Workshop 1: Addressing Chronic Absenteeism in Schools (3.0 PD Credit) 
 Shawna Rader Kelly, EdS, NCSP

Workshop 2 : *Current Trends in Youth Suicide: Risk, Prevention, & Treatment (3.0 PD Credit)
Franci Crepeau-Hobson, PhD, NCSP, LP

Workshop Description: Youth suicide remains a critical public health concern and is the second leading cause of death among individuals aged 10–24 in the United States. This session provides a comprehensive overview of current trends in youth suicide, with a focus on risk and protective factors, including those affecting minoritized youth. Participants will explore the latest data from the Youth Risk Behavior Survey (YRBS), understand the psychological and environmental contributors to suicide risk, and learn evidence-based strategies for prevention and intervention within school settings.

Drawing on a multi-tiered systems of support (MTSS) framework, the session will detail universal, secondary, and tertiary prevention strategies, including suicide risk assessment (SRA) protocols, culturally responsive practices, and effective therapeutic interventions such as CBT, DBT, and technology-based approaches. Attendees will gain practical tools for suicide prevention including identifying and supporting at-risk students, implementing postvention strategies to reduce contagion and support school communities. Effective interventions for suicidal youth will also be reviewed.

• This session equips educators with tools to identify and support students at risk for suicide, fostering stronger relationships and emotional safety in schools. By promoting empathy, cultural responsiveness, and proactive intervention, it enhances educators’ capacity to nurture students’ social-emotional development and overall well-being.

Workshop 3: *Cyberbullying: Helping Students Navigate Digital Technology and Social Media (3.0 PD Credit) 
Amanda Nickerson, PhD, NCSP

8:30am-11:45am
Half Day

Workshop 4: *Bridging the Gap: Applying Neuropsychology in Schools for Better Student Outcomes (3.0 PD Credit)
Amanda Skierkiewicz, EdD, NCSP

Workshop Description:  This session explores how school neuropsychology can enhance educational decision-making and student success. Participants will learn key neuropsychological principles and brain–behavior relationships relevant to learning, attention, and executive functioning. The presentation will highlight how to apply neuropsychological data to assessments and interventions, adapt strategies for diverse learners, and integrate these concepts into RTI/MTSS frameworks to support students even before formal evaluation. Practical, evidence-based strategies will be shared to help educators and school psychologists translate cognitive profiles into teacher-friendly supports and strengthen identification and intervention for students with a wide range of learning differences.

1. This professional development activity directly supports educator and student growth in content knowledge and skills by equipping participants with a deeper understanding of neuropsychological principles and brain–behavior relationships. Educators will gain practical skills for interpreting cognitive profiles, linking them to academic performance, and designing instructional strategies that are accessible and effective for diverse learners. This enhanced knowledge enables teachers and school psychologists to make data-driven decisions that improve both teaching practice and student outcomes.

2. The session also fosters educator and student social and emotional growth by highlighting the role of attention, executive functioning, and self-regulation in the learning process. Participants will learn to recognize the neurocognitive underpinnings of student behavior and emotional regulation, which supports the development of responsive interventions. By translating neuropsychological insights into classroom supports, educators can promote student resilience, reduce frustration, and create inclusive environments where all learners feel understood and supported.

3. Finally, the training aligns with district, school, and organizational improvement plans by reinforcing evidence-based assessment and intervention practices within RTI/MTSS frameworks. The emphasis on early identification, tiered supports, and teacher-friendly strategies strengthens existing initiatives aimed at raising achievement, closing equity gaps, and supporting students’ holistic development. In doing so, the session directly contributes to systemic improvement goals while enhancing the capacity of educators to serve their school communities effectively.

Lunch/NASP President

Workshop 1: Beyond Checklists: Collaborative Approaches to Assessment and Support for ADHD (3.0 PD Credit)
Ray W. Christner, PsyD, NCSP 

Workshop Description: Traditional ADHD and Other Health Impairment (OHI) evaluations often rely on rating scales and standardized measures, but meaningful assessment requires a collaborative, multi-source, and responsive approach.  This session explores how school-based teams, including school psychologists, educational diagnosticians, teachers, related service providers, and parents, can work together to gather and integrate diverse data sources.  Participants will learn how to move beyond compliance-driven assessments to create a more dynamic and individualized evaluation process that informs eligibility decisions, program planning, and intervention.  Through case examples, practical strategies, and discussion, participants will gain insights into building a more comprehensive understanding of students with ADHD, leading to more effective and evidence-based support.

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

1. Identify multiple sources of assessment data, including behavioral observations, teacher/parent input, and performance-based measures, to supplement standardized rating scales.

2. Apply methods for synthesizing assessment data to support both eligibility decisions and individualized intervention planning.

3. Develop strategies for integrating evaluation results into student-centered intervention plans that align with classroom and school-based supports.

Workshop 2: *Current Trends in Youth Suicide: Risk, Prevention, & Treatment (3.0 PD Credit)
Franci Crepeau-Hobson, PhD, NCSP, LP

Workshop Description: Youth suicide remains a critical public health concern and is the second leading cause of death among individuals aged 10–24 in the United States. This session provides a comprehensive overview of current trends in youth suicide, with a focus on risk and protective factors, including those affecting minoritized youth. Participants will explore the latest data from the Youth Risk Behavior Survey (YRBS), understand the psychological and environmental contributors to suicide risk, and learn evidence-based strategies for prevention and intervention within school settings.

Drawing on a multi-tiered systems of support (MTSS) framework, the session will detail universal, secondary, and tertiary prevention strategies, including suicide risk assessment (SRA) protocols, culturally responsive practices, and effective therapeutic interventions such as CBT, DBT, and technology-based approaches. Attendees will gain practical tools for suicide prevention including identifying and supporting at-risk students, implementing postvention strategies to reduce contagion and support school communities. Effective interventions for suicidal youth will also be reviewed.

• This session equips educators with tools to identify and support students at risk for suicide, fostering stronger relationships and emotional safety in schools. By promoting empathy, cultural responsiveness, and proactive intervention, it enhances educators’ capacity to nurture students’ social-emotional development and overall well-being.

Workshop 3: *Cyberbullying: Helping Students Navigate Digital Technology and Social Media”(3.0 PD Credit)
 Amanda Nickerson, PhD, NCSP

Workshop 4: Look Before You Leap: Ethical Considerations in Adopting New Practices (3.0 PD Credit)
Robert J. Dixon, PhD, NCSP, LP

Workshop Description:  Practices are changing at a rapid place. With AI, we are inundated through social media and traditional venues with information and promotional materials that promise the world (e.g., time, efficiencies, sanity). Many are experiencing the Fear of Missing Out or simply being Left Behind! There are important ethical considerations that need to be examined before you leap to that new shiny platform.

Outcomes

• Identify the current and potential uses of Artificial Intelligence (AI) in school psychological practices.
• Describe critical ethical issues and how procedures and practices need to be scrutinized before AI adoption.
• Develop a game plan to move your practices forward and feel more ethically secure in adopting new and emerging practices.

8:30am -11:45am
Half Day

Ray W. Christner, PsyD, NCSP

Workshop Description: The criteria for identifying Intellectual Developmental Disability (IDD) have evolved, shifting toward more flexible and individualized assessment practices. Guidance from sources such as the AAIDD, DSM-5-TR, ICD-10, IDEA, and state regulations often varies, creating confusion for psychologists determining eligibility and planning supports. IQ thresholds and adaptive behavior criteria have moved from rigid cutoffs to more nuanced approaches, yet many states still use outdated or inconsistent standards. This skills-based workshop equips psychologists with tools to navigate these complexities through updated assessment strategies, strength-based report writing, and individualized transition planning. Participants will explore how to select and interpret appropriate measures, apply cultural and contextual considerations, and implement practical, affirming supports that promote inclusion, learning, and postsecondary success for individuals with IDD.

At the conclusion of this webinar, participants will be able to:

1. Identify and select appropriate assessment tools and techniques to determine eligibility for intellectual developmental disabilities (IDD).

2. Analyze the impact of cultural and contextual factors on the assessment and diagnosis of IDD.

3. Utilize test data to develop strength-based, balanced reports that effectively communicate an individual’s abilities, support needs, and service recommendations.

4. Apply individualized support strategies to enhance educational and vocational outcomes for individuals with IDD.

8:30am -11:45am
Half Day
  

Workshop 2: *Cracking the Code: Targeting Math Interventions to Student Needs (3.0 PD Credit) 
Katie Maki, PhD

Workshop Description:  This session will present the use of math assessment data to drive math intervention primarily for elementary-age students, but also for older students with significant math difficulties. An intervention decision-making framework will be presented and applied to math assessment data to determine appropriate math interventions based on different math skill profiles. Participants will be provided with materials that they can take back to apply with their districts.

By attending the professional development activity, participants will be able to:

1. Use math assessment data for different purposes.

2. Analyze diagnostic math data to determine student math needs.

3. Apply an intervention decision-making framework to match interventions to student math needs.

8:30am -11:45am
Half Day

Workshop 3: Meet the New, All-Digital WJ V:  an Introduction to the Woodcock-Johnson Fifth Edition!(3.0 PD Credit)
 Dr. Erica LaForte

Workshop Description: This session will provide an overview of the WJ V, including a discussion of the new tests and clusters as well as changes from the WJ IV to WJ V.  Score metrics will be reviewed with an emphasis on proficiency scores. The session will also include a live demo of the digital platform and a review of pricing and training options for WJ V. 

• Participants will learn about the new WJ V and how it aligns with best practices in the identification of SLDs.

Workshop 4: Mental Health Screening: From Implementation to Practice(3.0 PD Credit)
 Robert J. Dixon, PhD, NCSP, LP

Workshop Description:  Mental health concerns in youth have been well documented. Success within a MTSS model begins with the screening of all students to move from a reactive process to one that is preventative and proactive. Despite the positive benefits, concerns exist stalling and potentially scuttling these efforts. The presentation will follow a district’s pilot mental health screening leading to some interesting conclusions about the challenges of collecting information, interpreting the results, and changing practices to address the needs of students.

Workshop 1: Evidence-Based CBT in Modern Times: Case Conceptualization, Practice, and Pop Culture (3.0 PD Credit)
Ray W. Christner, PsyD, NCSP

Workshop Description: Providing psychological services to children and adolescents is more complex than knowing and applying techniques or strategies to an individual case. This is especially true when it comes to improving mental health and wellness in a school setting. The key for school-based clinicians in providing high-quality, evidence-based services is knowing when, for whom, and at what times to apply specific interventions or approaches. This workshop will help clinicians identify strategic aspects of a brief-care model using cognitive behavior therapy (CBT). This model explains how to use evaluation and test data to look beyond diagnosis and formulate a case conceptualization that drives evidence-based interventions. The presenter will review specific interventions from a transdiagnostic treatment approach and discuss how to enhance buy-in through the use of metaphor, pop culture, sports, superheroes, and improv. Participants will be able to discuss and actively work through case examples and practice strategies.

By the end of this workshop, school psychologists will be able to:

1. Establish and maintain a therapeutic relationship that embodies authenticity and mutual respect.

2. Conceptualize cases that not only take into account the student’s specific behaviors but also the relational contexts that influence them.

3. Identify and use specific CBT interventions to improve the mental health and wellness of students with whom they work.

*Workshop 2: *Cracking the Code: Targeting Math Interventions to Student Needs (3.0 PD Credit)
Katie Maki, PhD

Workshop Description: 

This session will present the use of math assessment data to drive math intervention primarily for elementary-age students, but also for older students with significant math difficulties. An intervention decision-making framework will be presented and applied to math assessment data to determine appropriate math interventions based on different math skill profiles. Participants will be provided with materials that they can take back to apply with their districts.

By attending the professional development activity, participants will be able to:

1. Use math assessment data for different purposes.

2. Analyze diagnostic math data to determine student math needs.

3. Apply an intervention decision-making framework to match interventions to student math needs.

 Workshop 3:  Enhancing Outcomes for Preschool Students: Resources for School Psychologists (3.0 PD Credit)
 Mary Satchwell, PhD

Workshop Description: The purpose of this workshop is to provide information about current best practices for early childhood assessment, academic and behavioral interventions, as well as resources to support parents and teachers and enhance outcomes for preschool students. Participants will learn about current early childhood curricula, standardized and play-based assessments, progress monitoring tools, and research-based academic and behavioral interventions.  Participants will learn about resources to support effective consultation for parents and teachers of children in early childhood programs. Finally, participants will learn about resources for parents and teachers supporting young children with limited verbal abilities as well as students from culturally and linguistically diverse backgrounds. Time for discussion of practitioner experiences in various early childhood settings will also be included. 

Workshop 4:  *Bridging the Gap: Applying Neuropsychology in Schools for Better Student Outcomes (3.0 PD Credit)
Amanda Skierkiewicz, EdD, NCSP

Workshop Description: This session explores how school neuropsychology can enhance educational decision-making and student success. Participants will learn key neuropsychological principles and brain–behavior relationships relevant to learning, attention, and executive functioning. The presentation will highlight how to apply neuropsychological data to assessments and interventions, adapt strategies for diverse learners, and integrate these concepts into RTI/MTSS frameworks to support students even before formal evaluation. Practical, evidence-based strategies will be shared to help educators and school psychologists translate cognitive profiles into teacher-friendly supports and strengthen identification and intervention for students with a wide range of learning differences.

1. This professional development activity directly supports educator and student growth in content knowledge and skills by equipping participants with a deeper understanding of neuropsychological principles and brain–behavior relationships. Educators will gain practical skills for interpreting cognitive profiles, linking them to academic performance, and designing instructional strategies that are accessible and effective for diverse learners. This enhanced knowledge enables teachers and school psychologists to make data-driven decisions that improve both teaching practice and student outcomes.

2. The session also fosters educator and student social and emotional growth by highlighting the role of attention, executive functioning, and self-regulation in the learning process. Participants will learn to recognize the neurocognitive underpinnings of student behavior and emotional regulation, which supports the development of responsive interventions. By translating neuropsychological insights into classroom supports, educators can promote student resilience, reduce frustration, and create inclusive environments where all learners feel understood and supported.

3. Finally, the training aligns with district, school, and organizational improvement plans by reinforcing evidence-based assessment and intervention practices within RTI/MTSS frameworks. The emphasis on early identification, tiered supports, and teacher-friendly strategies strengthens existing initiatives aimed at raising achievement, closing equity gaps, and supporting students’ holistic development. In doing so, the session directly contributes to systemic improvement goals while enhancing the capacity of educators to serve their school communities effectively.