Registration Rates
It takes an active team to support the wellness of all students. Gather your school or district team together to learn about ISF, to benefit from the experience of others, and to spend time creating a plan for change. Learn how existing ESA staff and other providers within your school community fit within the ISF team to support plan formation and implementation.
Student support frameworks in our schools may result in siloed systems which often do not feel productive or supportive for teams and students. Reimagine PBIS as a mental health initiative with ISF, to connect these systems to more effectively and efficiently serve the wellbeing of all students.
Intended Audience: District and Building Level Teams Including administrators, ESA Behavioral Health Professionals, (school psychologists, counselors, nurses, social workers, behavior analysts), and community partners.
February 17, 2023
AM Session (3 hours) - 9am
Title: ISF in Washington State: Richland School District
Speakers: ESA Behavioral Coalition and UW SMART Center, as coordinated by Carrie Suchy: Presentation Team: Richland Team, Andrea, UW Smart Center team: Michelle Sorensen, MSW, LICSW - Wellness Coordinator, Richland School District Angie Withers, Ed.S., NCSP - Wellness Coordinator, Richland School District Tory Christensen, M.Ed. - Executive Director of Behavioral Health Services, Richland School District Andrea C Peyton, MSW, CMHS - Lutheran Community Services Northwest, Program Director Ted Robins - RSD Parent Tasha Bunnage - RSD Parent Allison Pfersich MEd, BCBA, LBA - Behavior Analyst, Tukwila School District Kelcey Schmitz, MSEd - Director of Training and TA, UW SMART Center Clynita Grafenreed, PhD, LP, LSSP - Training and TA Coordinator, UW SMART Center Mari Meador, M.Ed - Implementation Coach, UW SMART Center
School psychologists, counselors, social workers, nurses, behavior analysts, and other behavioral health providers along with community partners, all play a role in a multi-tiered system of support. Representatives of the Richland School District, one of their community organization partners, and a parent partner will share how they support collaboration and utilize the Interconnected System Framework to begin breaking down the traditional co-located work of these groups and move towards creating a comprehensive system of social, emotional, and behavioral supports for students. They will speak about their systems and how they leverage this work in support of their District Strategic Plan to promote organizational change.
PM Session (3 hours) - 1PM
Title: Diversity in PK-12 Settings
Speaker: Jenn Burleton
Transgender students exist in every school district, county, city and town in the United States. Recent school surveys and other research tells us that 3% of students identify as a gender other than the one they were assigned at birth. By the end of the workshop, attendees will be better prepared to: Identify the basic components of gender diversity: identity vs expression vs sexual orientation. Demonstrate inclusive language, support for gender diverse students and address gender based bullying. Engage parents & caregivers in discussion about their child’s gender diversity. Analyze curriculum, lesson plans and classroom activities for inclusiveness. Differentiate fact-based information sources from those driven by ideology.
Transgender students exist in every school district, county, city and town in the United States. Recent school surveys and other research tells us that 3% of students identify as a gender other than the one they were assigned at birth. By the end of the workshop, attendees will be better prepared to:
March 10, 2023
AM Session (3 hours) - 9AM
Title: Session 2: What is ISF/MTSS
Speaker: ESA Behavioral Coalition and UW SMART Center, as coordinated by Carrie Suchy:
Piper Sangston, M.S.W. - Mental Health Assistance Team Counselor - Bellevue School District Liz Pray MSN-Ed, RN, NCSN - School Nurse Organization of Washington NASN Director 2023-2026 Moses Lake School District Marin Marks, M.Ed - Washington School Counselor Association (WSCA) Professional Development Committee Chair School Counselor: Camas High School, Camas School District #117 Cassie Mulivrana, M EdS NCSP, School Psychologist - WSASP Immediate Past-President Lake Stevens School District Kelcey Schmitz, MSEd - Director of Training and TA, UW SMART Center Clynita Grafenreed, PhD, LP, LSSP - Training and TA Coordinator, UW SMART Center Mari Meador, M.Ed - Implementation Coach, UW SMART Center Allison Pfersich MEd, BCBA, LBA - Behavior Analyst, Tukwila School District Kurt Hatch, EdD, - Faculty Director of Educational Administration Program and Professor of Practice- Education, UW Tacoma RJ Monton, - Director of MTSS, OSPI Tania May, EdD, - Assistant Superintendent of Special Education, OSPI
See description at top of page for more information. Intended Audience: District and Building Level Teams Including administrators, ESA Behavioral Health Professionals, (school psychologists, counselors, nurses, social workers, behavior analysts), and community partners.
Title: Trans Children and Youth: It Takes a Whole Village to Raise a Child
Serving the holistic needs of trans and gender diverse children, youth and their families can require collaboration between healthcare providers, educators and social services professionals. By working together with our partners in these fields, TransActive Gender Center has been successful in minimizing or preempting gender identity and gender expression-related trauma experienced by kids and their families. Attendees will learn in detail that: Affirming and collaborative pediatric care provides wrap-around services that are adaptive and patient/client-centered. Mental health counseling may not be a necessity for every gender diverse child or youth, even though providers are asked to play a ‘gatekeeping’ role. Social services response to the psychological and medical needs of gender diverse children in their care/custody can be the difference between positive and tragic outcomes.
Serving the holistic needs of trans and gender diverse children, youth and their families can require collaboration between healthcare providers, educators and social services professionals. By working together with our partners in these fields, TransActive Gender Center has been successful in minimizing or preempting gender identity and gender expression-related trauma experienced by kids and their families.
Attendees will learn in detail that:
April 21, 2023
Title: Session 3: How to Move Towards Change: Advocacy and Implementation Science
Liz Pray MSN-Ed, RN, NCSN - School Nurse Organization of Washington, NASN Director 2023-2026 Moses Lake School District Carrie Suchy, NCSP - Washington State Association of School Psychologists President 2022-2023 Franklin Pierce Schools Marin Marks, M.Ed - Washington School Counselor Association (WSCA) Professional Development Committee Chair School Counselor: Camas High School, Camas School District #117 Allison Pfersich MEd, BCBA, LBA - Behavior Analyst, Tukwila School District Kelcey Schmitz, MSEd - Director of Training and TA, UW SMART Center Clynita Grafenreed, PhD, LP, LSSP - Training and TA Coordinator, UW SMART Center Mari Meador, M.Ed - Implementation Coach, UW SMART Center
Title: Agents of Change or Agents of Chaos? How to Be the Change the System Needs
Speaker: Kathryn Salveson, M.A. Ed.S., NASP 2022 Outstanding Advocate, WSASP 2021 Outstanding Advocate
Fenning et al. (2015) found that the largely faculty- and school-based practitioner sample considered advocacy, although still important, among the least highly rated activities. School psychologists are called upon daily to advocate for the needs of students and families, but little is known about what factors contribute to effective advocacy. As a profession, school psychology has promoted itself as advocating for the needs, rights, and welfare of children and their families, as well as for high-quality educational services designed to maximize students’ potential. Advocacy has been a central and defining feature of the services delivered by school psychologists, according to the National Association of School Psychologists. However, school psychologists face a menagerie of obstacles and hindrances to demonstrating effective advocacy. Often the specific systems school psychologists work within can undermine their efforts and deter them from seeking the best possible outcomes for their students. The biggest question we must ask ourselves is how can school psychologists utilize their knowledge, training, and expertise to become truly effective change agents in their school systems? Our presentation will explain the common and various barriers to advocacy and provide research- and evidenced-based indispensable advice for school psychologists to incorporate advocacy in their everyday practice.
Fenning et al. (2015) found that the largely faculty- and school-based practitioner sample considered advocacy, although still important, among the least highly rated activities. School psychologists are called upon daily to advocate for the needs of students and families, but little is known about what factors contribute to effective advocacy. As a profession, school psychology has promoted itself as advocating for the needs, rights, and welfare of children and their families, as well as for high-quality educational services designed to maximize students’ potential. Advocacy has been a central and defining feature of the services delivered by school psychologists, according to the National Association of School Psychologists.
However, school psychologists face a menagerie of obstacles and hindrances to demonstrating effective advocacy. Often the specific systems school psychologists work within can undermine their efforts and deter them from seeking the best possible outcomes for their students. The biggest question we must ask ourselves is how can school psychologists utilize their knowledge, training, and expertise to become truly effective change agents in their school systems? Our presentation will explain the common and various barriers to advocacy and provide research- and evidenced-based indispensable advice for school psychologists to incorporate advocacy in their everyday practice.
May 12, 2023
Title: Session 4: Developing an Action Plan
Jo Callaghan, MS - School Psychologist/Instructor Northshore School District/Seattle University Allison Pfersich MEd, BCBA, LBA - Behavior Analyst, Tukwila School District Kelcey Schmitz, MSEd - Director of Training and TA, UW SMART Center Clynita Grafenreed, PhD, LP, LSSP - Training and TA Coordinator, UW SMART Center Mari Meador, M.Ed - Implementation Coach, UW SMART Center
Title: Literacy in Core and Pre-Special Education Referral for Suspected Dyslexia; Presented by WSASP and Decoding Dyslexia, a parent dyslexia advocacy organization
Speaker: Laree Foster, Leayh Abel, Carrie Suchy, Heather Schwindt, Sara Buetow
Description coming soon
We will accommodate Purchase Orders! Therefore, if your registration will be paid by a district/institution, i.e. by Purchase Order, please enter the PO Contact's name and email address in the field on the registration form. This is critical to ensure we know the status of any "pending" invoices.
This year's Spring Lecture Series will be offered as a full series; No individual pricing is available.
If you have any questions, please contact our Office Manager at contact@wsasp.org or 509-724-1587 for assistance.
Evaluations & Clock Hours
Evaluations will be available to you following the last webinar release (beginning of May). Clock hours for the entire series will be available at that time. There will be a total of 24 clock hours. Clock hours will only be available for those who register for the series. Clock hours are free for WSASP members. Upon completion of the full series evaluations, participants will be issued the appropriate clock hour verification form. Availability of clock hours is directly linked to registration (no sharing series/session participation between two or more participants).
Washington State Association of School Psychologists 816 W. Francis Ave #214 Spokane, WA 99205 contact@wsasp.org 509-724-1587
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