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ISPA Conference 2018
ISPA Conference
2018
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Sessions At A Glance
Thursday AM
8:30am-11:45am 15 minute break
3 CPDs
Thursday PM
1:00pm-4:15pm 15 minute break
3 CPDs
Friday AM
8:30am-11:45am 15 minute break
3 CPDs
Friday PM
1:00pm-4:15pm 15 minute break
3 CPDs
Changing Understandings: ADHD and Motivation
TE Brown
Understanding & Supporting Students with Autism & ADHD
TE Brown
Intuition no More! Using “What Works” to Enhance
Consultation Skills
RJ Dixon
Check Your Privilege! School Psychologists and the
Quest for Equity
TY Bailey, NQ Hudson, & D Perry
Suicide Prevention, Intervention, and Postvention in Schools
BS Fernandez
(Repeated Thursday PM)
Suicide Prevention, Intervention, and Postvention in Schools
BS Fernandez
(Repeated Thursday AM)
Beyond the Rainbow: School-Based Mental Health Supports for LGBTQ+ Youth
TK Hobbs & AR Cannava
(Repeated Friday PM)
Positive Ethics & School Psychology
R Dixon
Nondiscriminatory Assessment of ELL
M Oganes
(Repeated Thursday PM)
Nondiscriminatory Assessment of ELL
M Oganes
(Repeated Thursday AM)
Universal Screening for Social-Emotional & Behavioral Risks
SP Kilgus
Beyond the Rainbow: School-Based Mental Health Supports for LGBTQ+ Youth
TK Hobbs & AR Cannava
(Repeated Friday AM)
Using CBT: ASD
W Pfohl
Using CBT: Anxious
W Pfohl
Using CBT: Depressed
W Pfohl
Using BRIEF Tools to Monitor Response to
Behavioral Interventions
SP Kilgus
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Session Descriptions Check Your Privilege! School Psychologists and the Quest for Equity Tara Y Bailey, MA, CCC-SLP/L, Niekema Q Hudson, EdS, Daphne Perry, MA, SSP
School Psychologists are increasingly serving in leadership roles in their school districts, and are in a unique position to be agents of change when it comes to promoting social justice. The Under-standing Race and Privilege Lesson Plan and Activity Guide for Professionals (National Association of School Psychologists, 2017) was used by a large, urban school district both at the school and district level to support the district’s priority initiative of race and equity. This session will help participants understand the necessary elements and diversity of perspectives associated with infusing a social justice framework into systematic policies and practices. Utilizing resources available through NASP and strategies and activities from real-world practice this session will help participants prepare to facilitate conversations with teachers, other related service providers, and administrators on equity, race and privilege. Presenters will utilize a NASP lesson plan about race and privilege aimed to infuse a social justice paradigm into day-to-day work in schools, with real world examples of its im-plementation and use at the systems and school levels.
Using CBT with Students Who are Anxious William (Bill) Pfohl, PsyD, NCSP
This workshop covers the basics of CBT (2014 Update) and then a specific emphasis on treating those with anxiety disorders. A brief review of the DSM-5 criteria will be covered.Specific CBT strategies are discussed with case examples. Also the new DSM-5 criteria will be covered as well as other effective approaches to treating anxiety disorders in youth. (There is overlap with CBT basic theory and Autism Spectrum Disorder, Depression work-shop.)
Using CBT with Students Who are Depressed William (Bill) Pfohl, PsyD, NCSP
This workshop covers the basics of CBT (2014 update) and with a specific emphasis on treating those with depression. A brief review of DSM 5 changes will be covered. Specific strategies are used with case examples. Other approaches to treating depression in youth will be covered. (There is overlap with CBT basic theory in ASD and anxiety workshop.)
Using CBT with Students With Autism Spectrum Disorder William (Bill) Pfohl, PsyD, NCSP
This workshop will cover the basics of CBT (2014 update) and CBT interventions with those with Autism Spectrum Disorder. A brief review of the DSM 5 changes will be covered. The discus-sion and case examples will include those who have basic lan-guage skills, not the more severely impacted. Social Stories, CBT videos, and other strategies will be discussed and shown. Outlin-ing a Case Formulation using CBT theory will be shown. (There is overlap with CBT basic theory and Anxiety Disorders, Depres-sion workshop.)
Changing Understandings of ADHD and Motivation Thomas E Brown, PhD (Thursday AM)
This presentation will present an updated understanding of ADHD as impaired executive functions. It will also explain the puzzling fact that children, teens and adults with ADHD are able to exercise their executive functions (focus, organization, alertness, working memory, emotion modulation, and self-management) very well in a few specific activities or tasks that interest them, even though they consistently demonstrate much difficulty in exercising those same executive functions in almost everything else they do, even for tasks and activities they recognize as important. Dr. Brown will describe how the brain “googles” for motivation and how ADHD impacts those processes in some situations, but not in others.
Understanding and Supporting Students with Autism and ADHD Thomas E Brown, PhD (Thursday PM)
Among those children and teens who have ADHD are some who are quite intelligent, but often surprisingly unaware of how and why they need to adjust their attitudes and behaviors in order to get along with other people. They may be extremely bright in many ways, but, far more than others of similar age, in daily life they are chronically unable to understand or care about how their words and actions are likely to impact others and make trouble for themselves. Dr. Brown will use case examples to describe how parents and educators can understand and support the wide variety of children and teens who have both ADHD and Asperger Syndrome.
Intuition No More! Using “What Works” to Enhance Your Consultation Skills Robert J Dixon, PhD, NCSP, LP (Friday AM)
To achieve positive educational outcomes, school psychologists can assist and consult with educators to advance what works in school, home, and life. By moving beyond “I think this works,” to leveraging rich educational research history, school psycholo-gists can work with teachers to incorporate best practices and positively impact the educational outcomes in the school environ-ment. Workshop Objectives: This session will help participants 1. define effect size in relationship to the choice of educational in-terventions; 2. describe specific high impact educational practices at the school, family, and individual levels; and 3. develop con-sultation approaches using “what works.”
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Session Descriptions Positive Ethics & School Psychology: Soaring Without Getting Your Wings Clipped Robert J Dixon, PhD, NCSP, LP (Friday PM)
Positive ethics is grounded in positive psychology and seeks to anchor our professional decisions on overarching positive ethical principles. Discussion and participant interactions will focus on reviewing ethical principles in light of gaining skills, experience, and competence rather than highlighting the potential trouble and consequences of poor decisions. We will highlight applications to your professional life that will help you from getting your wings clipped. This session meets the 3-hour ethical practice/legal regu-lations requirement for NCSP renewal. Participant Learning Out-comes. At the end of this workshop, participants will be able to: 1. Describe the foundation of positive ethics. 2. Apply a positiveethics approach to ethical decision making and risk management3. Develop a professional growth framework to reinforce bestpractices in the schools.
Suicide Prevention, Intervention, and Postvention in Schools Benjamin S Fernandez, MSEd (Thursday AM and PM)
Students experience a roller coaster of emotions as they progress through school. While most cope successfully with these chal-lenges, many will have emotional pain so great that they have thoughts of suicide. By the age of 14, approximately 50% of life-time mental health concerns begin, and 90% of deaths by suicide had an underlying mental illness. As mental and behavioral health concerns increase, school psychologists must be ready to advocate and support the needs of their school and district. This session will focus on the key elements of a model school suicide prevention program—prevention, intervention, and postvention. Workshop Objectives: This session will help participants 1. iden-tify the key elements of a model suicide prevention program—prevention, intervention, and postvention; 2. apply best practice approaches to suicide prevention, intervention, and postvention in their schools; and 3. describe their role in preventive, responsive, and mental health services as outlined by the NASP Practice Model.
Beyond the Rainbow: School-Based Mental Health Supports for LGBTQ+ Youth Tracy K Hobbs, NCSP & Amy R Cannava, EdS, NCSP (Friday AM and PM)
The climate of acceptance of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) individuals is slowly improving in the United States, but many schools remain biased and dis-criminatory toward LGBTQ individuals. School psychologists are charged with upholding the dignity and rights of LGBTQ youth and ensuring equal educational opportunity. Tier 1 inter-vention addresses school climate, but there is also a need for school-based mental health supports for LGBTQ youth. During this session, practitioners will learn incremental changes to im-prove school climate, gain strategies to encourage and foster re-siliency in these atrisk students, and discover counseling re-sources which are designed to empower school-based mental health staff to advocate for LGBTQ youth and to provide coun-seling support for students in grades 6–12. Workshop Objectives:
This session will help participants 1. identify risk factors facing LGBTQ+ youth and how these affect mental health and school performance; 2. develop skill and utilize resources to address inclusivity, supportive practices, and the mental health needs of LGBTQ+ youth; and 3. utilize the NASP Practice Model by iden-tifying Domains of Practice relevant to efforts to support LGBTQ+ youth and their families.
Universal Screening for Social-Emotional and Behavioral Risk Stephen P Kilgus, PhD (Thursday PM and Friday AM)
While schools commonly utilize multitiered models of support for academics, practitioners receive less training and experience in developing models for behavioral and emotional support. Sys-tematic screening can be utilized as a first step in a multitiered system of support by linking assessment results to evidence-based interventions. This workshop will provide an overview of universal screening for emotional and behavioral risk and how practical and accurate screening methods can help better inform schools about where to focus resources for children who demon-strate a variety of behavioral and emotional problems. Partici-pants will learn how to implement and utilize school-wide screening and problem identification data to determine how to make decisions about behavioral interventions. Attendees will also learn how to collect and track school-wide academic, disci-pline, and behavioral data to evaluate the impact of screening and early intervention efforts. Workshop Objectives: This session will help participants 1. identify the impact of student behavioral and emotional problems on school functioning; 2. utilize best practice considerations for selecting and implementing multiple gate be-havioral assessment and intervention strategies to meet the needs of youth at risk for social, emotional, and behavioral concerns in the school setting; and 3. make data-based decisions for preven-tion and early intervention services based on screening and prob-lem identification data.
Using BRIEF Tools to Monitor Student Response to Behav-ioral Interventions Stephen K Kilgus, PhD (Thursday AM and Friday PM)
Once a student is found to be at risk for social–emotional and behavioral concerns and in need of intervention, the school must determine whether the student has sufficiently responded to inter-vention. As such, schools must engage in progress monitoring to obtain data that may be used to inform these decisions. This ses-sion will review evidence-based progress monitoring tools and procedures, as well as potential interventions to address student needs. Workshop Objectives: This session will help participants 1. identify evidence-based progress monitoring tools, which canbe used in evaluating student response to intervention; 2. use evi-dence-based progress monitoring procedures—that is, how to goabout conducting progress monitoring in a way that affords valu-able information and supports timely decision making; and 3.evaluate how behavioral progress monitoring differs from otherforms of progress monitoring (e.g., reading and math), and whatimplications this difference has for procedures.
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Session Descriptions
Continuing Professional Development credits are available for partici-pants in all breakout sessions. ISPA CPD’s meet continuing education guidelines for NASP and the State of Illinois. ISPA is also approved as an Illinois Division of Professional Regulation CEU provider for Counselors, Social Workers, and Clinical Psychologists. Participants will be awarded credits based upon the total length of each session.
Activities must address and reflect the four continuing professional development purposes:
Advance holder’s knowledge and skills
Develop knowledge and skills
Address knowledge, skills, & goals of school improvement plan
Address needs of students with disabilities
Americans with Disabilities Act ISPA and the Chicago Marriott Schaumburg want to en-sure a fully accessible site to all participants. Please ad-vise ISPA via email ([email protected]) or notation on your registration form by September 22nd if you are in need of any services or special considerations, including but not limited to physical assistance, use of an interpreter, and specific dietary needs. ISPA strives to make this conference accessible and beneficial to all.
Tax Deductions Under the Tax Reform Act of 1986, the cost of education (including tuition fees, travel, and lodging) is fully deducti-ble to institutions. Educational costs may be deductible to individuals. Consult your tax advisor for details.
Nondiscriminatory Assessment of English Language Learn-ers Through the Lens of Neuropsychology Monica Oganes, PhD. (Thursday AM and PM)
The growing English learner population and limited ability of bilingual practitioners who speak every language has generated the need for all practitioners to engage in culturally competent assessment practices that provide valid data for intervention de-sign that truly improves learning outcomes. This workshop will integrate best practice in school neuropsychology and bilingual assessment starting at classroom-level formative assessment through the comprehensive psychoeducational evaluation. Using a cross-battery model for the selection of subtests to assess cogni-tive profiles related to academic deficits, monolingual and bilin-gual practitioners will learn skills to assess culturally and linguis-tically diverse students of all linguistic backgrounds. The skills learned in this workshop can be immediately applied upon return-ing to work. Objectives: -Participants will learn classroom forma-tive assessment techniques that work with ELLs -Participants will learn to identify subtests to assess cognitive functions using a nondiscriminatory crossbattery assessment approach to link neu-rocognitive profiles to academic deficits
Continuing Professional Development
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Presenter Biographies Tara Bailey, M.A.CCC-SLP earned her Master's degree in Speech and Hearing Science at University of Illinois @ Ur-bana-Champaign and she currently holds a certificate in Educational Leadership. Tara has been a Speech-Language Pathologist for 20 years and is currently a Speech-Language & Audiology Administrator with Chicago Public Schools. Her areas of expertise include language and literacy, prevention of communication disorders for at-risk students and adult learning strategies.
Thomas E. Brown is a clinical psychologist trained at Yale who taught on the clinical faculty of the Yale Medical School for more than 20 years. He moved to Los Angeles in 2017 and is now Director of the Brown Clinic for Attention and Related Disorders in Manhattan Beach. He also serves as Adjunct Clinical Associate Professor of Psychiatry and Behavioral Sciences at the Keck Medical School of the University of Southern California. He developed the new Brown Executive Function/Attention Scales which will be released by Pearson in late 2018. His most recent books are Smart but Stuck: Emotions in Teens and Adults with ADSD (2014) and Outside the Box: Rethinking ADD/ADHD in Children and Adults: A Practical Guide (2017). His website is www.BrownADHDClinic.com.
Amy R. Cannava, EdS, NCSP, is in her 16th year of practice as a school psychologist specializing in marginal-ized youth. She is Chair of NASP’s LGBTQI2-S Committee and a requested speaker at local and national conferences. She consults with school districts and parents, facilitates LGBTQ+ peer support and counseling groups, and volun-teers for numerous local boards. Amy is the faculty sponsor for her high school’s GSA and is the community sponsor for a cross-county Pride Prom, which garnered national atten-tion. A former crisis counselor for the Trevor Project, Amy remains passionate about working with LGBTQ+ youth and considers them to be an amazing inspiration.
Robert J. Dixon, PhD, NCSP, LP has been practicing school psychology for over 25 years. In the last 15, he has been teaching in and directing the School Psychology Program at the University of Wisconsin-La Crosse. In his role as Graduate Educator, he has developed several courses that reflect his interests in Response to Intervention (RtI), Research & Program Evaluation, and Super-vision. Recently, he has been a member of school improvement efforts in La Crescent, MN, La Crosse, WI and Onalaska, WI. He is the current chair of APA Division 16 (School Psychology) ethics committee. He keeps current in practice by volunteering his time with local school districts.
Benjamin S. Fernandez, MSEd, is a school psychologist working as a coordinator of prevention services in Northern Virgin-ia and is a member of the National Association of School Psy-chologists’ (NASP) School Safety and Crisis Response Commit-tee. He provides leadership and an array of psychological and school-based mental health services, is a crisis team leader and a PREPaRE trainer, and coordinates crisis intervention services for his district. For NASP, he has conducted presentations and con-tributed on topics related to youth suicide, PREPaRE, and school safety and crisis. Benjamin was honored by being named School Psychologist of the Year by the Virginia Academy of School Psy-chologists and NASP, in 2012.
Tracy K. Hobbs, MS, NCSP, has been a practitioner for 37 years and is currently a NASP Strategic Liaison; he previously served as NASP’s LGBTQI2-S Committee co-chair and as the Michigan delegate. Tracy is currently a trainer and educational consultant for the Michigan Department of Education’s Safe Schools
for Sexual Minority Youth Initiative as well as a member of NEA’s National Training Program on Safety, Bias, and GLBT Issues. For years, Tracy was the faculty advisor for his high school’s GSA.
Niekema (Nikki) Hudson, Ed.S. completed her Master’s and Education Specialist degree in School Psychology at Florida A&M University and holds an additional Master’s degree in School Administration from Concordia University. Niekema has been a Psychologist with Chicago Public Schools since 2005 and is currently a school psychology administrator with the district.
Stephen P. Kilgus, PhD, is an Associate Professor in the School Psychology Program at the University of Wisconsin-Madison. His primary research interest is in the area of school mental health, with a focus on social–emotional and behavioral intervention and assessment. Dr. Kilgus currently serves as an associate editor for the Journal of School Psychology. In2016, he received the Lightner Witmer Award for early career scholarship from Division 16 of the American Psychological Association. Dr. Kilgus recently received a $1.4 million grant from the Institute of Education Sciencesc(IES) to validate a suite of brief measures that can be used in designing individualized interventions for at-risk students.
Monica Oganes, Ph.D., is a licensed school psychologist in private practice with offices in Miami and in Orlando, Florida. Mon-ica obtained a Bachelor’s degree in Psychology from George Ma-son University, graduating with highest honors and the Mellinger Award for being the most outstanding graduate in her psychology class. She has an Educational Specialist degree in School Psy-chology from the University of Central Florida and a Masters de-gree in Clinical Psychology from Fielding Graduate University. She began her career as a bilingual school psychologist working in the public schools for over a decade. While working in the schools, she embarked in doctoral studies in the Clinical Psychol-ogy Ph.D. program, Neuropsychology Track, at Fielding Graduate University, specializing in pediatric neuropsychology. Monica completed an internship in clinical psychology at the Jackson Me-morial Hospital Pediatric Neuropsychology and Rehabilitation Unit in Miami, Florida. She has the unique ability to combine the fields of school psychology and neuropsychology in her practice, provid-ing targeted services in English and Spanish.
Daphne Perry, M.A., S.S.P. completed her Master ’s and Specialist’s degree in School Psychology at Northern Illi-nois University. Daphne has been a Psychologist with Chi-cago Public Schools since 2008. Her areas of expertise include Evidence-Based Social Emotional Interventions, and the provision of Multi-Tiered Systems of Sup-ports. Daphne is currently the President of the Illinois School Psychologists Association (ISPA).
William (Bill) Pfohl is a Professor Emeritus at Western Ken-tucky University in Bowling Green Kentucky for the past 37 years. He taught a course in Cognitive Behavior Therapy to second year graduate students. And supervises CBT cases in a school based practice. He has returned to the Beck Institute in Philadelphia for further CBT training. He has an Advance REBT Certificate form the Albert Ellis Institute in NYC. He has attended trainings in Mindfulness, as well as Acceptance Commitment Therapy (ACT). He is a Charter Nationally Certified School Psychologist, Licensed Psychologist in Kentucky, and Certified School Psychologist in Kentucky, New Jersey, and New York. Bill was honored in 2010 with NASP's Lifetime Achievement Award. He has been President of NASP twice (1996-97 & 2005-06) & President of the Interna-tional School Psychology Association (2009-11). He holds a Psy.D. from the Graduate School of Applied and Professional Psychology at Rutgers University.
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Save the Date...
ISPA 40th Annual Convention
“Positive Partnerships with Purpose”
Jan 30– Feb 2, 2019
Fall Conference Fees ISPA Student/Intern Non- Members Retiree members
Prior to October 1Single Day $179 $139 $279 Both Days $289 $209 $389
After October 1 Single Day $209 $169 $309 Both Days $319 $239 $419
ALL pre-registrations must be received by October 1st to ensure proper processing. ISPA will accept your infor-mation by fax, mail (checks only), or on the web. Regis-trations received after October 1st will be considered on-site registrations.
3 Easy Ways To Register: 1.ONLINE at www.ilispa.org2. FAX completed form, if paying by credit card, to847-864-75803. MAIL (checks only) completed form to ISPA:Department 4651, Carol Stream, IL 60122-4651
Cancellations and Changes Refunds are only available until October 1, 2018 NO refunds will be issued after this date. All cancellations and chang-es must be made in writing. No cancellations or changes will be accepted by phone. Substitutions are acceptable with prior notification to ISPA. ISPA reserves the right to substitute qualified faculty.
Chicago Marriott Schaumburg Schaumburg, Illinois
1-847-240-01001-800-228-9290
ISPA Fall Conference attendees will be offered a single/double room rate of $119 per night plus taxes. Please indicate that you are with the Illinois School Psycholo-gists Association Fall Conference. The special room rates are available until 3pm, September 10, 2018.
All reservations must be made through the hotel.
Reserve your rooms early to ensure room availability.
Friendly Reminders…
The ISPA Conference is provided as an open forum and ex-change of ideas and opinions. Opinions that are expressed by presenters and participants do not reflect endorsements by the Illinois School Psychologists Association Governing Board. Please remain tolerant and respectful of others’ opin-ions.
Your name badge is required at all times and for all confer-ence functions. Seating is on a first-come, first-served basis.
Individuals who need special accommodations, be it dietary or other, should make requests in writing by September 22nd. Although attempts will be made to accommodate all requests after the deadline, there is no guarantee.
Inquire at the Registration Desk regarding Lost and Found items.
In consideration of others, ISPA requests your cooperation throughout the convention to silence cell phones and respect the need of attendees to limit distractions during sessions.
Whoooo’s Ready to Register????
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Please print or type. Please fill out carefully. Return this entire page to assure proper registration. If needed for addi-tional registrants, please photocopy.
NAME_________________________________________ IEIN #______________________________________ HOME ADDRESS________________________________ City/State/Zip________________________________ EMAIL ADDRESS________________________________ CELL PHONE________________________________ EMPLOYER____________________________________ JOB TITLE__________________________________ EMPLOYER ADDRESS___________________________ City/State/Zip________________________________ HOME PHONE__________________________________ WORK PHONE______________________________ EMERGENCY CONTACT NAME/PHONE REQUIRED___________________________________________________
*IEIN # MUST BE INCLUDED*
ONE DAY REGISTRATION STEP #1 Choose which day you will attend STEP #2 Choose break-out sessions (rank 2 choices for your day of attendance) STEP #3 Total your one day registration fee (refer to previous page)
THURSDAY OR FRIDAY (MORNING) (AFTERNOON) (MORNING) (AFTERNOON)
___ADHD & Motivation-Brown ___Autism & ADHD-Brown ___Intuition No More!-Dixon ___Check your Privilege-Bailey, Hudson, Perry
___Suicide-Fernandez ___Suicide-Fernandez ___Beyond the Rainbow-Hobbs & Cannava ___Positive Ethics-Dixon ___ELL-Oganes ___ELL-Oganes ___Universal Screening-Kilgus ___Beyond the Rainbow-Hobbs & Cannava
___CBT & ASD-Pfohl ___CBT & Anxiety-Pfohl ___CBT & Depression-Pfohl ___Using BRIEF-Kilgus
Total Thursday Fees $_________ Total Friday Fees $___________
TWO DAY REGISTRATION STEP #1 Choose break-out sessions for each day STEP #2 Indicate break-out session choices (rank 2 choices for each day) STEP #3 Total your two day registration fees
THURSDAY AND FRIDAY (MORNING) (AFTERNOON) (MORNING) (AFTERNOON)
___ADHD & Motivation-Brown ___Autism & ADHD-Brown ___Intuition No More!-Dixon ___Check your Privilege-Bailey, Hudson, Perry
___Suicide-Fernandez ___Suicide-Fernandez ___Beyond the Rainbow-Hobbs & Cannava ___Positive Ethics-Dixon ___ELL-Oganes ___ELL-Oganes ___Universal Screening-Kilgus ___Beyond the Rainbow-Hobbs & Cannava
___CBT & ASD-Pfohl ___CBT & Anxiety-Pfohl ___CBT & Depression-Pfohl ___Using BRIEF-Kilgus
Two Day Total $_________________
PAYMENT TOTALS Registration Fees $__________ TOTAL ENCLOSED $__________
Payment Type:
Check or Money Order (made payable to ISPA)
Charge (circle card type)VISA AMEX Mastercard Discover
Name on Card___________________________________ Account #_____________________Exp Date__________ Security Code:______ Address:______________________C/S/Z_____________
Account Holder Signature__________________________
3 Easy Ways To Register:
1.ONLINE at www.ilispa.org
2. FAX completed form (credit card ONLY)847-864-7580
3. MAIL (checks only) completed form toISPA Department 4651 Carol Stream, IL 60122-4651
Purchase Orders are NOT accepted
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Friday, October 12th
7:30-8:30am Registration
8:30-11:45am Break-Out Sessions
12:00-1:00pm Lunch (Included in Registration Fee)
1:00-4:15pm Break-Out Sessions
Friday, October 12th
Governing Board Meeting 5:00-9:00pm
All are welcome!!!
Thursday, October 11th
7:30-8:30am Registration
8:30-11:45am Break-Out Sessions
12:00-1:00pm Lunch (Included in Registration Fee)
1:00-4:15pm Break-Out Sessions
4:15-6:00pm ISPA Networking Event
Illinois School Psychologists Association PO Box 664 Wheaton, IL 60187-0664
PRESORTED STD U.S.POSTAGE
PAID
