CVA-CASP Newsletter by xyd75631


									CVA-CASP— Nov. 2009                                                                        Issue 2

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
 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-
    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
.                                                                                                            FRESNO
                                                                                                            ROP Office
                                                                                                       A Growing Role for
                                                                                                         Tools into Your
                                                                                                       Educational Battery
                                                                                                       Nathan Price, Ph.D.
                                                                                                        and Patrick Moran,
                                                                                                        Friday, December
                                                                                                       9 a.m. – 3 p.m. • $40
    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.


                                          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, 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,
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     •
methods have not been effective at          to be successful at starting       Behavior Therapy strategies
that moment, and protecting the             or completing a behavior,          (see:
student or others from injury re-           rather than a sustained        •   Iris Media Inc.
quires their use” (Wright, 2009).           hold)                              (
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-         
    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

   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

         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
    •     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
    •     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.                                           
•       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-
•       To promote and adhere to the highest standards of
        ethics in the profession of school psychology.

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