MONTANA ASSOCIATION OF SCHOOL PSYCHOLOGISTSServing School Psychologists in Montana Spring 2011 UPCOMING EVENTSJune 12-14. 2011 — MASP Summer InstituteLocation: Hilton Garden Inn, Billings, Presenter: Michéle M. M. Mazzocco, Ph.D., Topic: Parts and “Holes”: Gaps in Children’s Mathematics Achievement Math is coming to the forefront of intervention needs, since so much time has been devoted to improving services for students in reading. We are fortunate to have Dr. Michéle Mazzocco, Ph.D. from Johns Hopkins, as a presenter for our summer conference. Dr. Mazzocco is an investigator for math skills at Kennedy Keriger School for a longevity study in math skills. Be prepared to help increase your services for students in math, as well as in reading! INFORMATION FROM NASP Regarding Math LearningStudies Highlight Language’s Role in Learning Basic Math According to research out of the University of Toronto and the University of Chicago, a lack of language skills can restrict a student’s ability to understand basic concepts in mathematics. Authors of the study looked at deaf adults without formal sign language and agreed that the results could suggest students with early math problems could need language-based interventions, too. The findings provide more evidence for the link between early literacy and numeracy suggested by other recent research. Additional research found toddlers whose parents spoke with them frequently about numbers were more likely to understand the cardinal number principle by preschool age than students who had heard fewer number words. Related NASP Member ResourcesValidation and Decision Accuracy of Early Numeracy Skill Indicators from School Psychology Review “Big Ideas”: Missing Pieces in Early Mathematics Assessment from Communiqué REGISTRATION for the MASP Summer Institute — online at our website! Summer 2011 NASP ConferencesThere are two conferences being held this summer through the National Association of School Psychologists.
These conferences provide a great time to catch up on skills, as well as recertification credits! Please visit the NASP website to register! September, 2011 — Planned Distance Learning EventTopic: using CBM (data collection and usage), applying data for interventions and RtI October 19-21, 2011 — MASP Fall ConferenceLocation: Missoula Presenter: Steven Pfeiffer Topic: Math Data and Information for School Psychologists Reports2010 SUMMER CONFERENCEMASP put on a wonderful conference last June in Billings, “Not as Seen on Television” by Dr. Douglas Gentile of Iowa. The media effects on violence for children is often debated in the media, with conflicting results. Dr. Gentile has done research, much of which is an eye opener. For example, including homework assignments, video games, etc, some children spend up to 50 hours per week with combined TV/computer/video games. This loss of face-to-face communication, as well as the impact of violence can be huge. 2010 FALL CONFERENCETopic: Ethics, Legal Issues One of the most exciting outcomes of the Executive Board and discussion at Fall conference is the reinstitution of the Ethics committee. While we are pretty fortunate that we do not have many instances of what could be considered ”Ethics violations”, we, as practitioners, are confronted frequently with the “slippery slope” of ethical and even legal temptations or violations. While most may be fairly straight-forward (such as being asked to photo copy protocols because we are running low), we are still often placed in a predicament where the temptation may be there. We were very fortunate to have three wonderful presenters for our Fall conference. Wednesday night, Ann Verploegen, practicing school psychologist (recent 2009 School Psych of the Year) and part-time OPI monitor/trainer, presented on Ethical dilemmas facing our profession. Thursday, we had Mary E. (Marilee) Duncan, practicing lawyer, and teacher for Rocky Mountain College School Administrator law class. On Friday we had a fast-paced review of recent lawsuits by Elizabeth Kaleva, lawyer for Missoula Public Schools. The three covered a vast array of issues we face every day in our jobs — both legal and ethical issues. On Wednesday night, Ann Verploegen, a School Psychologist of the Year winner (2009), presented three hours on the Ethical dilemmas facing school psychologists. As a practicing school psych and working part-time for OPI (trainer and monitor), Ann has the opportunity to hear of many issues that continually “pop-up” as problems in our profession. Some issues are within our ability to address: never violating copyrights – make copies of the front pages of test protocols, if parents ask for a copy, being clear in our communications, completing evaluations within 60 days for initial evaluations, and many others.) Some of the issues are not within our authority to oversee, but we encounter them: keeping track of records and appropriate disposal of same, meeting minutes and accountability, the list goes on and on. Ann provided some sample issues and we discussed whether these would fall under the legal, or ethical part of our jobs (some — many — are in both.) We then discussed ways to handle the issues and with whom we could consult if/when faced with a dilemma. As part of that and some previous discussion the MASP Board suggested an addition to our Committees —the Ethics/Best Practices committee. We do a pretty good job of self-governing, but are faced with questions/challenges every day. While not providing an answer, the committee may help guide you on where to find the information you need (please read “New Business” — MASP minutes) MASP Leadership for 2010-11Executive CouncilPresident — Shawna Rader-Kelly, Bozeman Committee ChairsInformation Services: MASP Website — Rosanna Buehl, Paula Ryan MASP Executive Board InformationThe Executive Board has been very active. Our website will be changing very shortly! For those who may wish to access the website soon, you will find it “Under Construction!” but functional. We are switching servers, and will soon have an all-inclusive website using our same address: http://www.masponline.us. We will be able to have the information we already have (such as NASP delegate information, newsletters- including our more recent ones, and access to the membership application, etc.) In addition, we will be able to accept payment for memberships, conference events, etc. We can establish a directory for members only, so you can contact other members, as well as committee chairs. Accepting Nominations
Please contact Juliana Robinson, jrobinson[at]parkcoop[dot]k12[dot]mt[dot]us. EDITORIAL(The following editorial expresses the writer’s opinion only, not necessarily that of the Executive board of MASP) Medical versus Educational Model for Qualification and need for ServicesThis past year or so, we in Billings have seen a large increase in family request for evaluations. Many of these students may have recently been diagnosed, or be in the process of being evaluated by a physician for Autism spectrum Disorders, Dyslexia, and many other disorders. For many students, the information gathered through a psycho-educational evaluation can be helpful, but it also comes with a myriad of questions. For many families, the doctor (or a support person or program) may have “told” them their child will automatically qualify for an IEP or additional services. Others may be in fear that the diagnosis WILL automatically qualify them for services- a Catch-22. Questions #1- Does a medical diagnosis of Autism automatically qualify a student for services through the school? No, not automatically. There is a much broader definition of Autism Spectrum Disorder used by the medical community than that which is used by the Educational community, at least as far as meeting criteria for NEEDING special education services. The educational team, which consists of parents, teachers, administrators, etc. meets to determine whether a child would meet criteria AND would need special education services. This team process is used for all disability categories, not just Autism. Students must show delays in verbal and nonverbal communication and social skills. Plus, these must significantly impact (or interfere) with their educational progress. Question #2 — My daughter was diagnosed with dyslexia. Doesn’t she automatically get help through the schools? A local neuropsychologist wrote a letter verifying that she met that diagnosis. Again, this may depend. The Susan Barton program (one of the phonemic dyslexia training programs) has been quite active in helping with some students. However, as Ms. Barton is one of the first to point out, this program is NOT a special education service. This program, (and most other dyslexia programs) specifically help with up to 20% of the population they identify as meeting the criteria for this diagnosis. SOME of the children will go on to qualify for special education services, but many will not. The team will meet to consider all of the evaluation criteria, and again determine whether the student meets criteria and need for services. Just because a student meets the medical criteria (or diagnostic criteria for a program), will not automatically qualify that student for services within the school district Rest in PeaceElizabeth Mitchell 12/11/1949 — 1/15/2011 Elizabeth has been a vital member of Montana Association of School Psychologists for many years. She has served on the Executive Board as secretary, Membership committee and many other areas. She will certainly be missed! Also, we lost Kathy Schmidt, a School Psychologist from Anaconda. Kathy retired about 4-5 years ago, when diagnosed with cancer. The MASP Executive Board voted to donate an annual donation to NASP Children’s Fund, in honor of any Montana school psychologists who died that year. Position StatementNASP Position Statement: School Psychologist’ Involvement in the Role of Assessment SCHOOL PSYCHOLOGISTS' INVOLVEMENT IN ASSESSMENT The National Association of School Psychologists (NASP) recognizes that school psychologists are uniquely suited to promote best practices in assessment. Assessment is the process of gathering information to guide educationally relevant decisions. The process and products of assessment contribute to defining problems, identifying student assets and needs, determining current levels of the student functioning, estimating the rate of progress toward well defined goals, evaluating and recommending services to accelerate learning, and evaluating program outcomes (Ysseldyke et al., 2007). School psychologists engage in assessment to promote academic competence and mental health for all children. This includes those children served with universal, supplemental, intensive, and special education services. NASP endorses science-based assessment practices that are tailored to the needs and assets of individuals, groups, and systems. Assessment services that are aligned with instruction and intervention are provided to promote development, prevent delays, and remediate deficits. ROLES OF THE SCHOOL PSYCHOLOGIST School psychologists are well trained to select, administer, and interpret assessment. They are prepared to both plan and coordinate the process of assessment to guide educationally relevant decisions. School psychologists confer meaningful and lasting benefit to children, families, and schools through evidenced-based assessment. School psychologists consider key guiding principles and purposes of assessment, as described below, when participating in assessment activities. Guiding Principles NASP offers a number of guiding principles for school psychologists who engage in assessment: • School psychologists practice with beneficence. They strive to confer benefit and, at a minimum, to do no harm. Data are collected, reported, and used in a manner that minimizes the potential for misuse and misinterpretation by other professionals or lay persons. • School psychologists practice with integrity and a scientific basis. They adhere to legal and ethical standards of practice (NASP, 2000a, 2000b) and safeguard the rights of students. School psychologists use the appropriate assessment instruments and techniques for the purposes that they were designed and for which there is supporting evidence. • School psychologists are knowledgeable. They are familiar with the Standards for Educational and Psychological Testing (AERA, APA, NCME, 1999) and principles of assessment. School psychologists select and employ assessments in a manner consistent with available evidence and rely on multiple measures to guide high-stakes educational decisions. SCHOOL PSYCHOLOGIST OF THE YEARThe Montana Association of School Psychologists is seeking nominations for School Psychologist of the Year. If you would like to nominate a school psychologist please complete the following short form and return it as soon as possible. You will be contacted by phone for a short interview. Your help is greatly appreciated. If you would like to nominate someone for consideration as School Psychologist of the Year, someone who has has shown exemplary service to children, teachers, parents, administrators, community, and the profession, please download, complete, and return the nomination form. Mail the completed form to: Art Butler Application for Membership or RenewalThere is no time like now to join or renew your membership with the Montana Association of School Psychologists. Download and complete the Membership Application or print and compete the form below. Make checks payable to MASP. Purchase Orders cannot be accepted. Please check: ☐ New Membership ☐ Renewal Membership Name:________________________________________________________ Date:________________ Address:___________________________________________________________________________ City:_________________________________________________________ State:________________ Employer:______________________________________________ Zip Code:___________________ Email:______________________________________________ Home Phone:(_____)_____________ MASP Region:_______________________________________ Work Phone: (_____)_____________ ☐ Check box if this is a new address. ☐ Check box if you would like to be contacted regarding MASP Board or Committee involvement. Check all that apply: Voluntary Contributions: ☐ I am a Nationally Certified School Psychologist ☐ I hold a Mt School Psychologist Private Practice License. ☐ I hold General Psychologist Licensure. Membership Category (check box): ☐ Full Member ($60) ☐ Intern Member ($60) ☐ Leave ($60) ☐ Associate Member ($60) ☐ Life Member (retired members who have been Full Members for the past 5 years are eligible.) ☐ Student Member ($40) University Affiliation:_______________________________________________________ Advisor Signature:________________________________________________________________________________ Total Enclosed $ _______________________ MASP periodically participates in membership exchange promotions with NASP for the purpose of inviting Montana NASP members to join MASP if they are not active members. In return, MASP shares members’ names, addresses, and emails with NASP so that MASP members can be invited to join NASP if they are not active NASP members. If you do not want your information released to NASP, check this box ☐. Please mail completed application with membership dues to: Carol Viche, MASP Treasurer Lynn Ehresman, editor |
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