Jane Close Conoley, Ph.D.
Professor in the Department of Counseling, Clinical, and School Psychology & Dean of the Gevirtz Graduate School of Education at UC Santa Barbara

Frank Gresham, Ph.D.
Professor in the Department of Psychology at Louisiana State University

Mike Vanderwood, Ph.D.
Assistant Professor and School Psychology Program Director at UC Riverside

Sue Courey, Ph.D.
Assistant Professor of Special Education & Coordinator of the Mild/Moderate Program in the Special Education Department at San Francisco State University

SESSION DESCRIPTIONS

Jane Close Conoley, Ph.D.  University of California, Santa Barbara
School Psychology Misdirected: An Argument for Prevention and Capacity Building.
For the past 35 years, at least, voices within the school psychology community have called for a re-thinking of the role of psychology and psychologists within public schools. The test and place activities of school psychologists have overwhelmed their professional practice with predictable results. Few teachers or administrators see school psychologists as resources for teaching and learning expertise, but rather as mere gatekeepers to special education services of unknown effectiveness. The calls for change have come using different conceptual vehicles, for example, mental health or behavioral consultation, curriculum based assessment, treatment validity of assessments, and most recently response to intervention. All, however, speak to the same issues:
· Children’s mental health is tied directly to their academic success.
· Behavioral success for children is related to instructional expertise of teachers.

Changing how we conceptualize and implement our practice is complicated by many organizational and regulatory forces and is compromised by some basic assumptions of modern psychology. Until those assumptions are dismissed, change is unlikely.
link to slides

Frank Gresham, Ph.D.  Louisiana State University
RTI: An Intervention-Based Approach to Delivering Services to Students At-Risk for Emotional and Behavioral Disorders. Almost 20% of school-age students could qualify for a mental health diagnosis, however less than 1% of these students are served in schools as emotionally disturbed. Students with these emotional and behavioral challenges are therefore either unserved or underserved in American schools. Most of these children experience a number of difficulties in the development and maintenance of satisfactory interpersonal relationships with peers and teachers. This presentation focuses on the development and implementation of multiple tiers of social skills instructional interventions that are evidence-based and effective. Issues of screening, assessment, and program evaluation are discussed.
link to slides

Mike Vanderwood, Ph.D.  University of California, Riverside
Using Response to Intervention with English Language Learners.
Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.
link to slides

Sue Courey, Ph.D. San Francisco State University
Response to Intervention: A Component in a Novel Educational Service Delivery Model.
With the emergence of standards-based reform, the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of IDEA 2004, Response to Intervention (RTI) has received growing attention for its ability to more rapidly address the needs of students who are not making adequate academic achievement. However, the term ìRTIî has caused some confusion as school districts and educators scramble to implement this promising innovation. RTI is sometimes referred to as a model of service delivery but it is actually a component in a novel way to allocate educational resources. This presentation will acquaint participants with a new model of service delivery (allocation of educational resources) to include defining RTI, progress monitoring, and the evolving roles of school personnel working with at-risk and special needs populations: general education teachers, special education teachers, and school psychologists.
link to slides

* (Must give name and e-mail address of professor to verify enrollment. Students at all schools welcome.)

Who Should Attend This Conference?
While this conference will target School Psychologists, Counselors, Clinical Psychologists, Teachers, and Administrators, Educational Therapists, everyone is welcome to attend. That includes Parents, Social Workers, Marriage and Family Therapists, Speech and Language Therapists, etc.

CEUs Board of Behavioral Sciences (BBS) 
The Graduate School of Education at University of California, Berkeley is approved as a Continuing Education Provider for MFT and LCSW by the Board of Behavioral Sciences in California PCE# 3951, valid through 2/28/2009.  There may be a small fee - details to follow.

Speaker Bios

Dr. Jane Close Conoley serves as Dean of the Gevirtz Graduate School of Education at the University of California, Santa Barbara.   Prior to coming to California, Dr. Conoley served as dean of Texas A&M University for 10 years and was a professor of psychology at Syracuse University and Texas Woman’s University, and of educational psychology at the University of Nebraska-Lincoln.  Dr. Conoley is the author or editor of 21 books and over 70 chapters and refereed journal articles.  Her areas of primary interest are interventions with children with disabilities – especially serious emotional disturbance and aggressive children and youth -- and family intervention.  She is co-author with A. P. Goldstein, of Student Violence Intervention: A practical handbook and Student Aggression: Prevention, management and replacement training.  She has also co-authored books concerning home/school collaboration (with S. Christenson), family assessment (with E. Werth), and school consultation (with C. Conoley).  Dr. Conoley is also well known for her work in psychological and educational measurement and served for 12 years as an editor of the Mental Measurements Yearbook series published by the Buros Institute of Mental Measurements. She has been the principal investigator on several large federally funded projects aimed at developing better school-based approaches to helping children with emotional and behavioral disorders. She also has been the P.I. on several federal and state initiatives to improve teacher quality. Link to her website.

Dr. Frank Gresham
Dr. Frank Gresham is a Professor in the Department of Psychology at Louisiana State University. He has published over 200 journal articles, books, book chapters, and tests on topics ranging from social skills assessment and training, emotional and behavioral disorders, learning disabilities, mental retardation, consultation, and response to intervention. He is a Fellow of the American Psychological Association, Division 16 of APA (School Psychology), Division 5 of APA (Evaluation, Measurement, and Statistics), and Division 53 (Society for Clinical Child and Adolescent Psychology). He is also a member of the National Association of School Psychologists, Council for Exceptional Children, Council for Children for Behavioral Disorders, and the Association for Behavior Analysis.

Dr. Gresham is one of the few psychologists to be awarded Fellow status within the American Association for the Advancement of Science and the only school psychologist to be awarded that honor. Dr. Gresham is the recipient of the Lightner Witmer Award and the Senior Scientist Award from Division 16 of APA for outstanding career research contributions. He is a licensed psychologist in Louisiana and has been a licensed psychologist in California and Iowa. He is the recipient of over 8 million dollars in federal grants from the Office of Special Education Programs and the National Institute of Mental Health. He is Co-Principal Investigator on a longitudinal study funded by the National Institute of Mental Health investigating the social, psychological, and academic characteristics of children and their families displaced by Hurricane Katrina. vita 
research interests

Dr. Mike Vanderwood is an assistant professor and School Psychology Program Coordinator at the University of California-Riverside. He has been involved in special education reform nationally and worked at the National Center on Educational Outcomes for Students with Disabilities (NCEO) where he focused on evaluating the effects of special education programs nationwide. After leaving the University of Minnesota, he worked for the Iowa Department of Education as a consultant for assessment and decision-making. He also worked as a school psychologist in Iowa using RtI and currently conducts RtI related research with all students, including EL students. website

Dr. Sue Courey is an assistant professor of special education at SFSU and the coordinator of the Mild/Moderate Program in the Special Education Department. She is currently funded by the U.S. Department of Education, Office of Special Education Programs, to improve the Level I Mild/Moderate program by preparing students to effectively implement and facilitate a service delivery model that includes RTI. Her research interests are Response to Intervention as a component in a novel service delivery model and mathematics instruction for students with learning differences. Her expertise is in fraction instruction for elementary students. Dr. Courey was previously at Vanderbilt University, working with Lynn Fuchs on math problem solving and curriculum-based measurement. She has worked with Dr. Fuchs on several publications and has presented several instructional courses on using math manipulatives to teach fractions, decimals and algebra to students with learning differences.

Tentative Event Schedule
directions

7:45 Registration and continental breakfast - please arrive early!
8:25 Welcome

8:30 - 10:00 Dr. Jane Close Conoley
School Psychology Misdirected: An Argument for Prevention and Capacity Building

10:00 - 10:15 Break

10:15 - 11:45 Dr. Frank Gresham
RTI: An Intervention-Based Approach to Delivering Services to Students At-Risk for Emotional and Behavioral Disorders.

11:45 - 12:30 Lunch

12:30 - 2:00 Dr. Mike Vanderwood
Using Response to Intervention with English Language Learners

2:00 - 2:15 Break

2:15 - 3:45 Dr. Sue Courey
Response to Intervention: A Component in a Novel Educational Service Delivery Model

3:45 - 4:00 Closing

Mailing Address/Conference Contact Info

Mailing address: Event is at the HsLordships in Berkeley (directions)
UC Berkeley Graduate School of Education
School Psychology Program
4511 Tolman Hall
Berkeley, CA 94720-1670
510/642-4202
Attn: School Psychology Conference
ucbschpsyc@gmail.com

view past conferences: 2005 | 2006

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41st Annual Conference

Preventing Academic and Behavioral Problems in Children: Rethinking Interventions for Schools

Friday,
May 9th, 2008

info & registration

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