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Monday, October 23rd

Session Block Three
9:00 am - 12:15 pm

In-person participants have the option of participating in any of the sessions.
Virtual participants may choose from only the virtual sessions 

In-person

Virtual
9:00 am - 5:15 pm
Bilingual Evaluation for Bilingual and Non-Bilingual School Psychologists: An evidence-based approach for all practitioners
Sam O. Ortiz, PhD		 9:00 am -
12:15 pm
Scientific Bases of Mathematics Instruction: Avoiding Myths, Embracing Evidence, & Advancing Student Learning
Amanda M. VanDerHeyden, PhD		 9:00 am - 10:30am
It's Time to Unite: Integrating Pre-K into a District's MTSS Framework
Sarah Kelly, MA/CAS		 9:00 am - 10:30am
One More Thing: The Role of Internship on the Path to Becoming a School Psychologist
Charles A. Barrett, PhD, NCSP		 9:00 am - 10:30am
Executive Function Assessment in School-Based Settings
Elizabeth M. Power, EdD		 9:00 am - 10:30am
What does the 2023-2024 Futures Conference mean for North Carolina?
Lori E. Unruh, PhD 
10:45 am -
12:15 pm
Addressing the Youth Mental Health Crisis: Best Practices in Assessment
Rebecca M. Whalen, MA, CCC-SLP

10:45 am - 12:15 pm
AI Unplugged: ChatGPT's Guide to Writing Psychological Reports
Jake Finan, EdS

 10:45 am - 12:15 pm
Sex Trafficking: Identification and Response
Melinda Sampson

Session Descriptions & Learning Objectives

Unless otherwise noted, each session meets criteria for NASP and APA approved credit hours.

Bilingual Evaluation for Bilingual and Non-Bilingual School Psychologists: An evidence-based approach for all practitioners.
Sam O. Ortiz, PhD
Professor of Psychology and Director of Graduate Programs in School Psychology, St. John's University

This session will present current research on language, cognitive, academic development, and their application to evaluation within a comprehensive, research-based framework for generating valid data to support conclusions and decisions regarding the presence or absence of various types of disorders with culturally and linguistically diverse learners. Participants will be given instruction covering the implementation of evaluation procedures in a step-by-step manner for adequately measuring various abilities, guidelines for evaluating the validity of test scores, rules governing the selection and use of scores generated via testing in English vs. the native language, using data for the purposes of SLD and other disability identification, nondiscriminatory PSW analyses, and specific guidance via case study examples that illustrate application and use of research-based methods and nondiscriminatory tools and procedures. 

Participants will be able to:
  • Explain the advantages and limitations of traditional approaches to evaluation of individuals from diverse backgrounds including alteration or modifications in test administration, use of nonverbal tests, and native language evaluation procedures.
  • Evaluate current research in the evaluation of the extent to which the validity of various assessment approaches and test results are undermined by cultural and linguistic factors.
  • Apply the basic steps and process involved in conducting comprehensive and systematic evaluation of culturally and linguistically diverse learners.
  • Utilize the contemporary, evidence-based for addressing exclusionary criteria in evaluation and establishing valid scores for measurement of language development.
  • Establish and defend the validity of obtained test scores and other data by excluding the primary influence of cultural and linguistic variables.
  • Interpret standardized test and other data in a nondiscriminatory and equitable manner.
  • Select and use appropriate data for use in disability identification including PSW analyses.
  • Conduct evaluations that meet best practice standards with ELs regardless of bilingual capability.
Scientific Bases of Mathematics Instruction: Avoiding Myths, Embracing Evidence, & Advancing Student Learning
Amanda M. VanDerHeyden, PhD
President and Founder, Education Research & Consulting and SpringMath

Educators operate at the intersection of evidence-based principles and frontline realities in schools. Thus, we can be key actors in reducing tension when philosophies are pitted against evidence and assist schools to adopt and deliver more effective instruction at scale. Science of Reading (SoR), Science of Math (SoM), MTSS, and equitable practices are mutually supportive: each attempts to institutionalize the premise that (a) learning is a predictable outcome of highly effective instruction and (b) implementing highly effective instruction in all classrooms is possible with the right resource allocations and commitment to science over philosophy. This session will detail key scientific findings pertinent to teaching math. Dr. VanDerHeyden will talk about leading a school toward adoption of science-based math instruction in classrooms. MTSS is a model that promotes growth for all learners and produces a dataset that can be used to inform future instructional actions. When risk is high, classwide math intervention is a necessary feature of MTSS (Tier 1.5) that has the effect of lowering overall risk (i.e., improving overall proficiency), closing opportunity gaps, and providing much more accurate identification of students needing more intensive intervention. Classwide intervention produces a strong incremental cost effectiveness ratio meaning that it produces benefit to all students in a highly efficient way. This session will detail how to use classwide math intervention in your MTSS models. Sample protocols and printed and video resources will be provided. Dr. VanDerHeyden will then take attendees from the risk decision to diagnostic assessment to an intensified math intervention aligned with the student's measured learning needs (Tiers 2 and 3). Implementation support will be detailed and evaluation of intervention success (RTI) will be unpacked to inform eligibility decisions.

Participants will be able to:
  • Explain the primary features of science-based instruction in mathematics (and which popular but ineffective activities should be avoided or minimized)
  • Describe effective screening and progress monitoring in mathematics, especially the need for sensitive mastery measures to make MTSS decisions.
  • Situate classwide intervention as both a screening device but also an especially high-yield way to improve learning outcomes schoolwide.
  • Build intensive individualized intervention in math using what we have learned from research in MTSS over the last two decades
  • Use implementation science to drive MTSS


It's Time to Unite: Integrating Pre-K into a District's MTSS Framework
Sarah Kelly, MA/CAS, School Psychologist, Guilford County Schools
Amy Geer, Early Learning Coordinator, Guilford County Schools

This session will focus on how one large district is integrating pre-k practices into a comprehensive MTSS framework. MTSS implementation in early childhood programming presents its own unique challenges including a limited body of research on the incorporation of a comprehensive MTSS model in preschool. This session will highlight how one district's pre-k is currently implementing MTSS as part of the larger district framework. The session also will address barriers to implementation as well as future goals and ongoing successes.

Participants will be able to:
  • Discuss how a multi-tiered framework can include comprehensive supports for PreK students
  • Share new knowledge of research-based resources and data-based problem solving for supporting PreK students across tiers of support‚
  • Identify and address barriers to implementation within a large school district


One More Thing: The Role of Internship on the Path to Becoming a School Psychologist
Charles A. Barrett, PhD, NCSP
President, CAB Publishing Company, LLC

Specifically designed for graduate students, this interactive session will share practical strategies for securing school psychology internships. Coupled with encouraging attendees to ask questions about the internship application and selection process, this session will provide graduate students with valuable insight about timelines and professional behaviors that are helpful for what can be a highly stressful aspect of graduate school.

Participants will be able to:
  • Apply for internship and identify potential barriers and considerations within application and interview processes
  • Discuss future career prospects upon completion of training
  • Engage in discourse surrounding how to transition from an intern to an early career professional


Executive Function Assessment in School-Based Settings
Elizabeth M. Power, EdD
School Psychologist, Montgomery County Public Schools

During this virtual session, an overview of executive functions, related neuropsychological assessments, and implications for executive function deficits in the school setting will be presented. The main goal of the session is to review various executive function assessments, including indirect and direct measures, that can be used in schools with students in grades K-12.

Participants will be able to:
  • Identify formal and informal executive function assessments they can use in their own practice
  • Explore real-world case studies from individuals in grades K-12 with executive function deficits
  • Discuss the implications of various executive function deficits for the K-12 school setting


What Does the 2023-2024 Futures Conference Mean for North Carolina?
Lori E. Unruh, PhD
Associate Professor, Western Carolina University

The 1954 Thayer conference was the first recorded effort to explore the future of school psychology as a field. This was followed by additional conferences each of which addressed different themes related to the future. The first conference using the title‚ Futures Conference, was convened in 2002 by what would become the School Psychology Leadership Roundtable (SPLR) with representatives from all national and international school psychology organizations. This group also convened a second, Futures Conference‚ in 2012 and they are now presenting a third, Futures Conference‚ in 2023-2024. Each of these different conferences have had a somewhat different format but a similar goal of identifying and moving forward the future of school psychology. The 2023-2024 Futures Conference differs from the others in many ways with one of the biggest being the focus on broader social inequities impacting the field. Another important component is that of having as many school psychologists as possible involved in contributing to our understanding of the future of school psychology. This NCSPA virtual Fall Conference session, will allow school psychologists in North Carolina who have registered and are participating at any level in the 2023-2024 Futures Conference to get together and start discussing the future of school psychology not just in general but specifically in North Carolina. The goal for this session is to start to identify some actions to take individually and as a state following the completion of this conference.

Participants will be able to:
  • Share highlights from their initial experiences with the 2023-2024 Futures Conference.
  • Discuss how the information from the 2023-2024 Futures Conference could influence future school psychology practice in North Carolina
  • Develop plans for identifying actions at the individual and state level in response to the 2023-2024 Futures Conference
This session does not meet requirements for APA Contact hours


Addressing the Youth Mental Health Crisis: Best Practices in Assessment
Rebecca M. Whalen, MA, CCC-SLP
Assessment Consultant, Pearson Clinical Assessments

Professionals in educational institutions are at the forefront of tackling the present mental health emergency affecting young people. To better support students with mental health challenges, improving the identification of such issues in school settings is crucial. This session will demonstrate a comprehensive procedure and effective techniques for identifying and addressing emotional, behavioral, and mental health problems. It will also illustrate how school psychologists and other mental health professionals in educational settings can use evaluation outcomes and progress monitoring to collect data aimed at improving student outcomes.

Participants will be able to:
  • Use expanded and comprehensive assessment and data collection procedures to implement improved identification and classification of students who exhibit mental health difficulties and/or social maladjustment.
  • Choose and utilize narrow-band assessments that differentiate between various emotional and behavioral challenges such as anxiety or depression.
  • Demonstrate how progress monitoring is used for students receiving special education services, as well as those requiring emotional and behavioral support of all tiers in an MTSS framework.


Sex Trafficking: Identification and Response
Melinda Sampson
NC Stop Human Trafficking

This session will introduce attendees to the reality of human trafficking among the student population, behavioral issues associated with victimization, best communication practices, as well as vulnerabilities associate with the commercial sexual exploitation of children.

Participants will be able to:
  • Describe vulnerable populations and best communication practices
  • Identify and respond to students who have been or are in danger of being exploited


AI Unplugged: ChatGPT's Guide to Writing Psychological Reports
Jake Finan, EdS - Wake County Public School System
ChatGPT

"Join us in this captivating presentation as we explore the intersection of cutting-edge technology and the world of psychoeducational reports. Dive into the fascinating world of AI language models, featuring ChatGPT as our esteemed presenter, and witness the magic of generating live interpretations for hypothetical psychoeducational assessment results. Discover the benefits, limitations, and ethical considerations of utilizing AI in report writing, and engage in a thought-provoking group discussion to navigate the future of AI in the field of School Psychology. Get ready for a delightful blend of innovation, humor, and professional insights, as we unveil 'AI Unplugged: ChatGPT's Guide to Psychoeducational Reports." ~ChatGPT (Session Presenter)"

I'm skeptical about whether or not letting language models write our reports for us is a good idea, so I decided to let ChatGPT try to convince me of the benefits and drawbacks of using it. Let's analyze its work together and see how we feel about the ethical implications of the places it may fit into the future of our practice." ~Jake Finan (Session Host)

Participants will be able to:
  • Describe the development of Large Language Models such as ChatGPT
  • Discuss the benefits and drawbacks of the use of Large Language Models for report writing
  • Consider the ethical implications of using Large Language Models for report writing
  • Critique a novel sample of an AI-generated psychological report.