Workshop 1: Getting It Right: Building Credible and Defensible Psychoeducational Evaluations (3.0 PD Credit) 
 Amanda Skierkiewicz, EdD, NCSP

Workshop Description: 
This professional development activity provides school psychologists with a structured, evidence-based framework for conducting credible and defensible psychoeducational evaluations. Participants will examine factors that influence the credibility of assessment data beyond test effort alone, including performance engagement, symptom reporting, data convergence, behavioral observations, and technical accuracy. Through didactic instruction and applied case examples, attendees will learn how to recognize credibility-related concerns, apply decision-making strategies when data are mixed or inconsistent, and communicate findings ethically and effectively in school-based practice.

Learning Objective: 

This professional development activity directly supports educator and student growth in content knowledge and skills by strengthening school psychologists’ ability to conduct accurate, credible psychoeducational evaluations. Improved assessment credibility enhances diagnostic precision, eligibility determination, and intervention planning, leading to more appropriate educational supports and services for students.

The activity also promotes educator and student social-emotional growth by reducing the risk of misidentification and inappropriate labeling, which can negatively impact students’ self-concept, access to services, and long-term educational outcomes. By emphasizing ethical interpretation and careful communication of assessment findings, the training supports practices that are developmentally sensitive and student-centered.

Finally, this PD aligns with district and organizational improvement plans focused on data-driven decision-making, equitable identification of disabilities, efficient use of special education resources, and legally defensible practice. By enhancing the quality and credibility of assessment data, the session supports consistent, evidence-based decision-making that benefits schools, families, and multidisciplinary teams."

Workshop 2 : Ethics of Artificial Intelligence (AI) in School Psychological Practice (3.0 PD Credit)

Dan Florell, PhD, NCSP

Workshop Description: 

Telehealth and teleassessment are becoming more common in schools. This has led some school
psychologists to work primarily in virtual settings. This session addresses the basics of setting up
telehealth platforms including addressing various ethical issues that occur when providing
services. The session will move on to more advanced content, including conducting assessments,
counseling, and supervising others within a remote context.

Learning Objectives:
1. Will be knowledgeable of best practices in the use of videoconference platforms.
2. Know of at least three commonly used telehealth assessment instruments.
3. Identify common challenges that occur when conducting remote assessments.
4. Know how diversity and multicultural issues should be considered when using telehealth.

Workshop 3: Improving Transition Assessment and Transition to College and Career for Autistic Youth (3.0 PD Credit) 
 Leigh Ann Fisler, PhD, BCBA, NCSP

Workshop Description:  
This session will teach participants how they can improve upon transition assessment processes for students approaching adulthood. The session will help participants support self-advocacy skills for students with disabilities. Then, the session will review steps for coordination of care for high schools and postsecondary student supports to promote successful postsecondary transition with a specific focus on support for autistic young adults.

Learning Objectives:

Lunch/Award Luncheon

Workshop 1: Integrating Neuropsychology into School Psychology Practice (3.0 PD Credit)
Elaine Fletcher-Janzen, EdD, NCSP 

Workshop Description: 

This presentation will introduce the participant to the Neurodevelopmental Model of Assessment and Practice which was developed to help school psychologists translate neuropsychological science into practical, everyday educational decision-making. Central to the model is the recognition that early sensory, emotional, and regulatory systems form the foundation for later cognitive, social-emotional, and academic skills. 

For school psychologists, the Neurodevelopmental Model provides a bridge between assessment and intervention. It supports more nuanced interpretation of cognitive profiles, particularly when students demonstrate a gap between ability and classroom functioning. By asking which brain systems are accessible in a given developmental context, school psychologists can move beyond quantitative assessment to more targeted interventions that increase successful outcomes. 

Objectives:

1. Participants will be able to name the 10 areas of Neurodevelopmental Model of Assessment

2. Participants will identify three commonly overlooked items in history taking.

3. Participants will be able to identify interventions associated with different developmental levels of learning.

Workshop 2: Improving Student Mental and Behavioral Health: Intervention Points for the School Psychologist at Tier I (3.0 PD Credit)

Robert J. Dixon, PhD, NCSP, LP

Workshop Description: 

Schools are faced with a number of challenges that require our attention: academic, behavioral and more recently mental health.  Rather than focus exclusively on behavioral compliance, School Psychologists can positively impact the mental health of students that may be the trigger of the behavioral problems. This includes attention to reducing the negative risk factors of mental illness and increasing the positive resilience factors. Intervention points for the school psychologist will focus on both the classroom system and the school system. 

Learning Objectives:

Learning Environment – The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting., Assessment – The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student., Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession. 

Workshop 3: Improving Transition Assessment and Transition to College and Career for Autistic Youth (3.0 PD Credit) 

Leigh Ann Fisler, PhD, BCBA, NCSP

Workshop Description:  
This session will teach participants how they can improve upon transition assessment processes for students approaching adulthood. The session will help participants support self-advocacy skills for students with disabilities. Then, the session will review steps for coordination of care for high schools and postsecondary student supports to promote successful postsecondary transition with a specific focus on support for autistic young adults.

Learning Objectives:

8:30am -11:45am
Half Day

Elaine Fletcher-Janzen, EdD, NCSP

Workshop Description: 

Scientific research tells us that repeated early childhood trauma exposure changes the architecture of the brain and may create oversensitivity to threat that later compromises the development of planning and organization skills. It it can also significantly alter appropriate psychosocial functioning and negatively affect life-long outcomes. If we drill down and truly understand the biology of childhood trauma, then we have the key to providing efficient and powerful assistance that transforms the lessons of trauma into resilience. There are generally four main lines of research that inform the biopsychosocial aspects of trauma-informed approaches for educators: brain development and toxic stress; the neuroscience of emotion; educator self-care; and biologically-informed trauma sensitive school systems.

Objectives:

Participants will be able to:
1) Describe the key findings of the Adverse Childhood Events study as it relates to enacting a trauma sensitive approach to children in schools.
2) Describe the impact of childhood trauma on brain development and behavior.
3) Describe the components of trauma-informed schools.
4) Identify the main components of educator self-care that support good outcomes for all.

8:30am -11:45am
Half Day
  

*Workshop 2: Telehealth and Teleassessment in the Schools (3.0 PD Credit) 

Dan Florell, PhD, NCSP

Workshop Description: 

Telehealth and teleassessment are becoming more common in schools. This has led some school
psychologists to work primarily in virtual settings. This session addresses the basics of setting up
telehealth platforms including addressing various ethical issues that occur when providing
services. The session will move on to more advanced content, including conducting assessments,
counseling, and supervising others within a remote context.

Learning Objectives:
1. Will be knowledgeable of best practices in the use of videoconference platforms.
2. Know of at least three commonly used telehealth assessment instruments.
3. Identify common challenges that occur when conducting remote assessments.
4. Know how diversity and multicultural issues should be considered when using telehealth.

8:30am -11:45am
Half Day

Workshop 3: Navigating Section 504: Essentials for School Psychologists (3.0 PD Credit)
Brandon K Wright, JD

Workshop Description:

With increasing attention being paid to the obligations of school districts under Section 504, school psychologists are increasingly being asked to play a role in the Section 504 process. Join Attorney Brandon K. Wright to explore the essentials you need to know to navigate Section 504.

Learning Objectives:

By focusing on legal compliance under Section 504, this session will align with the district plan to improve outcomes for students with disabilities.  

 Workshop 4: Supporting Students  with Eating Disorders (3.0 PD Credit)

TBD

Workshop 1: Unmasking the Spectrum: Interpreting Subtle Signs in Autism Assessment(3.0 PD Credit)

Amanda Skierkiewicz, EdD, NCSP

Workshop Description: 
This professional development session provides a comprehensive, research-aligned framework for evaluating Autism Spectrum Disorder (ASD) in school-based settings. Drawing from current neuropsychological science, DSM-5-TR criteria, culturally informed practice models, and evidence-based assessment strategies, the workshop prepares participants to accurately identify both classic and subtle (“pink flag”) presentations of autism. Content focuses on differential diagnosis, integration of multi-method assessment data, interpretation of complex student profiles, and distinctions between medical and educational eligibility. Participants will learn practical methods for evaluating social communication, executive functioning, adaptive behavior, and autism-related behaviors using rating scales, structured observations, interviews, and objective performance measures. Emphasis is placed on equitable, ethical decision-making; supporting diverse learners; and connecting assessment results to meaningful educational planning and intervention. Case examples and applied discussion will support skill development and real-world application.

Learning Objective:

This professional development enhances educator expertise in accurately identifying and assessing Autism Spectrum Disorder using evidence-based, multi-method approaches. Participants deepen their understanding of neurodevelopmental profiles, subtle presentations, and differential diagnosis, empowering them to make more informed eligibility and instructional decisions. Strengthened assessment skills directly translate into improved student outcomes by ensuring supports are tailored to each learner’s cognitive, social, and academic needs.

By improving educators’ ability to recognize social-communication differences, masking behaviors, emotional regulation challenges, and sensory needs, this training promotes more empathetic and responsive educational practices. As educators better understand the “why” behind student behaviors, they can implement strategies that foster belonging, reduce misunderstanding or disciplinary mislabeling, and support healthier social-emotional development for autistic and neurodivergent students.

This training aligns with organizational priorities centered on equitable identification practices, inclusive education, MTSS implementation, and data-based decision-making. By refining assessment accuracy and reducing diagnostic disparities—particularly among culturally and linguistically diverse students—the professional development supports district and school improvement goals related to compliance, access to services, and improving outcomes for diverse learners."

*Workshop 2: Support Before SPED: Creating a Game Plan for Efficient, Effective, and Equitable Practices (3.0 PD Credit)
 Robert J. Dixon, PhD, NCSP, LP

Workshop Description: 

One of the frequent complaints from the field are the various challenges associated with referral practices. Descriptions range from a glorified speed bump to excessive red tape to the Wild West to define a school’s practice and this can change as administration, teachers, and school psychologists enter and leave the system.

Learning Objective: 

Family and Community Collaboration – Culturally responsive teachers and leaders will partner with families and communities to build rapport, form collaborative and mutual relationships, and engage in effective cross-cultural communication., Learning Environment – The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting., Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student., Assessment – The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Brandon K Wright, JD

Workshop Description:
Join attorney Brandon K. Wright as he explores the top ten issues that lead school districts down a path to due process or other litigation and complaints. Even more importantly, explore the solutions to these common mistakes to improve the practice in your school.

Learning Objective: 

By focusing on legal compliance under the IDEA, this session will align with the district plan to improve outcomes for students with disabilities. 

TBD