CVA-CASP— Nov. 2009 Issue 2 2009-2010 CVA-CASP Newsletter CVA-CASP is the Central Valley Affili- ate of the California Association of School Psycholo- gists (CASP) for SCHOOL PSYCH AWARENESS WEEK school psychologists and other mental NOVEMBER 9-13, 2009 health professionals in the greater Fresno area. Sanger Unified school psychologists are working Local School Psychologists in Action with their schools to imple- ment the Olweus Bully Prevention Program and “See the possibilities in Terri Barber, FCOE Positive Behavior Supports you. We do!” seeks to school psychologist, initi- (PBS) as part of a behav- shine a light on the posi- ated an afterschool chess ioral RTI model. The dis- tive work school psy- club at Raisin City Ele- trict also has an ongoing chologists do to promote mentary School. academic RTI model util- the possibilities for aca- izing deployment and demic and personal suc- DIBELS progress monitor- cess in the lives of the ing in most schools. students they serve. Deeds Gill, FUSD school psychologist, gives fre- quent workshops on RTI, (Response to Intervention). Renee Frigon, FCOE This issue school psychologist, has an active leadership group at Washington Colony. School Psychology 1 School Psych Awareness President’s Column 2 Week CVA-CASP Social! Pg. 3 Social Events 3 2009-2010 CVA-CASP Board Members Preschool Workshop 4 D B-W Workshop 5 President: Jessica Yergat Fresno Pacific Student OSP Nomination 5 Past President: Shant Avakian Rep: Adriana Vidrio President Elect: Sherry Fritts Fresno State Student Rep: Manifestation Determi- 6—7 Treasurer: Mary Oates Miriam Walsh nations Secretary: Elvira Frantz National Student Rep: Member at Large: Deeds Gill Ashley Trippel Membership 8 Newsletter Editor: Marilyn Wilson Page 2 CVA-CASP— Nov. 2009 President’s Column ing our central valley chology week is coming up President’s Message school psychologists by and we are planning on PS: If you have any ques- Hello everyone! Thank you all for doing what you do providing training and net- helping you celebrate for tions or suggestions re- for students every day. In working opportunities all your hard work with garding our local CVA- throughout the year. We free appetizers and prizes. this newsletter I really have taken your survey Please bring friends and CASP activities, please want to emphasize our CVA-CASP affiliate ob- responses into considera- join us at Yosemite Falls contact me! jective on increasing our tion for training topics. Café on Thursday Novem- membership. We have al- Thank you for attending ber 12, 2009 from 4:30- email@example.com ready doubled from last the preschool assessment 6:30. Thank you again and training presented by the hope to see you soon☺ (559) 273-7747 year, but we still have much more room to grow. Fresno County Preschool We need your help in Team a couple weeks ago. Sincerely, spreading the message. We They did a wonderful job! Jessica Yergat want to continue support- Remember, School Psy- CVA-CASP President CVA-CASP Members Needs Survey—Fall 2009 CASP WINTER CONFERENCE . FRESNO ROP Office A Growing Role for School Psychologists: Incorporating School Neuropsychological Tools into Your Educational Battery Nathan Price, Ph.D. and Patrick Moran, Ph.D. Friday, December 4th 9 a.m. – 3 p.m. • $40 www.caspsurveys.org/ An online survey of CVA- Also of importance to in their school. The up- NEW/current_event.asp CASP members this fall members were imple- coming winter conference on training needs indicated menting RTI and neuro- workshop sponsored by several areas of high inter- psychological evalua- CASP will feature neuro- est: the brief therapy tions. Deeds Gill of psychology for school psy- model of counseling, de- FUSD conducted a very chologists. The workshop veloping academic inter- successful workshop on will be held December 4th, vention, crisis interven- October 26th for teams in 8:30AM to 12:30PM at the tion, and emotional/ the local area on getting a Fresno ROP office. behavioral diagnoses. Response to Intervention Page 3 CVA-CASP— Nov. 2009 Back to School Social The CVA-CASP organization and board members were CVA-CASP board members were very happy with pleased to hold their annual Start of the Year Social on the outcome of the social. It was one of the largest Thursday, September 10th. The event was held at the Yo- turnouts to date which brings excitement to the or- semite Falls Café. The social was a wonderful opportunity ganization for the events to come in the following for the CVA-CASP organization to bring together graduate year. Events like the Start of the Year Social help students from all different levels and universities, school our organization grow and become stronger as an psychologist both new and seasoned, and other education affiliate representing the Central Valley. professionals working in our local school districts. Atten- dees were able to enjoy appetizers and drinks as they social- Don’t miss our next social celebrating National ized among their colleagues and caught up on what they did School Psychologist Awareness Week 2009 on over the summer. Many had the opportunity to discuss how Thursday, November 12th from 4:30pm to 6:00pm at their school year started and much excitement was present as the Yosemite Falls Café, 5123 N Blackstone. We people shared their plans for the upcoming school year. The hope to see you there. Upcoming Events . . . CELEBRATE SCHOOL PSYCHOLOGY AWARENESS WEEK!!! Looking for New Opportunities and Training? FOOTSTEPS of Saint Agnes have experienced the death of expansion program of Saint Agnes a loved one. Parent support Hospice group meets at same time. (559) 450-5608 JANUARY 28 – MARCH 4, Offers support groups for chil- 2010 dren 4 to 18 years old and their APRIL 8 – MAY 13, 2010 parents/caregivers/guardians who (Thursdays 5:30 – 6:20) Page 4 CVA-CASP— Nov. 2009 CVA-CASP Preschool Assessment Workshop Contributed by: Miriam Walsh, CSU Fresno Student Liaison The October 15th CVA-CASP workshop entitled, “A jects; and problem solving was evaluated by the Journey into Play-Based Assessment,” had a great turnout child’s ability to generalize what she learned in one and provided critical information for assessing infants and situation to another situation. toddlers using a naturalistic, transdisciplinary assessment By utilizing play assessment, practitioners learn process. Presented by Tammy Frates, M.S./LEP, Denise a myriad of valuable qualitative information that McFarland, M.A., CCC/SLP, and Ellen Pilegard, R.N./ standardized tests may not allow. In addition, the use PH.N., who make up the Fresno County Office of Educa- of play assessment puts both child and family at ease tion Preschool Assessment Team, this workshop stressed and makes use of objects familiar to the child. Paired the importance of a transdisciplinary approach, which with transdisciplinary team collaboration, play as- brings together medical, speech, occupational therapy, sessment fosters rapport with the child, cooperative physical therapy, education and special education, psycho- effort between team and family members, and a com- logical, and support services personnel in a collaborative prehensive, accurate, and dynamic picture of the effort to evaluate young children for eligibility. The ad- child’s abilities. vantages of this approach include a comprehensive and Special thanks to the FCOE Preschool Assess- ecological perspective that integrates findings from each ment Team for sharing this valuable information. discipline. Also, many of the disciplines and their assess- For more information, on the FCOE Preschool As- ment methods overlap during early development; there- sessment Team visit www.fcoe.k12.ca.us, then Pro- fore, a collaborative effort facilitates a more efficient as- grams/ Fresno County/ Special Education. sessment process. Preschool assessments include both standardized and Standardized Preschool Measures: naturalistic measures. Standardized preschool instruments Communication are listed on this page and may be used in conjunction • Non-speech Test with play assessment or as a model for adapting play as- • Developmental Assessment of Young Children sessment for target measurement. The FCOE Preschool • Rossetti Infant-Toddler Language Scale Team stresses that, although valuable, standardized meas- • Preschool Language Scale – 4 ures may not always be appropriate for children. Instead, • Functional Communication Profile they propose the more naturalistic, or “play,” approach to Cognitive assessment proposed by Toni Linder. This approach ad- • Kaufman Assessment Battery for Children (K-ABC) dresses assessment of cognitive, communication, vision, • Kaufman Brief Intelligence Test (K-BIT- 2) and hearing development by playing with the child in the • Cognitive Ability Scale (CAS -2) comfort of their own home. To illustrate the possibilities • Developmental Assessment of Young Children of a naturalistic assessment, the team divided workshop (DAYC) participants into small groups and played a video showing • Developmental Observation Checklist (DOCS) a play assessment of a preschool-age child. Each group • Stanford-Binet Intelligence Scales for Early was assigned to evaluate a different area of development Childhood in the child and to present their findings to the other Adaptive groups. By simply observing a 15 minute interaction be- • Vineland Adaptive Behavior Scales (VABS-II) tween child and educator, which included ball play, swing- Other measures and interviews ing on a platform swing, digging through a basket of toys, • Social Communication Questionnaire (SCQ) holding a toy baby, and playing with the doll’s clothes, • Modified Checklist for Autism in Toddlers participants were able to assess a number of developmen- (M-CHAT) tal areas. For example, attention was evaluated by the • Behavior Assessment System for Children (BASC-2) child’s ability to sustain concentration, focus on specific • Autism Behavior Checklist (ABC) stimuli, shift her focus, and ignore distractions; memory • Conner’s Rating Scales was evaluated by the child’s ability to recognize toys, imi- tate verbalizations, and demonstrate use of household ob- Page 5 CVA-CASP— Nov. 2009 Strategies for Working with Emotionally Disturbed Students Diana Browning Wright, M.S. By Elvira Frantz The all day workshop was hosted is the primary reason re- her to go to a pre designated by the Tulare County Office of straints take place, we are time away location in the Education and presented by Diana challenged to ask ourselves room) Browning Wright, M. S. The pur- whether our methods are • Five to one ration of positive pose of the workshop held on Oc- backed by positive (protect gestures and comments to cor- tober 14th was twofold: 1) review student) or negative (teach rective statements given to the scope of the problem including student a lesson) rationales. each student risks associated with restraints and Therefore, the following pro- • Positive Peer Reporting seclusion, and 2) recommend pro- active interventions were just (Peers report positive behav- active strategies for individuals a few of the recommended iors about the student, see: Pit with Emotional Disturbance. At- strategies for working with Crews, www.pent.ca.gov) tendees were reminded that re- challenging students: • Rainbow Club classwide sys- straint and seclusions are • Physical prompts vs. Re- tem to cue, shape, and model “SAFETY measures of last resort straint (a physical guid- behavior (see: Rainbow Club used ONLY when less intrusive ance that allows a student • www.pent.ca.gov)Cognitive methods have not been effective at to be successful at starting Behavior Therapy strategies that moment, and protecting the or completing a behavior, (see: www.pent.ca.gov) student or others from injury re- rather than a sustained • Iris Media Inc. quires their use” (Wright, 2009). hold) (www.lookiris.com) Physical and psychological risks of • Time-Away (student exer- • Managing Non-compliance restraint include stigmatization by cises the option to leave a (DVD Media Program) observing peers, retraumatization, learning task which has • Defusing Anger and Aggres- depression, anxiety, and even become aversive to him/ sion (DVD Media Program) death. Given that non-compliance Nadine Lambert Outstanding School Psychologist Award CASP officially recognizes the outstanding the candidate’s exemplary service in one or more work of school psychologists through the of the following areas: Nadine M. Lambert Outstanding School Psy- • Service to students chologist award. Only practicing school • Service to teachers psychologists providing direct services to stu- • Service to Administrators dents, teachers, parents, or community • Service to Parents agencies are eligible for CASP's Nadine M. • Service to Community Agencies Lambert OSP awards. Recipients must also be • Service to the profession CASP members. Send your nomination to Please consider nominating a colleague! De- firstname.lastname@example.org scribe why the candidate should be considered no later than December 1, 2009. for this award. This statement should address Page 6 CVA-CASP— Nov. 2009 Main Points on Manifestation Determination Meetings Contributed by Shant Avakian, Central Unified with disabilities are not deprived is knowledgeable about the student, Development of the Manifestation of the right to a free and appro- special education procedure and re- Determination Requirement priate public education in the quirements, and in the etiology and least restrictive environment. characteristics of the areas of disabil- The requirement to conduct Manifes- ity. In practice, this should look like tation Determination (M.D.) meetings When to Conduct a Manifesta- the usual I.E.P. team for the student. began with a Supreme Court ruling tion Determination from 1988 in the Honig vs. Doe case. Two Relevant Questions for a In this case one person was making The need to conduct a M.D. M.D. Meeting the decision to expel and remove the meeting is triggered when the student from the educational setting. student’s removal from school There are two relevant questions that However, this was a student with ex- exceeds ten cumulative school must be answered at the M.D. meet- ception needs who had an Individual- days in a school-year when there ing. The first question is a ized Educational Plan (I.E.P.). The is a pattern of behavior. A pat- “relationship” question. Was the court ruled that this was a unilateral tern of behavior is indicated misconduct caused by or have a di- expulsion and equivalent to a change when the behaviors are substan- rect and substantial relationship to of placement. Therefore, the treat- tially similar or if they occur in the student’s disability? The second ment of this student was subject to close proximity in time. The question is an evaluation of the I.E.P. Individuals with Disabilities Educa- M.D. must be completed within at the time of the misconduct. Was tional Act (IDEA) procedural safe- those ten days of a decision to the misconduct a direct result of the guards. In essence, the court was say- make a change of placement. district’s failure to implement the ing that a team of qualified individuals The required participants of a I.E.P.? This language makes it rela- must make any decision regarding a M.D. are the parent, a district tively difficult to say or prove that a chance of placement; not one individ- representative, and relevant behavior was caused by a disability. ual. This decision was to be made members of the I.E.P. team. Some questions the team may want through the use of a doctrine of mani- This should typically include the to consider when reaching a decision festation determination. This process school psychologist since he/she at the M.D. meeting are listed below. was to be used to ensure that students Consideration for Teams When Conducting Manifestation Determinations Did the student’s disability impair his or her ability to understand the impact or conse- quences of the misconduct? Are the student’s thought processes logical? Did the student understand the consequences of breaking school rules? Did the student have the capacity to know which behaviors are unacceptable? Has the student received a copy and explanation of the school’s code of conduct? Has the student demonstrated the ability to follow school rules? Has the student expressed that this or similar conduct is wrong? Has the student expressed an understanding of the consequences of this or similar behavior? From Gates, G.E., & Cheramie, G.M. 2004). Conducting manifestation determinations for students with disabili- ties. Paper presented at the workshop at the National Association of School Psychologists, Dallas, TX. Page 7 CVA-CASP— Nov. 2009 Main Points on Manifestation Determination Meetings (cont.) Criticisms of the M.D. Process tion of behavior, and functional be- is to maintain a high ethical standard, havioral analysis could be used to conduct a fair and impartial review, and There are many criticisms of the M.D. intervene before the need for a pos- to maintain the welfare of the child as process, so it is important to keep these in sible change of placement. the highest consideration. mind when conducting a meeting. There is a lack of empirically validated methods It is also important for school psy- Summary to make such a determination. In many chologists to recognize the possible cases, the use of records is used to make a outcomes of M.D. meetings and Manifestation Determinations are con- determination. However, the validity of changes in placement. The long- fusing and rarely result in clear and in- any judgment of current behavior made term consequences are serious and disputable findings. There are plenty of with previously documented data becomes numerous for the student. Long- conceptual criticisms, and the process suspect. It is also difficult to defend the term removals from school can sub- can be abused to deny students a free presumption that a complete relationship stantially change or alter the trajec- and appropriate public education. Nev- between any disability and a given behav- tory of a student’s educational ca- ertheless, schools are required to com- ior can really be completely understood. reer. School psychologists can ad- plete them. Overall, if determinations Some would say that the M.D. process is vocate for students by communicat- are conducted ethically and by a proper conceptually flawed and serves more of a ing that schools are also responsible group of individuals, these decisions will political purpose than an educational one. for improving the behavioral, emo- have additional merit in case of a dis- tional, and social well-being of stu- pute. Best Practices Recommendations dents in addition to teaching aca- demics. Adapted from: The preventative approach to avoid the Kubick Jr., R.J. (2008). Best Practices in need for M.D. meetings would, of course, School psychologists must also be Making Manifestation Determi- be ideal. This could be done with the im- aware of individual agendas at M.D. nations. In A. Thomas &J. plementation of a multi-level intervention meetings. This could be the agenda Grimes (Eds.), Best Practices in approach. School-wide interventions of some school personnel to remove School Psychology V (pp. 827- could include clearly written discipline the student, or a parent’s agenda to 838). Bethesda, MD: The Na- policies and alternatives to suspension for maintain a school placement regard- tional Association of School disciplining students. At the student level, less of the cost or impact to their Psychologists. individual interventions, formative evalua- child. The main duty of school staff Did the student’s disability impair the ability of the student to control the misconduct? Has the student followed school rules in the past? What features of the disability has the student exhibited in the past? In what situations can the student control his/her behavior? Are there other factors that explain the misconduct? Is this an isolated or recurrent behavior? Was the behavior premeditated? Would similarly situated students without disabilities react in a similar manner in this circumstance? Has the school implemented the IEP? Was the IEP legally developed? Was the IEP implemented as written? Have the services been provided consistent with the IEP? Is the student making educational progress? Did the IEP address all of the student’s needs? Are behavioral goals and objectives included in the IEP? C CVA-CASP Nov. 2009 CVA-CASP is the Central Valley Affiliate of the California Asso- ciation of School Psychologists (CASP) for school psychologists and other mental health professionals in the greater Fresno area. Mary Oates, CVA-CASP Treasurer, will be col- Benefits of lecting your membership dues this school year. CVA-CASP Membership Please send your membership forms and dues to her at: • Opportunities for Professional Steinbeck Elementary School Development Attn: Mary Oates • Local Workshop Discounts 3550 N. Milburn Ave • Earn NCSP Hours Fresno, CA 93722 • CVA-CASP Newsletter Membership forms can be downloaded from the Subscription CVA-CASP website at www.freewebs.com/cva- • Notification of Local and State- casp. If you have any questions about the wide Events status of your membership this year, please email Mary at email@example.com. • Professional Networking CVA-CASP Goals JOIN CVA- • To promote and advance quality education through the dissemination of information on educational is- CASP NOW! sues and psychological research. • To provide guidance to CASP on matters of interest We’re on the web: to CVA-CASP. www.freewebs.com/ • To provide meaningful and effective in-service edu- cva-casp/index.htm cation program for the membership and other local school psychologists. • To provide channels through which those engaged in psychological services can discuss matters pertain- ing to the organization and administration of pupil services and the improvement of professional prac- tice. • To promote and adhere to the highest standards of ethics in the profession of school psychology.
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