to transition out of school services.
   
   
7. Participants will gain a perspective of the experience of a family who has successfully completed this process.

NASP DOMAINS:   (to be added)

Workshop 2 : Unmasking the Spectrum: Interpreting Subtle Signs in Autism Assessment (3.0 PD Credit)

Amanda Skierkiewicz, EdD, NCSP

Workshop Description:  

Workshop 3: *Alternatives to Suspension: Prevention-Oriented and Restorative Discipline Practices (3.0 PD Credit) 

Pamela A. Fenning, PhD, ABPP

Workshop Description: 
This professional development will impact education and student social/emotional growth through exposure and practice of culturally affirming restorative and prevention-oriented behavior practices which result in more positive social interaction skills and social emotional growth through practice in effective conflict resolution, perspective taking and positive school interactions among educators, administrators, families, communities and students who may differ in the racial/cultural, language backgrounds and additional important lived personal and communal experiences. 

The participants will gain exposure and practice in tiered restorative, racially/culturally affirming and prevention-oriented behavior practices which are meant to build and maintain school relationships, increase school attendance and reduce as many unnecessary and disparate classroom removals/out-of-school suspensions as possible.

8:30am-11:45am
Half Day

Workshop 4: *A Comprehensive MTSS Framework for Student Wellness: From Screening to Progress Monitoring and Intervention (3.0 PD Credit)

Achilles N. Bardos, Ph.D.

Workshop Description:
Learn practical strategies for integrating behavioral, social-emotional, academic, attendance, and discipline data within MTSS to improve screening, intervention planning, progress monitoring, equitable decision-making, and student outcomes.

Summary:

The long-term effects of the COVID-19 pandemic continue to be reflected in national data documenting increases in student mental health needs and their impact on academic performance. These challenges have heightened the importance of implementing comprehensive Multi-Tiered Systems of Supports (MTSS) that integrate academic, behavioral, and social-emotional data to guide prevention and intervention efforts. Although the number of school districts implementing MTSS and universal behavioral screening has increased substantially over the past decade, many schools continue to struggle with translating data into effective, coordinated action. Questions frequently arise regarding what data should be collected, how multiple sources of information should be integrated, and how those data should be used to guide decisions across all tiers of support.

This workshop presents a comprehensive framework for integrating behavioral, academic, attendance, discipline, and progress-monitoring data into a unified MTSS decision-making process. Rather than focusing solely on universal screening, participants will learn practical strategies for moving from data collection to intervention planning, implementation, and ongoing evaluation. Key implementation topics include building staff commitment, reducing barriers to implementation, collecting behavioral screening data from multiple informants (teachers, parents, and students), developing effective school-based problem-solving teams, selecting evidence-based interventions, and establishing protocols for monitoring intervention fidelity and student response.

Drawing upon more than 15 years of MTSS implementation in Boston Public Schools, as well as lessons learned from districts across the country and the relevant research literature, presenters will share practical implementation strategies, common barriers, and solutions that have proven successful in diverse educational settings. Participants will examine how Tier I academic, attendance, discipline, and universal behavioral screening data can be integrated to evaluate the effectiveness of primary prevention efforts before identifying students requiring Tier II or Tier III supports. Using hypothetical school data, attendees will engage in structured problem-solving activities to practice identifying students at risk, selecting appropriate interventions, and designing progress-monitoring plans.

The workshop will also examine how school-based teams can organize resources across all three MTSS tiers while clarifying the complementary roles of educators, administrators, school mental health professionals, and community partners. Participants will use resource-mapping activities to inventory available supports within their own schools and develop plans that can be replicated with district teams following the conference. Intervention planning will include examples ranging from classroom-based supports and behavioral contracts to small-group interventions, self-monitoring strategies, targeted skill-building, and individualized Tier III services.

Technology will be presented as a practical tool for improving implementation rather than an end in itself. Participants will see how web-based data management platforms can streamline data integration, automate progress monitoring, improve visualization of student outcomes, and support more timely and accurate MTSS decision-making.

Throughout the workshop, presenters will introduce and demonstrate the publicly available Boston Public Schools Comprehensive Behavioral Health Model (CBHM) Tier I and Tier II Toolkits, developed through years of implementation experience and continuous refinement. Additional implementation resources from national organizations, including guidance related to threat assessment, suicide prevention, and social-emotional learning, will complement these materials.

By the conclusion of the workshop, participants will have a practical roadmap for developing sustainable MTSS systems that move beyond universal screening toward coordinated prevention, intervention, and continuous progress monitoring. Attendees will leave with strategies for integrating multiple sources of data into meaningful decision-making, engaging educators and families in collaborative problem-solving, strengthening school-based implementation teams, and improving outcomes for students through a comprehensive, data-informed MTSS framework.

Learning Objectives:

By the conclusion of this workshop, participants will be able to:

1. Evaluate key components of sustainable MTSS implementation by examining lessons learned from more than 15 years of district-wide implementation, including strategies for building staff commitment and overcoming common implementation barriers.
   
   
2. Describe effective behavioral and social-emotional screening practices, including methods for collecting and integrating data from students, teachers, and parents, while identifying practical solutions to common implementation challenges across schools of varying size and demographics.
   
   
3. Interpret and integrate behavioral and social-emotional screening results with academic, attendance, and discipline data to support Tier I decision-making and identify students who may benefit from Tier II or Tier III interventions.
   
   
4. Develop data-informed intervention plans by applying structured decision-making protocols to select evidence-based supports, monitor intervention fidelity, and evaluate student response to intervention over time.
   
   
5. Analyze equity considerations within an MTSS framework by examining patterns in screening, discipline, attendance, and academic data to support equitable identification, service delivery, and continuous improvement efforts. 

Lunch

Workshop 1:  *Recovery from Traumatic Events: Best Practice Considerations (3.0 PD Credit)

Stephen Brock Ph.D., NCSP, LEP & Melissa A. Reeves, Ph.D., NCSP, LPC

Workshop Description: 

Workshop 2: Positive Psychology and Job Crafting: Leveraging Your Strengths at School (3.0 PD Credit)

Robert J. Dixon, PhD, NCSP, LP

Workshop Description:  

Many school psychologists face challenges that are intensified by shortages in the field, rapid turnover in teachers, and challenging support from administrators in their efforts to address the needs of students. While not a magic wand, practitioners can use positive psychology and job crafting to begin to address their role in schools potentially leading to enhanced well-being, work engagement, and more meaningful and fulfilling work experiences. 

NASP Professional Practice Model: Domain 10-Legal, Ethical, and Professional Practice

Learning Outcomes

At the end of the session, participants will:

1. List the components of a Theory of Well-Being that is derived from Positive Psychology

2. Identify your personal strengths that you can bring to the school environment.

3. Apply strategies to proactively shape your work environment to better align with skills, interests and needs.

Workshop 3: *Alternatives to Suspension: Prevention-Oriented and Restorative Discipline Practices (3.0 PD Credit)

Pamela A. Fenning, PhD, ABPP

Workshop 4: *A Comprehensive MTSS Framework for Student Wellness: From Screening to Progress Monitoring and Intervention (3.0 PD Credit)

Achilles N. Bardos, Ph.D.

 Workshop Description:
Learn practical strategies for integrating behavioral, social-emotional, academic, attendance, and discipline data within MTSS to improve screening, intervention planning, progress monitoring, equitable decision-making, and student outcomes.

Summary:

The long-term effects of the COVID-19 pandemic continue to be reflected in national data documenting increases in student mental health needs and their impact on academic performance. These challenges have heightened the importance of implementing comprehensive Multi-Tiered Systems of Supports (MTSS) that integrate academic, behavioral, and social-emotional data to guide prevention and intervention efforts. Although the number of school districts implementing MTSS and universal behavioral screening has increased substantially over the past decade, many schools continue to struggle with translating data into effective, coordinated action. Questions frequently arise regarding what data should be collected, how multiple sources of information should be integrated, and how those data should be used to guide decisions across all tiers of support.

This workshop presents a comprehensive framework for integrating behavioral, academic, attendance, discipline, and progress-monitoring data into a unified MTSS decision-making process. Rather than focusing solely on universal screening, participants will learn practical strategies for moving from data collection to intervention planning, implementation, and ongoing evaluation. Key implementation topics include building staff commitment, reducing barriers to implementation, collecting behavioral screening data from multiple informants (teachers, parents, and students), developing effective school-based problem-solving teams, selecting evidence-based interventions, and establishing protocols for monitoring intervention fidelity and student response.

Drawing upon more than 15 years of MTSS implementation in Boston Public Schools, as well as lessons learned from districts across the country and the relevant research literature, presenters will share practical implementation strategies, common barriers, and solutions that have proven successful in diverse educational settings. Participants will examine how Tier I academic, attendance, discipline, and universal behavioral screening data can be integrated to evaluate the effectiveness of primary prevention efforts before identifying students requiring Tier II or Tier III supports. Using hypothetical school data, attendees will engage in structured problem-solving activities to practice identifying students at risk, selecting appropriate interventions, and designing progress-monitoring plans.

The workshop will also examine how school-based teams can organize resources across all three MTSS tiers while clarifying the complementary roles of educators, administrators, school mental health professionals, and community partners. Participants will use resource-mapping activities to inventory available supports within their own schools and develop plans that can be replicated with district teams following the conference. Intervention planning will include examples ranging from classroom-based supports and behavioral contracts to small-group interventions, self-monitoring strategies, targeted skill-building, and individualized Tier III services.

Technology will be presented as a practical tool for improving implementation rather than an end in itself. Participants will see how web-based data management platforms can streamline data integration, automate progress monitoring, improve visualization of student outcomes, and support more timely and accurate MTSS decision-making.

Throughout the workshop, presenters will introduce and demonstrate the publicly available Boston Public Schools Comprehensive Behavioral Health Model (CBHM) Tier I and Tier II Toolkits, developed through years of implementation experience and continuous refinement. Additional implementation resources from national organizations, including guidance related to threat assessment, suicide prevention, and social-emotional learning, will complement these materials.

By the conclusion of the workshop, participants will have a practical roadmap for developing sustainable MTSS systems that move beyond universal screening toward coordinated prevention, intervention, and continuous progress monitoring. Attendees will leave with strategies for integrating multiple sources of data into meaningful decision-making, engaging educators and families in collaborative problem-solving, strengthening school-based implementation teams, and improving outcomes for students through a comprehensive, data-informed MTSS framework.

Learning Objectives:

By the conclusion of this workshop, participants will be able to:

1. Evaluate key components of sustainable MTSS implementation by examining lessons learned from more than 15 years of district-wide implementation, including strategies for building staff commitment and overcoming common implementation barriers.
   
   
2. Describe effective behavioral and social-emotional screening practices, including methods for collecting and integrating data from students, teachers, and parents, while identifying practical solutions to common implementation challenges across schools of varying size and demographics.
   
   
3. Interpret and integrate behavioral and social-emotional screening results with academic, attendance, and discipline data to support Tier I decision-making and identify students who may benefit from Tier II or Tier III interventions.
   
   
4. Develop data-informed intervention plans by applying structured decision-making protocols to select evidence-based supports, monitor intervention fidelity, and evaluate student response to intervention over time.
   
   
5. Analyze equity considerations within an MTSS framework by examining patterns in screening, discipline, attendance, and academic data to support equitable identification, service delivery, and continuous improvement efforts. 

8:30am -11:45am
Half Day

 Stephen Brock Ph.D., NCSP, LEP & Melissa A. Reeves, Ph.D., NCSP, LPC

Workshop Description: 

8:30am -11:45am
Half Day
  

Workshop 2: Technology and School Psychologists: Navigating Professional and Ethical Issues in the Digital Age 
(3.0 PD Credit) 

Robert J. Dixon, PhD, NCSP, LP

Workshop Description:  

School psychologists are using technology in a variety of ways to meet the needs of students, parents, and teachers. Using technology to provide services, one must be mindful of using a social justice lens and promoting equity of access, affordability, and availability of devices. In addition, technology must conform to the rules, regulations, standards, and ethics of the profession. Within a multitiered system of supports model, school psychologists can leverage technology to expand services to efficiently and effectively reach more students and our critical partners in education. 

NASP Professional Practice Model: Domain 10-Legal, Ethical, and Professional Practice

Learning Outcomes:

At the end of the session, participants will:

1. Explore the changing landscape and the role of technology in professional practices

2. Identify technology at different tiers of implementation that will enhance your practices

3. Apply ethical decision-making for adopting AI programs. 

8:30am -11:45am
Half Day

Workshop 3: School Avoidance: Assessment and Intervention Across a Three-Tiered Model (3.0 PD Credit)
 
Julia A. Ogg, PhD &  Michelle K. Demaray, Ph.D. 

Workshop Description:  

Workshop 4: *Using WJ-V for SLD Identification within an MTSS Framework (3.0 PD Credit)

 Edward K. Schultz, Ph.D.

Workshop Description:  

As schools increasingly use Multi-Tiered Systems of Support (MTSS) to identify and respond to students experiencing academic difficulties, the role of norm-referenced assessment in Specific Learning Disability identification continues to evolve. This three-hour session will examine how the Woodcock-Johnson V can be integrated with instructional response data, progress-monitoring information, classroom performance, and other evaluation data to support comprehensive SLD identification. Rather than using norm-referenced testing simply to determine whether a student has a disability, participants will explore how WJ V findings can provide insight into how a student learns by identifying cognitive, language, and academic strengths and weaknesses that help explain classroom performance. Emphasis will be placed on integrating multiple sources of data, moving beyond test-by-test interpretation, and connecting assessment findings directly to instructional planning and intervention.

Learning Objectives:

By the end of this session, participants will be able to:

Explain the evolving role of norm-referenced assessment within an MTSS framework and distinguish between instructional response data used to establish educational need and WJ V data used to better understand the learner.
Integrate WJ V cognitive, language, and achievement findings with MTSS, progress-monitoring, classroom, and other evaluation data to develop a comprehensive and technically defensible understanding of a student’s pattern of strengths and needs.
Translate integrated assessment findings into meaningful educational recommendations that inform instruction, intervention, and individualized educational planning rather than relying solely on test scores or eligibility formulas.

NASP Practice Model Alignment

This session aligns most directly with the following NASP 2020 Practice Model domains:

Domain 1: Data-Based Decision Making
Participants will examine the use of multiple assessment methods and data sources within a problem-solving framework to identify student strengths and needs and support defensible educational decisions.

Domain 3: Academic Interventions and Instructional Supports
Participants will connect assessment findings to evidence-based instruction and intervention by using evaluation results to better understand barriers to academic learning and identify appropriate instructional supports.

Domain 5: School-Wide Practices to Promote Learning
The session addresses the integration of comprehensive evaluation within an MTSS framework and emphasizes coordinated data use across general education, intervention, and special education systems.
These alignments are consistent with NASP’s current Practice Model, which organizes school psychological services across 10 domains and identifies Data-Based Decision Making as a central domain involving assessment, multiple data sources, MTSS, and problem solving.

Workshop 1: Assessment, Identification, and Intervention of Emotional Disabilities at School (3.0 PD Credit)

Stephen Brock Ph.D., NCSP, LEP

Workshop Description: 

This workshop provides guidance on the three steps for determining whether a student meets IDEA's special education criteria for Emotional Disability, with special attention to the social maladjustment exclusion.  Appropriate ED eligibility determinations provide students with services that will directly affect student achievement. This workshop guides participants on how to make appropriate eligibility determinations. 

Learning Objective:

1. Prepares educators to appropriately use various types of classroom assessments
2. Supports educators to apply relevant standards and research
3. Strengthens educators’ discipline-specific expertise.

Workshop 2: Beyond the Words: Effective Threat Assessment Interviews with K–12 Students on the Autism Spectrum  (3.0 PD Credit)

Melissa A. Reeves, Ph.D., NCSP, LPC

Workshop Description: 

Threat assessment interviews involving students on the autism spectrum require developmentally appropriate communication techniques and an understanding of autism characteristics that may influence behavior, language, emotional expression, and social interactions. This workshop provides school-based professionals with practical, evidence-informed strategies to conduct interviews that maximize rapport, reduce misunderstanding, and support accurate, equitable threat assessment decision-making.

Participants will:

Describe how autism-related characteristics may influence communication, emotional expression, social interaction, and behavior during threat assessment interviews.
Differentiate autism-related communication and behavioral differences from indicators requiring further threat assessment or intervention.
Apply evidence-informed interviewing strategies that build rapport, reduce anxiety, avoid misinterpretation, and support accurate information gathering.
Adapt interview questions and environments to individual needs and collaborate with caregivers and multidisciplinary professionals to interpret findings within the student’s developmental and educational context.

 Workshop 3: School Avoidance: Assessment and Intervention Across a Three-Tiered Model  
 
Julia A. Ogg, PhD &  Michelle K. Demaray, Ph.D

Workshop Description: 

Workshop 4: *Using WJ-V for SLD Identification within an MTSS Framework (3.0 PD Credit)

 Edward K. Schultz, Ph.D.

Workshop Description:  

As schools increasingly use Multi-Tiered Systems of Support (MTSS) to identify and respond to students experiencing academic difficulties, the role of norm-referenced assessment in Specific Learning Disability identification continues to evolve. This three-hour session will examine how the Woodcock-Johnson V can be integrated with instructional response data, progress-monitoring information, classroom performance, and other evaluation data to support comprehensive SLD identification. Rather than using norm-referenced testing simply to determine whether a student has a disability, participants will explore how WJ V findings can provide insight into how a student learns by identifying cognitive, language, and academic strengths and weaknesses that help explain classroom performance. Emphasis will be placed on integrating multiple sources of data, moving beyond test-by-test interpretation, and connecting assessment findings directly to instructional planning and intervention.

Learning Objectives

By the end of this session, participants will be able to:

Explain the evolving role of norm-referenced assessment within an MTSS framework and distinguish between instructional response data used to establish educational need and WJ V data used to better understand the learner.
Integrate WJ V cognitive, language, and achievement findings with MTSS, progress-monitoring, classroom, and other evaluation data to develop a comprehensive and technically defensible understanding of a student’s pattern of strengths and needs.
Translate integrated assessment findings into meaningful educational recommendations that inform instruction, intervention, and individualized educational planning rather than relying solely on test scores or eligibility formulas.

NASP Practice Model Alignment

This session aligns most directly with the following NASP 2020 Practice Model domains:

Domain 1: Data-Based Decision Making
Participants will examine the use of multiple assessment methods and data sources within a problem-solving framework to identify student strengths and needs and support defensible educational decisions.

Domain 3: Academic Interventions and Instructional Supports
Participants will connect assessment findings to evidence-based instruction and intervention by using evaluation results to better understand barriers to academic learning and identify appropriate instructional supports.

Domain 5: School-Wide Practices to Promote Learning
The session addresses the integration of comprehensive evaluation within an MTSS framework and emphasizes coordinated data use across general education, intervention, and special education systems.
These alignments are consistent with NASP’s current Practice Model, which organizes school psychological services across 10 domains and identifies Data-Based Decision Making as a central domain involving assessment, multiple data sources, MTSS, and problem solving.