MSPA Protocol Summer 2016

Transcription

Volume LIV
www.mspaonline.org
June 2016
President’s Pen:
Yes I Am and so Are You! Accept It...Embrace It...Share It!
Establishing your Professional Identity as a Mental and Behavioral Health Provider
Inside this issue:
Part Three: Taking Action to Practice
Special Topic: LBBTQ+ School
Supports
MSPA Diversity Committee’s
Special Topic Primer
2-3
So far in our Presidential Pen journey, we have identified the artificial barriers which have interfered with our professional identity and practice as Mental and Behavioral Health Providers. In
review, artificial barriers have included early graduate education focused on assessment, the perception of clinically-based titles by other professions, and employment practices which have focused on assessment.
In the Eyes of the Beholder: A
Case for PVEST and LGBTQ
Ethnically Diverse School-
4-6
Aged Youth
It’s Complicated: Intersectionality and LGBTQIA+ Deaf
6-7
SMSPA Professional Book
Club: Transgender and Gender
8
Identification Awareness
We also have reviewed legislative support for school psychologists as Mental and Behavioral
Health Providers. Legislative support includes specific recognition of school psychologists as
such providers in No Child Left Behind Act of 2001 and Title IV of the Affordable Care Act
(2010). The legislative recognition of our renewed professional identity is evident in the recently
passed Every Student Succeeds Act (ESSA, 2015). Specifically, ESSA defines 'school-based mental
health services provider' as: "includes a State-licensed or State-certified school counselor, school
psychologist, school social worker, or other State licensed or certified mental health professional qualified under State law to provide mental health services to children and adolescents."
An additional reference includes school psychologists as “'specialized instructional support personnel' involved in providing assessment, diagnosis, counseling, educational, therapeutic, and
other necessary services …as part of a comprehensive program to meet student needs."
Views from the Past: A
Historical Look at LGBTQ
9
Awareness and Engagement
An Analysis of Culturally
Responsive Interventions
10-11
Promoting Vocabulary Growth
for English Language Learners
12-13
The passing of ESSA provides multiple opportunities for various funding streams to support
hiring and using school psychologists to provide such services as comprehensive mental health
services, professional development, positive behavioral supports and multi-tiered systems of support. As school districts embark on hiring and implementation practices, it is in our best professional interest to keep the expertise of school psychologists forefront in their consciousness.
School Psychologists are uniquely qualified by their specialized training to implement many of
the requirements of ESSA. What makes us unique? We are not psychologists who work in the
schools. We are SCHOOL PSYCHOLOGISTS with the specialized training required to meet the
unique needs of students and school systems.
Helping Parents Support
Children’s Self-Regulation
Best Practices in Establishing
an LSPO
14
Don’t ask permission to be a Mental and Behavioral Health Provider.
15-16
You already are.
MSDE Update
17
NASP Update
18
MSPA Business & Local
Updates
What action can you take?
Accept It…Embrace It…Share It!
Regards,
19-32
Selina
Visit: http://www.nasponline.org/research-and-policy to learn more about ESSA
Volume LIV
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June 2016
MSPA Special Topic Primer: Guiding Document on Inclusive Language
Cultural Proficiency: Inclusive Language Document – MSPA Diversity Committee
General Information
Phrases to Avoid
What You Could Say Instead
Ability
Always use person first
language
Wheelchair-bound
Autistic kid
He’s Downs
Normal/Healthy Kids
Person using a wheelchair
Child with Autism
Child with Downs Syndrome
Typical children/children without
disabilities
Race/Culture/
Ethnicity/
Language
Individuals have diverse
ways of naming and referring
to themselves, which need to
be identified and respected
Pakistani, Asian,
African, Native
A person from _____
Marital Status
Avoid unnecessarily calling
attention to marital status
Mrs. / Miss / Mr.
Use Job Titles, Full Names,
Abbreviations such as J. Jones, Dear
Madam/Sir, etc.
Gender
Jobs, roles, and personal characteristics should not be stereotyped by gender, nor should
gender expression be assumed
Is your mother home?
Husband and wife
Ladies and gentleman
The girls I work with
Is your parent/guardian home?
Spouse/partner
Men and women
Person/people
Gender Identity
Gender identity and expression exist on a continuum. Do
not assume gender identity,
and refer to gender (when
necessary) based on gender
expression or after finding out
an individual’s preference
His, hers, she, him
Third person gender pronouns are being
used by some and debated by many (Xi, Zie,
they & their, to replace he/she & him/her).
Use gender neutral terms when unsure, or
ask
Sexual
Orientation
Avoid unnecessarily calling
attention to sexual orientation; use inclusive language;
use language which has been
self-identified by the person
Do you remember that
gay couple with the
golden retriever?
Do you remember that couple with the
golden retriever?
Use the name of the faith
group
Christian person, Hindu person
Faith Group
Husband/Wife
Partner/Spouse
A person from the Jewish community
A person of the Christian Faith
The difference between the right word and the almost right word is the difference between
lightening and the lightening bug. ~Mark Twain
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MSPA Special Topic Primer: Guiding Document on Inclusive Language
Cultural and linguistic competence is a set of congruent behaviors, attitudes, and policies
that come together in a system, agency, or among professionals that enables effective work
in cross-cultural situations.
(Adapted from Cross, 1989)
References
Durham District School Board. Guidelines for inclusive language. Retrieved April 23, 2014, from
http://www.ddsb.ca/AboutUs/EquityInclusiveEducation/Pages/Inclusive-Language.aspx
Generett, G. G. (2012, May 24). You asked. I came. Now what? A cultural competency journey. Retrieved June 4, 2014, from
http://www.pattan.net/Videos/Browse/Conference%20Series/Pennsylvania+Positive+Behavior+Support+Implementers%
27+Forum%3A+Going+to+Scale +with +3+Tiered+Logic+%282012%29/Single/?code_name=25_you_asked_i
Snow, K. To ensure inclusion, freedom, and respect for people with disabilities, we must use people first language. Retrieved April 20,
2014 from pages.towson.ed u/cholm es/sim ilarities/peoplefirst.pd f
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In the Eyes of the Beholder: A Case for PVEST and LGBTQ Ethnically
Diverse School-aged Youth
Perre Shelton, M.A. & Tierra Ellis, B.A.
S
chool-aged LGBTQ youth of ethnically diverse backgrounds often have a
unique lived-experience due to the
negotiation of intersecting identities.
For many, the circumstances of that intersectionality results in increased risk for substance
abuse, suicidality, depression, and homelessness (Perrin-Wallqvist & Linblom, 2015;
Chochran, Flentje, & Heck, 2011). Conversely,
others of this specific youth population exhibit
increased resilience and coping tools (Hill &
Gunderson, 2015). Given the complexity of
these youth’s identities and experiences,
school psychologists can benefit from models
that increase competence and consciousness
of how they experience the school environment to better serve these students.
theoretical approach that integrates an individual’s view of the world with other social
and environmental forces that impact that
person’s development (Spencer, Dupree &
Hartmann, 1997). As a form of practice,
PVEST is a system of support that works to
counterbalance perceived environmental challenges from the perspective of the person experiencing the quandary--as opposed to treating the mental health practitioner’s perspective of the problem-solution binary as axiomatic. As practitioners using PVEST, our definition of the youth’s dilemma is subjugated
by the youth’s perception of both their environment and the dilemma itself (Spencer et
al., 1997). This seems to be a useful theoretical
orientation and model for best practices in
that it helps us gain insight into the worlds of
Although each school psychologist possesses youth with multiple intersecting social identia set of best practices that are unique and reties. That is because it takes their unique persponsive to the needs of the students she/he is ceptual experiences into account while simulserving, it is helpful to develop those best
taneously considering the impact of their enpractices bearing in mind certain suppositions vironment. This also becomes a multilateral
that will help her/him attend to their popula- process (Spencer et al., 1997). The youth's ention’s most vulnerable. Bronfenbrenner’s Eco- vironment informs their self-perception, while
logical Systems Theory offers a compelling
their perception also negotiates their experilens by which to view the experiences of these ences within the environment (Spencer et al.,
diverse students through a variety of systems 1997).
(Hong & Espelage, 2012). His model places
these youth in the center of the larger environ- A brief anecdote: the first author once taught a
mental constructs that influence their psycho- poetry class with the goal of enhancing the
logical and cognitive experiences. It allows
social-emotional intelligence of a group of 30
practitioners to negotiate various aspects of
African-American and Latino LGBTQ youth—
the youth’s development as they interact with some of them experiencing transient living
the larger social environment
and impoverishment. Others of them had
(Bronfenbrenner, 1979). However, for youth stable homes, but discontinued going to
who are members of two or more marginalschool due to issues of bullying. Some came
ized groups, we must consider whether Bron- from quasi-permanent housing, but attended
fenbrenner’s model sufficiently addresses the school for the resources made available. Each
psychosocial considerations of intersecting
of these youngsters had stories to tell that
identities. Perhaps the social/environmental
engaged every level of Bronfenbrenner’s ecocontext associated with one aspect of their
logical systems. When the first author introidentity runs antithetical to the social/
duced himself to the youth, he did so with his
environmental context associated with anoth- title at the time:
er.
“Hello. My name is Mr. Shelton, and I’m a
To what extent, then, does taking a phenome- reading teacher.”
nological approach enhance Bronfenbrenner’s
ecological systems? Phenomenological VariThere was an outbreak of reactions including
ant of Ecological Systems Theory (PVEST) is a controlled chuckling, thunderous laughter,
and some unresponsiveness. One of them
asked, “So, you teach the kids how to read?”
Finally understanding the joke, he responded,
“Yes, I teach the kids to read because I’m well
read and I read well.” Then, more laughter.
The moment itself was one of such dynamism.
Considering their unique perception of what
seemed like minutia, he theorized, changed
both the perception and thus the function of
the space for these youngsters. According to
the first author, given his proximity and participation in LGBTQ culture, the concept of
“reading” is a colloquialism understood in the
African-American LGBTQ community to
mean mocking, affronting, or slighting. The
dynamic of reading, although seemingly built
on two people insulting each other, is actually
a demonstration of two people’s interconnectedness and closeness. Individuals “read” each
other when they are close enough to understand that the process is more a caper--similar
to a prank--than it is an actual deleterious
intent. It is very similar to a dynamic that has
been a characteristic of African-American social settings called “playing the dozens,”
which is a similar exchange of wits and insults
as an implication of cultural solidarity
(Hardcastle, 1977). These young people with a
variant set of circumstances—as explained by
Bronfenbrenner’s model—seemed to share a
perceptual experience that existed outside of
their environmental conditions, which a
PVEST approach is able to accommodate. It
was a perception that, nonetheless, was a result of their social and cultural interactions.
By considering their shared perception of a
comment that was initially intended to mean
something completely different, the first author was able to deepen the engagement with
the young people and create a much richer
service to their learning needs.
Continuing the anecdote: Weeks into teaching
the poetry class, the group began to discuss
LGBTQ pageants--referred to as “HouseBalls.” Almost all of the youth present were
an active member in one of the “Houses” that
participated in the Balls, and others had been
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former members. House-Balls are an LGBTQ
subculture that organized in response to
mainstream marginalization (Phillips et al.,
2011). According to a collaborative study conducted by the Administration for Children
and Families and the Family and Youth Services Bureau, 40% of all homeless youth identify as LGBTQ (2016). Many of them find refuge in LGBTQ “houses.” These are other-usually older--LGBTQ persons that serve as
proxies for the youth’s family. In addition to
the sense of belonging and the resources made
available through House-Ball culture, they
also became concentrated environments for
sexual indiscretion and substance abuse
(Phillips et al., 2011). Many of the youngsters
conceded that they made some poor sexual
decisions that placed them at risk for HIV/
STIs, and that the decision to do so was, in
part, mediated by substance use. However,
some of them preferred the comforts--and
discomforts--of the House-Ball culture over
the dread of going back home to their birth
parents. They expressed how much they
would miss their “house-mothers” and
“house-fathers.”
when assessing her/his/their needs. By doing
so, one would view their affections for the
House-Ball environment as more than a
pathological space whose values are antithetical to that of the birth home; one would consider that the youth’s perceptual interaction
with the environment elucidates the strengths
and weaknesses of both spaces simultaneously.
integration process could exacerbate the
youth’s psychache by further underscoring
their eccentricity.
In this case, it becomes important to also consider and frequently re-consider the youth’s
perception of the intervention. Engaging the
PVEST model goes beyond considering
whether or not the youth responded to interventions that mediate challenges in their enviAs school psychologists, engaging a PVEST
ronment. It also considers the extent to which
approach to intervention prompts a different the youth’s perceptual experience resulting
orientation when investigating problems and from the intervention made it more or less
solutions for school-aged youth with multiple difficult to respond, and therefore, the efficacy
intersecting social identities. Instead of asking of the intervention itself (Spencer et al., 1997).
the question, “Why/How is this student failing that class?” one might ask, also, “Why/
These are potential nuances that are not fully
How is that class failing the appraisal process explained simply by ecological systems theory
of this child?” Even more critical, and a bit
alone. The idea here is that moments where
more complex, instead of asking why a stuthe youth’s perceptual experience proves valdent wants to commit suicide, one might con- uable to the intervention and treatment prosider, also, what service or utility does suicide cess may occur more than we realize. It is an
provide for that individual given how she/he/ opportunity to leverage the subjective and perthey perceive both their dilemma and the soceptual experiences of school-aged youth with
cial/environmental context thereof (Spencer et multiple intersecting identities—specifically
al., 1997). From there, one can better extract
LGBTQ youth of ethnically diverse backspecific concerns that the individual is harbor- grounds—in order to make learning commuThis is an example of how one environment/
ing and offer therapy or reciprocal intervennities safer and more inclusive. It is to also
social context (the one which the practitioner tions in response to that perceptual experidevelop interventions that are responsive to
might consider the youth’s “home”) conflicts ence.
LGBTQ youth of ethnically diverse backwith another (the one which the youth might
grounds by considering the unique tenets of
consider “home”). On the one hand, returning For example, a youth might suggest that her/ their individual perception and subjective
to the home with her/his/their birth parents
his/their psychache is a result of bullying by
experiences. Similar to the manner by which
might present certain health-related and social peers. A school psychologist might reasonably the youth’s perception and response to the
benefits; on the other hand, the adapted home, consider interventions that they hope will
concept of “reading” varied based on LGBTQ
with the “house-mother” and “house-father,” provide greater integration between that
cultural participation, so might their percepis where the youth feels most accepted and
youth and her/his/their peers; an integration
tion and response to interventions.
valued. As a practitioner informed by PVEST, that is rewarding and productive. Due to the
one would consider the youth’s perspective
youth’s multiple intersecting identities, that
References
Administration for Children and Families & Family and Youth Services Bureau. (2016). Street Outreach Program: Data Collection Study Final Re
port. Lincoln, NE: Les Whitbeck, Melissa Welch Lazoritz, Devan Crawford, and Dane Hautala.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Chochran, B. N., Flentje, A., & Heck, N. C. (2011). Offsetting Risks: High School Gay-Straight Alliances and Lesbian, Gay, Bisexual, and
Transgendered (LGBT) Youth. School Psychology Quarterly, 161-174.
Hardcastle, D. A. (1977). Playing the Dozens. Social Work, 22(4), 313-313.
Hill, C. A., & Gunderson, C. J. (2015). Resilience of Lesbian, Gay, and Bisexual
Individuals in Relations to Social Environment, Personal Characteristics, and Emotion Regulation Strategies. Psychology of Sexual Orientation
and Gender Diversity , 2(3), 232-252.
Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression
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and Violent Behavior, 17(4), 311-322. doi:10.1016/j.avb.2012.03.003
Perrin-Wallqvist, R., & Lindblom, J. (2015). Coming Out As Gay: A Phenomenological Study About Adolescents Disclosing Their
Homosexuality to Their Parents. Social Behavior and Personality: An International Journal Soc Behav Personal, 43(3), 467-480.
doi:10.2224/sbp.2015.43.3.467.
Phillips, G., Peterson, J., Binson, D., Hidalgo, J., & Magnus, M. (2011). House/ball culture and adolescent African-American transgender per
sons and men who have sex with men: A synthesis of the literature. AIDS Care, 23(4), 515-520. doi:10.1080/09540121.2010.516334
Spencer, M. B., Dupree, D., & Hartmann, T. (1997). A Phenomenological Variant of Ecological Systems Theory (PVEST): A self-organization
perspective in context. Development and Psychopathology, 9(04). doi:10.1017/s0954579497001454
It’s Complicated: Intersectionality and LGBTQIA+ Deaf Youth
Caitlin Presley, B.A. – Gallaudet University, Second Year Student
"Who are you?"
ing one particular area of multiculturalism
and diversity, we quickly discovered that sep"How do you describe yourself?"
aration of these areas was not possible. Instead, our class embraced the intersectionality
"Was there a turning point in your life that
of identities and the role it plays in creating a
contributed to you developing your identity?" healthy, safe, and supportive learning environment that welcomes a student's identity in
“How is your identity different across conits entirety, not just its parts.
This discussion of intersectionality naturally
led to the discussion of how to best serve students with multiple identities, including Lesbian Gay Bisexual Transgender Questioning
Intersex Asexual (LGBTQIA), youth of color
and youth with differing abilities (for example: d/Deaf and Hard of Hearing, b/Blind,
etc.). We viewed several films and problemtexts?"
Although intersectionality arose from the fem- solved through the scenarios presented in
inist movement, the framework has vast out- NASP's The Psychology of Multiculturalism
hese were the questions my classreach. It is the understanding that an individ- in the Schools: A Primer for Practice, Training,
mates and I were faced with on the
ual's multiple identities (race, gender, socioec- and Research (Jones, 2009). The most impactfirst day of our "Diversity and Mulonomic status, sexuality, ability, etc.) interact, ful film for me that we discussed was a docuticultural Issues in School" class
and thus influence the way they act, feel,
mentary called "A Brutal Awakening" which
taught by Dr. Elizabeth Gibbons. This was not
think, and experience the world, oppression,
followed the life of an African-American
a typical lecture-based class where students
and discrimination. For example, a 15-year
transgender teenager at a school for the Deaf
sat around with expressionless stares under
old Deaf Latino male who identifies as gay
(Jones, 2008). Similar to schools around the
the belief that the universe and time were
will experience and interact with the world
country at the time, schools for the Deaf were
playing a cruel trick. No, instead this course
differently than a 15-year old hearing Latino
ill-prepared or lacking knowledge about how
required my classmates and I to engage in
male who also identifies as gay. Although
to serve transgender students. In addition,
meaningful, sometimes uncomfortable, disthey share an age, an ethnic background, and schools for the Deaf had the added complexity
cussions about our own experiences and
identify as gay, the student who is Deaf may
of dorm life. The student in the film endured
views of diversity, social justice, and privilege
also experience the added oppression and
bullying and harassment to the point where
and how these views can and will impact the
frustration of finding their place in the hearshe was removed from school by her adoptive
students we may work with in schools. We
ing Latino community, the Deaf Latino commother because she felt that constant bullying
engaged in "listening for understanding" and
munity, the Latino LGBT community, and the without intervention would lead to Adrian
several times we had to agree to disagree. The
Deaf LGBT community. For that student, their attempting to take her life (Jones, 2008). We
topics ranged from cultural competencies to
identities are not separate--in any one context discussed the parts of Adrian's identity, inableism to whether labelling people is neceshe is not simply Latino or Deaf or Gay--rather cluding that she was African American,
sary or wrong. And despite the fact that we
his identities are intertwined and inseparable.
Transgender, Deaf, and was adopted and how
started out a class with the intention of cover-
T
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It’s Complicated: Intersectionality and LGBTQIA+ Deaf Youth
Caitlin Presley, B.A. – Gallaudet University, Second Year Student
we would handle the situation. We all had
high ideals and standards, including a combination of counseling, educational speakers for
Adrian's peers and teachers, and higher levels
of monitoring in dorms and unstructured
settings. We were more than aware of NASP's
position and the professional and ethical
standards and principles. However, I felt the
complexity of the situation--there was a lack
of resources and an abundance of fear.
"Diversity and Multicultural Issues in School"
taught me that intersectionality and servicing
LGBTQIA+ youth in schools is complicated-resources are not always available, solutions
are not always clear, and at times the biggest
opponent is ignorance and fear. But, this
course also taught and reminded me that is
okay to say 'I don't know' or 'I'm trying to
understand, but I'm not getting it' because
intersectionality is all about 'listening for understanding' and realizing that a student's interaction with their peers, family, and school are shaped
by their intertwined identities.
References
Jones, A. (Director). (2008). A Brutal Awakening [Video file]. United States: Queering the Binary Productions. Retrieved from
http://dsdj.gallaudet.edu/index.php?issue=1§ion_id=6&entry_id=76
Jones, J. M. (2009). The psychology of m ulticulturalism in the schools: A prim er for practice, training, and research. Bethesd a, MD: National
Association of School Psychologists.
Renew
Today!
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Southern Maryland School Psychologists’ Association (SMSPA)
Professional Book Club: Transgender and Gender Identification Awareness
Jessica Sammons, M.A., C.A.S., NCSP
E
ach year the members of the Southern Maryland School Psychologists’
Association (SMSPA) organize a
self-study event open to all colleagues in Calvert, St. Mary’s, and Charles
counties. In preparation for the MSPA’s
Spring Conference, the members of SMSPA
chose to read a book titled George by Alex
Gino. George is about a ten-year-old boy who
is confronted with thoughts and feelings of
not being born his true gender. Despite being
a biological male, she identifies with being a
girl. In the story, “the reader gets a unique
look into George’s mind as she struggles to
come out to her best friend, winces at the
mention of her future as a man, fends off
school bullies, and hopes for acceptance from
her family,” (McLaughin, Amy. Review of the
book George by Alex Gino). Even though this
book is considered to be a young adult novel,
it provides the reader with a rare opportunity
to realize the internal struggles of a
transgender child. And let’s be honest, sometimes it is nice to have a change from a scholarly article, textbook or manual from time to
time.
el George, the book club reviewed the Maryland State Department of Education’s Position
Paper titled Providing Safe Spaces for
Transgender and Gender Non-Conforming
Youth: Guidelines for Gender Identity NonDiscrimination” (October 2015). The document is a guide to the laws, regulations, and
best practices for people who work within the
schools.
students who may feel uncomfortable lining
up by gender when leaving the classroom
were reflected upon. The book club was a
unique opportunity for school psychologists
across three counties to share some of the
challenges they have faced as professionals
helping students and parents through arduous times. In addition to sharing ways to support transgender, LGBT and/or cisgender students, there were in-depth discussions regardOverall, the members of the book club providing ways that professionals in our role can
ed positive feedback on the novel finding that assist staff members in better understanding
it helped increase awareness of some of the
and supporting youth. After a couple of hours
complexities of transgender youth from multi- of discussion, and several delicious cookies
ple perspectives. Through the discussion,
later, members of the book club realized that
members of the book club were able to relate
although we are three distinct counties, we
the character(s) to some students, staff, and
are all experiencing similar challenges related
family members with whom they have direct- to transgender and LGBT students. Changes
ly worked. The novel and MSDE document
are happening within schools with new polialso led to in-depth discussions as to what
cies, procedures and terminology. However,
some of the schools have experienced and
the one thing that has not changed within
what actions they are taking to support
Southern Maryland schools is that each school
transgender students and families. The open
system is working hard to provide support to
conversation among colleagues led to probevery student so that they are all being prolem-solving and the sharing of personal expe- vided with a “safe, respectful, engaging, and
riences. Situations such as how to address
welcoming school environment in which to
safety in bathrooms or locker rooms and how grow and learn (MSDE document pg 5).”
In addition to reading and discussing the nov- to raise awareness at the elementary level for
Reference:
Maryland State Department of Education (2015, October). Providing safe spaces for transgender and gender nonconforming
youth: Guidelines for gender identity non-discrimination.
Looking for more school-based resources for LGBTQ youth?
Visit the Gay, Lesbian & Straight Education Network (GLSEN)
at www.glsen.org
Or contact your local PFLAG chapter by visiting
www.pflag.org
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Views From the Past: A Historical Look at LGBTQ Awareness and Engagement
Bill Flook & Michael Nuth, MSPA Historian Committee
I
n keeping with the theme of this issue, we
have located several pertinent items from
past issues, and in other documents, illustrating the level of awareness of/engagement
with LGBTQ issues evident in the pages of the
newsletter over the years.
The very first item we can locate appeared as
a notice in the Fall 1989 issue, informing
MSPA members of a workshop jointly sponsored by the AIDS Administrations of Maryland and Delaware at Towson University on
January 17. 1990, entitled “Victim ization and
Sexual Minority Youth.”
Nothing more appeared in the newsletter until 1998, but by that time NASP had taken
substantial steps forward in this domain due
to the leadership of Maryland’s Joe Ridky,
who helped NASP co-found a task force in the
mid 1990s on gay, lesbian, bisexual and
transgendered youth. NASP established this
group as a standing committee in 1997, and
Joe served as its co-chair.
Also noteworthy around this time was the
conference which MSPA sponsored jointly
with MPA on December 12, 1997, “Techniques
and Critical Issues in Working with Gay, Lesbian,
and Bisexual Youth: Educational, Clinical, and
Legal Issues.” The conference was one of the early
fruits of the MPA/MSPA Liaison Committee, with
member Mindy Schuman playing an instrumental
role; Joe Ridky gave the keynote address.
The Winter 1998 issue of the MSPA newsletter
(now PROTOCOL) featured an article by Joe
highlighting a court case involving the harassment
of a gay student in Wisconsin. NASP signed on to
an “Amicus Curiae” brief on behalf of the student.
cation Network. In the same issue,
“Culturally Competent Practice: Defining
the School Psychologist’s Role in Working
with Sexual Minority Youth” by Sharon
Gorenstein.
Articles and news items in PROTOCOL then
appeared more frequently:

Fall 1999: NASP produces a Position
Paper on Gay, Lesbian and Bisexual
Youth

Summer 2010: “Western Maryland
School Psychologist Association Hosts Training on Understanding and Supporting
LGBTQ Youth” presented on April 9, 2010,
supported by a Professional Training Grant
from MSPA.

Summer 2000: Reprint article, somewhat abridged, from the Spring 2000 special issue of School Psychology Review
entitled “Reducing Harassment of Lesbian,
Gay, Bisexual, Transgender and Questioning
Youth in School.”

Fall 2002: Article by Edgardo Menvielle, M.D. of the Children’s National
Medical Center, “Child ren’s Hospital
Reaches Out to Gender-Variant Children and
Their Families.”

Spring 2003: Announcement of “A
Community Resource for School Psychologists and Guidance Professionals: Parents,
Families and Friends of Lesbians and Gays
(PFLAG) of Baltimore.”

Fall 2006: Front-page article, “From
Teasing to Torment: A New National Report
on School Bullying,” from the website of
GLSEN, the Gay, Lesbian and Straight Edu-

Fall 2010 (50th Anniversary Issue):
PROTOCOL lists “Diversity Committee” in
place of “Multi-Cultural Affairs Committee.”

Spring 2011: “MSPA Supports Civil
Marriage Rights: Proposed law good for student mental health.” MSPA supported this
legislation with letters and testimony, joined
by MPA, in 2011 and again in 2012, when
the “Civil Marriage Protection Act” became
the law in Maryland.
Additional pertinent articles appear in more
recent editions of the newsletter. From the
2010 edition, articles can be reviewed by
members online. Readers interested in obtaining copies of the earlier-published articles
should feel free to contact Bill Flook at
wmflook@gmail.com.
Did you know?
The Maryland School Psychologists’ Association’s Executive Board is anticipating funding to support
the Professional Training Grant Program for FY 2016 – 2017. Applications can be completed electronically and the amount of the grant continues to be $800.00. You can find all of the forms on at
www.mspaonline.org/CEU, including a sample application!
The grants are offered to support projects that enhance the effectiveness of school psychologists as
local service providers. Any school psychologist representing an LEA may serve as applicant and
project coordinator.
9
Volume LIV
PROTOCOL
June 2016
An Analysis of Culturally Responsive Interventions
Porsche Hancock, B.S.—M.A., C.A.S. School Psychology Candidate, Bowie State University
Cilicia Minor, B.S.—M.A., C.A.S. School Psychology Candidate, Bowie State University
Kristen Fassler, B.S.—M.A., C.A.S. School Psychology Candidate, Bowie State University
I
ntroduction
There is limited information in the literature pertaining to the adaptation of
interventions for diverse student populations. The aim of response to intervention
(RTI) should be to decrease special education
referrals. Unfortunately, African-American
and other minority students are consistently
overrepresented in special education (Skiba et
al., 2008 as cited in Hess, Pejic, & Castejon,
2014). In order to practice in a culturally competent manner, school psychologists must
understand their own culture and how it impacts others, must respect and value other
cultures, and must learn how to design and
implement culturally appropriate interventions (Nuijens & Klotz, 2004). A brief review
of the literature suggests three recurring
themes to consider in the selection and implementation of culturally responsive interventions: (1) understanding culture, (2) acknowledging intervention norms, and (3) considering language.
include many African-American and other
minority student populations. Thus, evidence
-based school interventions that are proven
effective for one normed population may not
be effective for other, diverse populations
(Crockett & Brown, 2009). To better adapt
and/or develop interventions to be culturally
responsive, the needs of the student should be
addressed within the context of their ecology
(e.g., background, language, developmental
history) and the problem-solving team should
develop a hypothesis as to why the student is
having difficulty (Crockett & Brown, 2009).
counted for in every facet of instruction, assessment, intervention, and placement
(Crockett & Brown, 2009).
Future Practice and Research
Based on this brief review of literature regarding the cultural responsiveness of intervention, there are some frameworks and models
to consider in the future design and implementation of evidence-based school interventions. Fuchs and Fuchs’ (1998) Dual Discrepancy RTI Model is a four-phase model to reduce the overrepresentation of racially/
ethnically diverse students in special educaConsidering Language
tion by eliminating discrimination in the idenWhen planning evidence-based school intertification process. The Critical Race Theory
ventions for students identified as nonrespon- (CRT)-Disability Studies Framework includes
sive to universal intervention methods it is
two theoretical approaches for understanding
important to consider language, particularly
the problematic underpinnings of the social
language development and language socialiconstructions of race and disability (Watts &
zation. Based on the work of Shirley Brice
Erevelles, 2004). While the traditional RTI
Heath, language development is the way in
model is widely practiced, the problem solvwhich children and adults acquire the social
ing RTI model is better for culturally responsystems that embed language. Heath also
sive practice as it addresses the needs of the
Recurring Themes
described language socialization as the manstudent within the context of their ecoloUnderstanding Culture
ner in which language is used to socialize the gy. Meanwhile, the team works toward deWhile school psychologists receive ample
young to become competent members of their veloping a hypothesis about why the student
training regarding cultural proficiency and
culture and how the young learn to use lanis experiencing academic and/or behavioral
practice, learning facts, theories, or concepts is guage as part of the totality of social underdifficulty. Brown and Doolittle (2008) develinsufficient for the conceptual understanding standings (Masten, 1999). English Language
oped guiding questions to ask at each tier of
needed in multicultural competence. One
Learners (ELL), African-American, and other the RTI process to ensure cultural factors are
needs to know how and when to select and
minority students of diverse language backconsidered, especially for African-American
apply the relevant knowledge (Green et al.,
grounds tend to have limited knowledge of
and other minority student populations, and
2009). School psychologists and other profes- English formal register. Since many curricula interventions are appropriately selected and
sionals in the field of education must abandon and a wide variety of tests utilize English for- implemented for students experiencing diffithe present concern with the homogenization mal register, linguistic differences of these
culties. Each of these frameworks and models
and differentiation of students and come to
students often lead to lower scores on a varie- can be easily integrated into the RTI process
terms with the pluralistic reality of American ty of tests and the experience of academic
and contribute to the body of research and
society (Boykin, 1986).
and/or behavioral difficulties (Flanagan &
practice of culturally responsive intervention
Ortiz, 2001 as cited in Crockett & Brown, 2009; design and implementation in the field of
Acknowledging Intervention Norms
Boykin, 1986). Therefore, African-American
school psychology.
Most evidence-based school interventions
and other minority student populations with
tend to be normed on populations that do not diverse language backgrounds must be acReferences
Boykin, A. W. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (Ed.), The School Achievement of Minority
Children, pp. 57-92. Hillsdale, NJ: Lawrence Erlbaum.
Brown, J.E., and Doolittle, J. (2008). Cultural, linguistic, and ecological fram ew ork for response to intervention w ith English language learners.
National Center for Culturally Responsive Educational Systems.
10
Volume LIV
PROTOCOL
June 2016
An Analysis of Culturally Responsive Interventions
Porsche Hancock, B.S.—M.A., C.A.S. School Psychology Candidate, Bowie State University
Cilicia Minor, B.S.—M.A., C.A.S. School Psychology Candidate, Bowie State University
Kristen Fassler, B.S.—M.A., C.A.S. School Psychology Candidate, Bowie State University
References
Crockett, D. P., & Brown, J. E. (2009). Multicultural practices and response to intervention. In Jones, J.M. (Ed.) The psychology of multiculturalism in the schools: A primer for practice, training, and research, pp.117-138. Bethesda, MD: NASP Publications.
Fuchs, L. S. & Fuchs, D. (1998). Treatment validity: a unifying concept for reconceptualizing the identification of learning disabilities. Learning
Disabilities Research & Practice, 13, 204–219.
Green, T.D., Cook-Morales, V.J., Robinson-Zanartu, C.A., & Ingraham, C.L. (2009). Pathways on a journey to getting it: Multicultural competence training and continuing professional development. In J. Jones (Ed.). The psychology of multiculturalism in schools: A primer
for practice, training, and research, pp.83-113. Bethesda, MD: National Association of School Psychologists.
Hess, R.S., Pejic, V., & Castejon, K.S., (2014). Best practices in delivering culturally responsive, tiered-level supports for youth with behavioral
challenges. In A. Thomas, & P. Harrison (Eds.), Best practices in school psychology VI (6th ed.), pp. 321-333. Bethesda, MD: National
Association of School Psychologists.
Masten, A. (1999). Dimension of language development. In Cultural Processes of Child Development, 29, 59-75.
Nuijens, K. L., & Klotz, M. B. (2004). Culturally competent consultation in schools: Information for school psychologist and school personnel.
National Association of School Psychologists.
Watts, I. E., & Erevelles, N. (2004). These deadly times: reconceptualizing school violence by using critical race theory and disa bility studies.
American Educational Research Journal, 41, 271–299.
ARTICLES WELCOME!
Are you doing something unique in your county that you would like to tell others
about? Did you read a recently published professional book that you would like to review?
Submit PROTOCOL articles or ideas to:
protocol@mspaonline.org
Please submit all articles as email attachments in Microsoft Word or Microsoft Word compatible formats. Include captions for all pictures. Include credentials, a one line description of your job role and/or affiliation) and
a personal photo / head shot to be included in production.
11
Volume LIV
PROTOCOL
June 2016
Promoting Vocabulary Growth for English Language Learners
Rebecca Dowling, B.A., and Susan Sonnenschein, Ph.D.
A
disproportionate percentage of
Latino children, the largest and
fastest increasing minority
group in the U.S. (Garcia & Miller, 2008), are growing up in low-income families where English is not the primary language (Jiang, Ekono, & Skinner, 2015; Mancilla-Martinez & Vagh, 2013). Despite many national initiatives, children from low-income,
non-English speaking households continue to
be at risk for academic difficulties (Hindman,
Skibbe, Miller, & Zimmerman, 2010; Hoff,
2013). An initial delay in English language
development places many children on a trajectory for poor performance in school, as
proficiency in the language of instruction correlates strongly with academic achievement
(Scheffner-Hammer et al., 2014; Townsend,
Filippini, Collins, & Biancarosa, 2012). In addition, children’s vocabulary skills are highly
correlated with their reading skills (Cain &
Oakhill, 2014; Li & Kirby). The current study
examined a potential means of addressing
early gaps in language development by considering the differential impact of the instructional quality and emotional climate of Head
Start classrooms in promoting language gains
for English language learners and their English-speaking peers.
mensurate to their low risk peers. Furthermore, Lopez (2012), in a study of high school
students, reported that the largest gains in
reading scores for low-income English language learners came in classes rated high in
both emotional support and instructional support. Interestingly, in the classroom with the
most linguistic diversity, emotional support
predicted performance more than any specific
instructional measure. The present study examined the complex associations between
instructional quality and emotional support in
predicting vocabulary development for a sample of Latino English language learners and
classrooms. Regard for student perspective
captures teachers' respect for child autonomy
and consideration for children’s thoughts and
opinions. We assessed children’s receptive
(understanding) and expressive (spoken) vocabulary as our outcome measures.
The findings from this study suggest a balance must be struck between provision of
emotional support and instruction in the preschool classroom to best promote the language development of English language
learners and native English speakers. All children, regardless of whether English is their
native language, can benefit from interactions
with adult speakers. In conversation, teachers
and parents can expose children to new
words and ideas. Use the words children already know to scaffold their knowledge of
new words. Take advantage of daily living
opportunities. For example, if a child mentions that it is raining. A parent could say,
"Did you know another word for rain is precipitation?" Retention of new words can be
bolstered by drawing explicit connections to
the real world and children's past experiences.
After exposing a child to the word
'precipitation,' parents could ask, "Do you
There are two particularly noteworthy findthink you'll need a raincoat today? Let's check
ings from the current study. First, both Engto see if there will be any precipitation today."
lish language learners and native English
Then, parents can use a weather app or turn
speakers benefitted similarly from instruction- on the weather channel and show children
al quality in the classroom. Regardless of
how meteorologists talk about and predict
whether children were second language learn- precipitation. In these interactions, parents
ers or native speakers, we did not observe a
should seek to engage in responsive and sendifferential association between instructional sitive conversational exchanges. Encourage
quality and vocabulary outcomes. These find- parents to answer children's questions and
ings suggest that educators should continue
avoid minimizing children's thoughts and
to employ strategies of language modeling,
queries.
Many studies suggest that explicit instruction concept development, and quality feedback to
and exposure to sophisticated language in the all children. Second, emotional support
Overall, all children benefit from exposure to
classroom play a key role in shaping language played an important role in the associations
language in the context of sensitive and redevelopment (Justice, Mashburn, Hamre, &
between instructional quality and vocabulary sponsive exchanges. Educators and parents
Pianta, 2008; Snow, 2014). However, the emo- outcomes for all children. Specifically, in
should seek to engage in responsive, warm
tional quality of teacher-child interactions is
classrooms with high emotional support, chil- and conversationally oriented interactions
also influential. Hamre and Pianta (2005) obdren’s expressive vocabulary development
with children to best promote vocabulary
served that children categorized as high-risk
benefited most from teachers’ provision of
acquisition.
for academic failure placed in highly emotion- concept development and language modeling.
ally supportive classrooms performed comReferences
Cain, K., & Oakhill, J. (2014). Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension.
L'Annee Psychologique, 114, 647-662.
Garcia, E.E., & Miller, L.S. (2008). Findings and recommendations of the National Task Force on Early Childhood Education for Hispanics.
Child Development Perspectives, 2, 53-58.
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk
of school failure? Child Development, 76, 949-967. doi:10.1111/j.1467-8624.2005.00889.x
Hindman, A. H., Skibbe, L.E., Miller, A., & Zimmerman, M. (2010). Ecological contexts and early learning: Contributions of child, family, and
12
Volume LIV
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June 2016
Promoting Vocabulary Growth for English Language Learners
Rebecca Dowling, B.A., and Susan Sonnenschein Ph.D.
References
classroom factors during Head Start, to literacy and mathematics growth through first grade. Early Childhood Research Quarterly,
25, 235–250.
Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing
achievement gaps. Developmental Psychology, 49, 4-14. doi: 10.1037/a0027238
Jiang, Y., Ekono, M., & Skinner, C. (2015). Basic Facts about low -income children: Children under 6 Years, 2013. New York: National Center for Children in Poverty, Mailman School of Public Health, Columbia University.
Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms
serving at-risk pupils. Early Child hood Research Quarterly, 23, 51-68. doi:10.1016/j.ecresq.2007.09.004
López, F. A. (2012). Moderators of language acquisition models and reading achievement for English language learners: The role of emtional
warmth and instructional support. Teachers College Record, 114, 1-30. doi: 10.1037/t08945-000
Mancilla-Martinez, & Vagh, S.B. (2013). Growth in toddlers’ Spanish, English, and conceptual knowledge. Early Child hood Re search Quarter
ly, 28, 555-567.
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System™: Manual K-3. Baltimore, MD: Paul H Brookes Publishing.
Scheffner-Hammer, C., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C., Sandilos, L. E. (2014). The language and literacy development of
young dual language learners: A critical review. Early Childho od Research Quarterly, 29, 715-733. doi: 10.1016/j.ecresq.2014.05.008
Snow, C. E. (2014). Input to interaction to instruction: Three key shifts in the history of child language research. Journal of Child Language,
41, 117-123. doi:10.1017/S0305000914000294
Townsend, D., Filippini, A., Collins, P., & Biancarosa, G. (2012). Evidence for the importance of academic word knowledge for the academic
achievement of diverse middle school students. The Elementary School Journal, 112, 497-518. doi:10.1086/663301
13
Volume LIV
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June 2016
Helping Parents Support Children’s Self-Regulation at Home may be Essential
for School Success
Cassandra L. Simons and Susan Sonnenschein, Ph.D.
T
o succeed academically in kindergarten and beyond, children must
be able to pay attention, follow instructions, and ignore distractions.
All of these skills require self-regulation. Selfregulation is the ability to consciously control
attentional, emotional, and behavioral impulses in order to meet one’s goals or standards
(Duckworth & Carlson, 2013). Research
shows that parents’ home-based practices,
such as warmth, routines, and home-reading
and mathematics activities are related to children’s self-regulation, as well as their reading
and mathematics scores (Collins, Maccoby,
Steinberg, Hetherington, & Bornstein, 2000;
Morrison & Coney, 2002). Much research has
examined how parenting may directly influence children’s mathematics and reading. But,
we do not know whether parenting is related
to mathematics and reading because of its
direct influence on academics or because parents are helping children to develop selfregulation skills that help them learn more at
home and at school.
In order to answer this question we conducted a study using data from a nationally representative study of U.S. kindergarteners (Early
Childhood Longitudinal Study-Kindergarten
Cohort 2011). Based on evidence from past
literature, we hypothesized that parents’
home-based practices influence children’s self
-regulation, which in turn, influences children’s reading and mathematics scores. We
used parent and teacher interview data, as
well as children’s reading and math scores at
the end of kindergarten, to construct variables
representing parent’s home-based practices,
children’s self-regulation, and their mathematics and reading outcomes in kindergarten. The home-based practices variable was
composed of parent interview questions regarding parent-reported warmth, family routines, and home reading and mathematics
activities. Children’s self-regulation was assessed using teacher and parent reports, and
mathematics and reading were assessed via
computerized testing. Results showed that
parents’ home-based practices influence children’s self-regulation, which in turn, influences children’s reading and mathematics
scores. In other words, parenting influences
children’s academic outcomes, in part,
through its associations with children’s selfregulation skills.
This information is valuable for school psychologists because helping children to develop self-regulation skills, such as being able to
sit still and pay attention, may help children
succeed in school. The results of this study
support previous evidence that parents and
caregivers play the primary role in shaping
children’s early self-regulatory abilities
through their daily interactions (Collins et al.,
2000; Morrison & Coney, 2002). Thus, in order to help children better manage their
thoughts, emotions, and behaviors; we need
to inform parents about ways they can foster
their children’s self-regulation. This study
showed that creating consistent routines including regular sleep and wake times, and
mealtimes, having a warm parent-child relationship, and engaging in mathematics and
reading activities at home are all important
aspects of improving both self-regulatory and
academic outcomes.
School psychologists should relay this information to teachers and parents in order to
help parents understand ways to foster selfregulation at home. However, they should
keep in mind that not all families will feel
comfortable using the same parenting strategies. School psychologists can provide literature on what works for specific families and
present these practices as options rather than
a list of correct practices. Through educating
parents, we can increase the family engagement necessary to ensure that children develop the self-regulatory skills they need before
entering school. Some recommendations for
parents may include:
1. Warm & Responsive Interactions: When parents are responsive and
supportive of children’s emotions and
actions, children learn that their actions
have an effect on the world and that they
can come to parents for help with regulating themselves. This fosters selfregulation by helping children internalizing positive coping mechanisms to deal
with emotions and impulses.
2. Consistent & Predictable Routines:
Having consistent routines like regular
bedtimes and mealtimes helps children
adjust to the demands of their environment. It is easier for children to regulate
their own thoughts, impulses, and emotions if they know what is coming next
and have time to prepare for transitions.
3. Mathematics & Reading Activities:
Practicing skills that require critical thinking may enhance children’s cognitive self
-regulation. When parents read to children and guide them through mathematics problems at home, they are engaging
the same cognitive skills that are needed
for self-regulation.
References
Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on parenting. The case for
nature and nurture. Am erican Psychologist, 55, 218–232. doi:10.1037/0003-066X.55.2.218
Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B. W. Sokol, F. M. E. Grouzet, & U. Müller (Eds.), Self-regulation
and autonomy: Social and developmental dimensions of human conduct (pp. 208-230). New York, NY: Cambridge University Press.
Morrison, F. J., & Cooney, R. R. (2002). Parenting and academic achievement: Multiple paths to early literacy. In J. G. Borkowski (Ed.), Parenting
and the child’s world: Influences on academic, intellectual, and social-emotional development (pp. 141–160). Mahwah, NJ: Lawrence Erlbaum
Associates, Inc.
14
Volume LIV
PROTOCOL
June 2016
Best Practices in Establishing and Creating a Thriving Local School Psychology
Organization
Shira Reicher Levy, M.A., NCSP, MAPP
T
he Maryland School Psychologists’
Association (MSPA) has been recognized across the nation as an
effective and efficient state association. However, the state association can only
be as effective as the courageous local school
psychologists who make up the board, and
who serve as representatives for local school
districts, universities, and other important
stakeholder organizations. Although as a
state, Maryland is smaller in size, our school
districts vary significantly in terms of our diverse student population, needs, and structure and organization of school psychological
services. In order for MSPA to operate with all
districts and members in mind, MSPA welcomes all districts to bring ideas, needs, and
information to the table through the establishment of Local School Psychology Organizations (LSPOs). Currently there are six
“recognized” LSPOs across the state of Maryland out of 11 districts. These LSPOs look and
operate differently depending on the needs of
their constituency; however, all have an
aligned mission with MSPA. Exactly how to
create and maintain an LSPO may seem
daunting or confusing, as our work becomes
increasingly taxing and the need for schoolbased mental health services grows. However,
for those who have established LSPOs, the
rewards and benefits far outweigh the setup.
This article aims to outline a clear procedure
on gaining LSPO accreditation and will offer
some tips of best practices to setting up a
thriving organization.
2. Create your constitution. What do you
want your LSPO to accomplish? How do
you want to run your LSPO? What is
your mission and purpose? Many LSPOs
decide to model their own purpose and
constitution based on MSPA. According
to the 2016 MSPA Constitution, MSPA
serves four purposes: a) to promote and
advocate for best practices in school psychology to improve learning, behavior,
and mental health for all students, families, and schools; b) to sponsor and promote studies and continuing professional
development activities in the field of
school psychology; c) to stimulate identification and communication on topics of
mutual interest among psychologists
working in schools to support such
efforts made by local groups of school
psychologist; and d) to advocate for legislation pursuant to the above purposes.
Creating your own mission, purpose and
constitution may seem daunting, but you
do not have to start from scratch. In fact,
there are sample constitutions located
online on the MSPA website.
an effective LSPO:
Leadership
An LSPO begins with leadership. To gain interest in leadership positions on the LSPO
executive board, create a level of buy-in or
interest. Being a part of an LSPO is a leadership and networking opportunity that can
possibly bring your career to a new level.
LSPO leadership may help bring positive
attention to yourself, your colleagues and the
profession of school psychology. The life of a
school psychologist is extremely busy and can
be taxing. If you are struggling to fill LSPO
leadership positions, try to make personal
connections and invitations. Some have found
the creation of a “Nominations Committee”
helps to make these connections effective in
gaining interest. Once positions have been
filled, hold elections to rotate shared duties
and responsibilities. Elections held in the
spring may be helpful in allowing the LSPO to
have the summer or even a summer planning
time to organize the school year outcomes.
Membership
In order to have an effective LSPO it is im3. Elect your LSPO MSPA Representative. portant to gain membership that will provide
you with input and perhaps funding to act in
4. Send your constitution, list of elected
the most helpful way. Many LSPOs collect
officers, name of your MSPA Representa- membership dues that go towards the cost of
tive and a request to be recognized by
events, professional development trainings,
MSPA to the current Parliamentarian.
newsletters, etc. Dues may be free or may
range from $10-25. Depending on the purpose
of the LSPO, some organizations provide varLSPO Best Practices
ying levels of membership to access discounts
Quick Tips on How to Set Up a
Prior to the start of the Spring 2016 MSPA Fall on LSPO-run conferences and professional
“Recognized” LSPO
Conference, a group of representatives from
development activities.
Once your school district or a subsection of
seven LSPO’s met to brainstorm best practices
similarly located school districts decides to
in establishing and creating a thriving LSPO.
Purpose: Decide What Serves You Best
start an LSPO:
These LSPOs included: Anne Arundel County As Maryland is diverse, school psychological
1. Elect your board members. Typical- (SPAAAC), Baltimore City (BCASP), Baltiservices across the state are diverse. Some
ly, a “board” of an LSPO is modeled after more County (BCSPA), Montgomery County organizations may find that they want to fothe MSPA board, complete with a Presi(MCSPA), Prince George’s County (PGCSPA), cus their efforts on bringing in professional
dent, President Elect or Vice President,
Southern Maryland, and the Western Marydevelopment, while other organizations may
Secretary, and Treasurer. Some LSPOs
land (WMSPA) school psychological organifind that their colleagues may benefit from
select to also have their own committees, zations. All of the associations reinforce
more social opportunities or philanthropic
similar to those represented on MSPA
MSPA’s mission and purpose, yet offer their
ventures that may serve to boost relationships
(i.e. Legislative, Public Affairs, Diversity). own twist on the mission based on their need. with public officials, parent groups and school
Below are a few tips to setting up and running boards in order to assist with advocacy
15
Volume LIV
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June 2016
Best Practices in Establishing and Creating a Thriving Local School Psychology
Organization
Shira Reicher Levy, M.A., NCSP, MAPP
efforts. Below is a list of some of the things current LSPOs are doing:

Creating newsletters highlighting great
things that school psychologists are doing
throughout the district

Organizing conferences to gain continuing
education credits

Supporting philanthropic events (e.g., races, volunteer events, fundraisers, galas) to raise
money for local non-profits connected with
community resources benefiting students and
families in the area

Advocating for school psychology positions through grassroots advocacy with Boards
of Education and County Councils

Promoting the field of school psychology
through creating School Psychology Awareness
Week activities

Building camaraderie through social
events and gatherings
ship skills and ongoing continuous education.
LSPOs have the ability to highlight school psychological services, furthering the mission of
The May 2016 NASP Communiqué includes an MSPA and NASP to enhance the role of the
article on the creation of effective state associa- school psychologist. Whether an LSPO may
tions; however, the implications are extremely serve to connect people or to educate people,
relevant for LSPOs as well. Dockweiler (2016)
they can certainly prove to be a valuable venwrites that little can happen without our voices ture. For more information about setting up an
joining together. She recommends to get inLSPO or gaining LSPO “recognition,” please
volved, be innovative, and build relationships, contact: parliamentarian@mspaonline.org.
even though it may feel uncomfortable or challenging on top of everything else that we are
Shira serves as the MSPA Representative for
held accountable for. Whether your school disAnne Arundel County Public Schools and is
trict is large or small, urban or rural, you can
the
create your LSPO to effectively meet your
School Psychologists’ Association of Anne
needs. LSPOs have the capacity to allow school
Arundel County (SPAAAC )President
psychologists to network, form connections
and build camaraderie. They cultivate leader-
Reference:
Dockweiler, K. A. (2016, May). State association advocacy: Conversations about conversations. Com m uniqué, 44(7), p. 1 and 32-33.
Current MSPA—Recognized Maryland State LSPOs
School Psychologist Association of Anne Arundel County
Baltimore City Association of School Psychologists
Montgomery County School Psychologists’ Association
Prince George's County School Psychologists’ Association
Western Maryland School Psychologists’ Association
Eastern Shore School Psychologist Association
16
Volume LIV
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June 2016
What’s Going on at the Maryland State Department of Education?
Deborah Nelson, Ph.D. NCSP
Specialist, School Psychological Services
Section Chief, School Safety and Climate
Maryland State Department of Education
T
he Maryland State Department of
Education (MSDE) has encountered
quite a few changes this year. In
September 2015, the State Superintendent, Dr. Lillian Lowery, resigned from her
position to take another position at an educational nonprofit in Columbus, OH. In July
2015, the current Interim State Superintendent, Dr. Jack Smith, will leave the state for a
position as the Superintendent for Montgomery County Public Schools. He will be replaced by Dr. Karen Salmon. These changes
have been accompanied by other changes in
State Department personnel and in the membership of the State Board of Education.
Despite the changes, however, one thing that
has remained the same is the State Department’s commitment to ensuring that the students, staff, and families of Maryland continue to receive high quality services and supports. Below are a sample of the initiatives
that we are currently working on in the Student Services and Strategic Planning Branch.
Transgender Guidelines—Lynne Muller,
the Specialist for Student Services, has
authored a document entitled, Providing
Safe Spaces for Transgender and Gender
Non-Conforming Youth: Guidelines for
Gender Identity and Non-Discrimination.
She has also authored two companion
guides. The first is entitled, Guidelines for
Transitions in School, and the second is
entitled, Working with Parents and Community Members. All three of these documents are available on MSDE’s website at
http://marylandpublicschools.org/MSDE/
divisions/studentschoolsvcs/
student_services_alt/. They are located on
the link under Technical Assistance
Guides.
School Psychology Programs—The Maryland School Psychologist’s Association
is continuing the effort to update the
Code of Maryland Regulation (COMAR)
pertaining to School Psychology Program
(13A.05.05.04.04). Matt Lawser and Mark
Resnick, from the MSPA Professional
Standards Committee, have worked in
conjunction with me at MSDE to form a
workgroup composed of representatives
from around the state to move this proposal forward. Workgroup members include the following: Deborah Nelson,
MSDE; Matt Lawser and Mark Resnick,
MSPA; Stephanie Livesay, NASP Representative; Celeste Malone, University
Representative; Cynthia Schulmeyer,
School Psychology Supervisor, Howard
County; Mike Blanchard, School Psychology Supervisor, Charles County; and
Rivka Olley, School Psychology Supervisor, Baltimore City. Currently, the proposed regulation has been shared with
school psychology supervisors across the
state in order to get input from the supervisors and their staff no later than May
23, 2016. If you would like to review, or
provide comment, or the proposed regulation, please email me at deborah.nelson@maryland.gov.
regard to student academic, behavioral,
social and emotional functioning and
progress. MSDE has formed a workgroup
of stakeholders to develop and implement a plan for data collection and reporting to fulfill the requirements of this
law. The first report will be due to the
Governor on December 1, 2017.
ESSA—As part of the Every Student Succeeds Act (ESSA), states are required to
develop a metric for school climate. Maryland has been tasked with the following:
(1) creating an integrated state-level
school climate and discipline data system,
(2) providing recommendations for policy
and best practice, (3) identifying a systematic structure to support struggling
students, and (4) holding schools accountable for closing persistent gaps.
MSDE has obtained a small grant from
the National Association of State Boards
of Education to fund this work.
As you can see, things are quite busy! There
are more changes coming in the next few
months, but as always, I continue to be encouraged by the support of you all, my colleagues. Please feel free to contact me at any
time with questions or concerns that you may
have.
Senate Bill 494—During the recent legislative session, Senate Bill 494, entitled,
“Community-Partnered School Behavior- My email is deborah.nelson@maryland.gov
al Health Services Programs—Reporting and my phone number is 410-767-0294.
System and Report (School Behavioral
Health Accountability Act)” was passed.
That law requires that MSDE, collaborate
with the Department of Health and Mental Hygiene and other stakeholders to
develop a reporting system to determine
the effectiveness of community-partnered
school behavioral health programs with
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2016 NASP Update
Stephanie E. Livesay, MD NASP Delegate
I
t has been my pleasure to serve in the
role of the NASP Delegate over the last
four years. For two of those four years it
has also been an honor to be elected to
the position of Northeast Delegate Representative and serve on the NASP Board of
Directors. I have just been reelected to the
Board of Directors and will be in this position
for three additional years. There are many
exciting things happening for NASP. Over
the last few years we have implemented a
Governance Enhancement Initiative
(GEI). This GEI has changed the way that
NASP does business. The Delegate Assembly
was made up of Delegates and Officers of
NASP and used to make the financial and
other decisions for NASP. After the GEI, we
have changed the Delegate Assembly to the
Leadership Assembly, and included are the
Committee Chairpersons, Strategic Liaisons,
Delegates, and Officers. Strategic Liaisons
handle the communication between Committee Chairpersons and the Board of Directors just as the Delegate Representatives are
the liaisons between the Delegates and the
Board of Directors. There are two Delegate
Representatives per region (e.g., Northeast,
Central, Southeast, and West). This change
has led to a much more inclusive governance
body as now Strategic Liaisons and Committee Chairpersons get a vote. In addition,
NASP now has a Strategic Planning Coordinator who works to advise the NASP leadership
on items related to strategic planning and
helps to lead the revision of the strategic plan
when appropriate. We also added a Leadership Development Committee so that we have
a strong emphasis on developing leaders that
will sustain NASP as an organization. This
leads me to tell you about the four key initiatives on which NASP is focusing its
efforts. The initiatives are addressing critical
shortages in school psychology, advancing the
role of school psychologists as qualified men-
tal and behavioral health providers, advancing recognition and implementation of the
NASP Practice Model nationwide, and developing leadership skills and qualities of school
psychologists. These key initiatives along
with the strategic plan help guide our work to
ensure the health of NASP and the profession.
At the 2016 Regional Leadership Meeting that
occurred in New Orleans at the close of the
Annual NASP Convention, state leaders from
each of the NASP Regions came together with
NASP leaders and staff to discuss several topics. These topics included the Every Student
Succeeds Act (ESSA) which is a law that was
passed in 2015 and replaces the Elementary
and Secondary Education Act (ESEA). We felt
that it was important to inform NASP leaders
and state leaders about the impact this new
law would have on school psychologists at the
state level and how they can effectively advocate for school psychologists in light of the
new law. One of the other topics we covered
was helping state school psychology boards/
organizations function more effectively by
using some of the strategies outlined in the
book entitled “The Will to Govern
Well.” Finally, we covered several additional
topics including strategic planning and where
states were in the development of their strategic plan. MSPA has a vision and a mission,
but at this point does not have a defined strategic plan. After attending the Regional Leadership Meeting, the MSPA leaders agreed that
developing a strategic plan would be a good
next step for MSPA. We are working on
getting this process started soon. As the
NASP Delegate, I will be working with other
MSPA leaders to conduct the activities that
will help us construct a well thought out strategic plan. We will be looking to our MSPA
members to give input into this process as this
plan defines our priorities as an organization.
I’m excited to announce that Scott Showalter,
Prince George’s County Public Schools school
psychologist was awarded the 2016 NASP
Government and Professional Relations (GPR)
Certificate of Appreciation. This award is
given to school psychologists who support
political action and advocacy on behalf of
children in order to improve education and
mental health services for children, youth, and
their families. I would like to highlight a few
statements in Scott’s letter from the NASP
GPR Committee. The committee stated, “In
addition to fulfilling the ‘traditional responsibilities’ of a school psychologist, you have
provided training opportunities for PGCPS
staff, parents and teachers, updated coordinated PGCPS crisis response policy and practice, led the Suicide Prevention Team, and
helped to bring the NASP Practice Model to
life in your state. Importantly, you embody
the spirit of collaboration in all of your endeavors. The contributions you have made to
the profession of school psychology and the
direct services you provide to children and
families will have a long lasting, positive impact, and are sincerely appreciated.” Scott
was a well-deserving recipient of this award
and I was honored to nominate
him. Congratulations Scott!
I would like to encourage all of you to please
contact me if you would like any information
about NASP, NASP’s efforts, or if you have
input to give. If you would like to get involved in NASP you can also contact me and I
can discuss ways in which you can become
involved. You can reach me at
selives@hotmail.com. I look forward to the
next two years as the Maryland Delegate to
NASP and the next three years as the NASP
Delegate Representative to the Board of Directors for the Northeast Region.
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June 2016
MSPA Fall Conference 2016
Get your ethics/law hours for your certificate or licensure renewal!
Legal and Ethical Issues in School
Crisis
Scott Poland, Ph.D.
Co-Director - Suicide and Violence Prevention at Nova Southeastern University, Founding member of
the NASP National Emergency Assistance Team, Past NASP President, Past Prevention Director for the
American Association of Suicidology
Friday, October 21, 2016
Martin’s West
6817 Dogwood Road
Baltimore, Maryland 21244
Register and pay online by going to http://www.mspaonline.org/event-2252644 or download the brochure from the same
link and mail registration forms and checks to: MSPA Fall Conference, P.O. Box 1859, Westminster, MD 21158. CREDIT
CARD PAYMENTS WILL ONLY BE ACCEPTED THROUGH ONLINE REGISTRATIONS.
19
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June 2016
2015-2016 Executive Board Members
Elected Officers
President:
Selina Oliver (president@mspaonline.org)
President Elect:
Courtnay Oatts (president-elect@mspaonline.org)
Past President:
David Holdefer (david_holdefer@mcpsmd.org)
Secretary:
Laura Sass (ldsass@gmail.com)
Treasurer:
Tina DeForge (cdeforge@comcast.net)
Parliamentarian:
Jessy Sammons (parliamentarian@mspaonline.org)
Committee Chairpersons (Standing)
Diversity:
Sharon Gorenstein (sfgoren@aol.com)
Historian:
Michael Nuth (fsesmnuth@hotmail.com)
Information Management:
Michelle Palmer (webmaster@mspaonline.org)
Legislative:
Shannon Cassidy (legislative@mspaonline.org)
Membership:
Laura Veon (membership@mspaonline.org )
Newsletter:
Juralee Smith (protocol@mspaonline.org)
Nominations:
Warren Cohen (warren.cohen@pgcps.org)
Professional Development:
Ann Hammond (ann.hammond@fcps.org)
Professional Standards:
Matt Lawser (matt.lawser@pgcps.org)
Program:
Amy Jagoda (aljagod@carrollk12.org)
Public Affairs:
Bri Bonday (publicaffairs@mspaonline.org)
Committee Chairpersons (Ad Hoc)
School Safety:
Brad Petry (braddpetry@gmail.com)
Liaisons and Delegates
NASP Delegate:
Stephanie Livesay (naspdelegate@mspaonline.org;
selives@hotmail.com)
MSDE Liaison:
Deborah Nelson (dnelson@msde.state.md.us)
MPA/MSPA Liaison:
Melissa Morris (mvmorris@aacps.org)
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June 2016
2015-2016 Executive Board Members
Local School Psychology Organization Representatives
Anne Arundel County Shira Levy (SRlevy@aacps.org)
Baltimore City Abby Courtright (afcourtright@bcps.k12.md.us)
Montgomery County Kathy Reger (Kathryn_Reger@mcpsmd.org)
Prince George's County Michelle Young (michelle2.young@pgcps.org)
Western Maryland Jeb Fleagle (Jeb.Fleagle@fcps.org)
Eastern Shore Valerie Wilder (valerie.wilder@qacps.org)
University Representatives
Bowie State University - Kimberly Daniel (kdaniel@bowiestate.edu)
Gallaudet University - Bryan Miller (bryan.miller@gallaudet.edu)
Howard University - Celeste Malone (celeste.malone@howard.edu)
Towson University - Craig Rush (srush@towson.edu)
University of Delaware - Kathleen Minke (minke@udel.edu)
University of Maryland, College Park - Hedwig Teglasi (hteglasi@umd.edu)
GET INVOLVED WITH
MSPA: JOIN A COMMITTEE
Contact one of the committee chairpersons listed on page 3 of the PROTOCOL for more information on the
committee’s purpose and ways to get involved. We are always looking for new committee members and
enthusiastically welcome interested graduate students.
MSPA committees:
Diversity
Nominations
Legacy
Professional Development
Information Management
Professional Standards
Legislative
Program
Membership
Public Affairs
Newsletter
School Safety
School Safety (Ad Hoc)
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June 2016
Welcome Newly Elected MSPA Officers
Background, Professional Experience, and Education:
I
Michelle L. Palmer, Psy.S.,
NCSP
Office: President-Elect
have been a practicing school psychologist since 1997, following my graduation from Gallaudet University. During my tenure with Montgomery County Public Schools (MCPS) I have had
the opportunity to serve in several leadership roles. From 1997 to 2001, I served on the committee charged by MCPS with developing updated Best Practices identification procedures for
what was then called emotional disturbance and mental retardation. I served as the co-president of
the Montgomery County School Psychologist’s Association (MCSPA) from 2003 to 2005, the duties of
which included participating in the School Psychologists’ Labor Management Collaboration Committee (LMCC). From 2004-2007, I participated in the implementation of a Safe Schools/Healthy Students grant, which involved facilitating the implementation of school-wide initiatives designed to
provide a three-tiered system of support, grounded in data-based decision making, to my assigned
school. These supports included implementing a school-wide social skills program and a four-step
problem-solving model known as the Collaborative Action Process [CAP]. Concurrent with my participation in the grant, I completed the Administrator I certificate program at Towson University in
order to enhance my background in instructional leadership and system change. From 2007-2010, I
served as the MCPS representative the Montgomery County Mental Health Advisory Committee
(MHAC). With respect to my involvement with and MSPA, I have served on the Legislative Committee, as Family Liaison, Parliamentarian, and as chair of the Information Management Committee
(“webmaster”). I believe that these experiences, when taken together, have enhanced my ability to
engage in collaborative problem-solving and consensus building, which would serve me well as President-Elect.
I
grew up in Columbia, Maryland and attended University of Maryland College Park (UMCP)
for my undergraduate education; I received a B.S. in Psychology and a minor in Spanish Language. After graduating from UMCP, I was accepted to the Counseling, Clinical, and School
Psychology graduate studies program at University of California Santa Barbara (UCSB). After
completing my Master’s program, I was offered an internship with the Prince George’s County Public School System (PGCPS) where I am now in my fifth year as a full-time psychologist. I am a member of the Bilingual Psychologist Assessment Team (B-PAT) for the Office of Psychological Services
and work with several other psychologists to engage in consultation, bilingual assessment of bilingual and monolingual Spanish-speaking children, and staff development and training. I am also assigned to an elementary school where I have been the psychologist since I began my tenure at
PGCPS.
Laura Sass, M.Ed., NCSP
Office: Secretary
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June 2016
Welcome Newly Elected MSPA Officers
P
rior to graduate school, I received my Bachelor’s Degree in Child Development at IUP. After graduation I worked at a couple of organizations providing behavioral and mental
health supports to preschool aged children. I attended Towson University’s school psychology program, completed my internship in Montgomery County and graduated in May
2011. For the past five years I have had the pleasure and opportunity to work across Maryland. My
first two years provided me with comprehensive opportunities in both the rural elementary schools
of Frederick and urban high school of PG County. I have been employed in Calvert County for three
years and have worked with all grade levels. In addition to the daily tasks and responsibilities of a
school psychologist, the early years in my career have allowed me opportunities to work on a county
PBIS committee, organize a county wide mental health awareness event, become a member of a crisis
response team, as well as become a member of several schools’ pre-referral teams, PBIS teams and
other county committees.
I have been a member of NASP since I began graduate school in 2008. I have also been an active
member of MSPA since 2009 with participation on the Legislative Committee, Public Affairs Committee and two years as the parliamentarian on the MSPA Board.
Jessica Sammons
Office: Parliamentarian
I
have been a member of MSPA since 1989 and became involved with the Executive Board in
2003 as the Howard County Representative. I then served as Public Affairs Chairperson
through 2010. This has been my third year performing all of the responsibilities of MSPA Treasurer. I earned my undergraduate degree in Psychology and my Advanced Graduate Specialist
degree in School Psychology from the University of Maryland at College Park. Prior to entering the
field of school psychology, I worked for a small, family-owned retail company as a bookkeeper for
several years. My responsibilities included accounts receivable, accounts payable, payroll, and collections. I received a great deal of hands-on training in accounting, and I also had the opportunity to
take accounting courses at University of Maryland. I am a detail-oriented person who enjoys working
with numbers, and I feel that my personal and professional experiences and strengths make me a
strong candidate for the position of Treasurer-Elect.
Tina De Forge
Office: Treasurer- Elect
On a personal note, I am originally from Buffalo, N.Y. and I moved to Maryland in the mid-1970s. I
have lived in Columbia for the last 29 years and my free time is spent with family and friends. I have
been married for 35 years and we have a son who recently graduated from college. It has been a
privilege and a pleasure to be associated with the volunteer leaders and members of MSPA. The
work has been both challenging and fulfilling. I am grateful for the opportunity to continue this work
and to utilize the leadership experience I have acquired by serving as MSPA Treasurer-Elect. Thank
you for your support of my candidacy.
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MSPA Updates: Diversity Committee
Sharon Gorenstein, Ph.D., NCSP, Diversity Committee Chair
T
he Diversity committee's goal is to
increase the awareness and responsiveness of MSPA and its members
to issues of cultural diversity within
school psychology. Objectives toward meeting
this overarching goal include: sponsoring a
graduate student poster session at the spring
conference, providing support to the School
Psychologists’ Advancement of Minorities
(S.P.A.M.) scholarship fund, expanding diverse representation within the field of school
psychology, reviewing MSPA materials to
ensure they reflect culturally responsive values/perspectives, and continuing to develop
resources for the MSPA website. These objectives have been addressed throughout the
year through a broad range of activities and
have highlighted the school psychologists’
roles and abilities to establish positive climates within our profession, as well as within
both our graduate school programs and our
schools.
they found it to be a very valuable experience.
As for the silent auction, we would like to
acknowledge and thank everyone who donated items, especially those from the many publishing companies as well as the following
local associations: Anne Arundel, Baltimore
City, Bowie State University, Montgomery
County, S.P.A.M. and Western Maryland. The
afternoon continued into a Happy Hour generously sponsored by the George Martin Restaurant Group who donated 10% of the proceeds from sales. In total we were able to present S.P.A.M. with just over $2,500.
In our efforts to expand diverse representation in the field of school psychology, the Diversity Committee, in partnership with the
Legislative Committee, mentored a Baltimore
City high school Gay-Straight Alliance (GSA)
club to support the development of their Legislative Day in Annapolis. The students were
asked to identify their goals for the trip, speciOur most recent events, a silent auction and
fy topics to discuss with their legislators,
happy hour to benefit the S.P.A.M. scholarshare their knowledge regarding mental
ship fund and the 5th annual graduate stuhealth services available in their school (and
dent poster session, occurred on April 15 at
the Spring Conference. This year, we awarded ways to improve it), state their perceived
four scholarships to have students attend the needs, as well as identify a plan to contact
their legislators to invite them to the event.
conference and present their scholarship adThe students then set out to develop their
dressing a theme within the “diversity” umbrella. Students from Bowie State University, poster presentation topics. Again, MSPA
members (Catherine Stuart, Audrey Potter,
Towson University and Howard University
were all present. Students who participated in and Sharon Gorenstein) provided feedback on
the 2016 Diversity Poster Session enjoyed the the proposals and assisted the students with
expanding their ideas. In the end, twenty of
opportunity to present their work to conferthe GSA Club members presented their
ence attendees and to receive feedback from
thoughts, concerns, and potential solutions for
trainers and practitioners such as Dr. Mary
Beth Klotz, the Educational Director at NASP. four identified topics: “Student Voices”;
“Changes in Baltimore City Public Schools:
Feedback from the students indicated that
Pictured Left: School
Psychology students and
graduates, Porsche Hancock,
Cilicia Minor, and Kristen
Fassler, with Bowie State
Professor Dr. Daniels
Impact on Students”; “School Safety”; and
“Student Access to Mental Health.” Each
group was available to answer questions
posed by legislators. One student reflected the
following:
“I had fun talking with the Delegates
and Senators of Maryland. I enjoyed
being listened to by those who can
implement change. Hopefully they
will heed our advice and actually
take action on the issues we brought
attention to. One day in the future I
aspire to bring forth a new era of
change. This experience would not
have happened without the help of
our school psychologist, Dr. Gorenstein; she helps a lot.” ~Jonathon
Townes
In our diverse roles, we work diligently to
establish and maintain physically and emotionally safe educational environments, as
well as to be responsive to diversity and the
importance of inclusion for all learners. The
November 2015 Communique, the NASP
monthly newsletter, included an article summarizing the joint Resolution on Gender and
Sexual Orientation Diversity in Children and
Adolescents in Schools (2014) (NASP, APA
and the Council of Representatives). This document included best practices and is separated into five sections: the consequences of stigma, minority stress, and the role of mental
health care professionals in the schools. We
have been directly tasked with taking on advocacy roles for inclusive policies, programming, and practices within our schools in order to move toward the healthy development
of all students. The document also clearly
affirmed that, “diverse gender expressions,
regardless of gender identity, and diverse
gender identities, beyond a binary classification, are normal and positive variations of the
human experience” (APA & NASP, 2014, The
Role of Mental Health Care Professionals in
Schools section, para. 4). Participating in Legislative Day with the GSA Club students from
Baltimore City allowed all involved to address many of these dictates.
Another task the committee has been working
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MSPA Updates: Diversity Committee
Sharon Gorenstein, Ph.D., NCSP, Diversity Committee Chair
on, and is currently seeking assistance with, is
the development of our committee page and
associated web-based resources. We welcome
members to the Diversity Committee, especially students, to participate via phone or
Skype, at our monthly meetings (usually on
the Thursday before the MSPA Board meeting). For additional information about joining
the committee, please contact Dr. Gorenstein
at sfgoren@aol.com.
Pictured Above: Conversation with Sen. PughDonte Stuckey, Destinee Gross, Dr. Gorenstein,
and Maia Merchant
Pictured Left: Student members of
the GSA Club in the Senate chamberNicole Messer, Destinee Gross, Donte
Stuckey, Jonathan Townes, D'Jah
Mack, Briasia Snead, Elitia Robinson
(left to right); Maia Merchant (front)
Pictured above: Delegate Hayes discussing poster
with Judah Terrelonge, D'Jah Mack, and Jonathan
Townes
Pictured Above: Student GSA in the Senate chamber with
Senator McFadden, Pro tem as well as other elected officials
and Gail Keller, BCASP volunteer chaperone
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June 2016
MSPA Updates: Public Affairs Awards
Bri Bonday, Public Affairs Committee Chair
T
he Maryland School Psychologists’
Association Spring Conference is
always an exciting time as the Public Affairs Committee has the honor
of presenting our highly esteemed awards.
This year was particularly exciting because
along with our Outstanding Educator and
School Psychologist of the Year awards, the
committee introduced an award to recognize
individuals who are Outstanding Advocates
for education and mental health in the state of
Maryland. As always, this years’ nominees for
all three awards were truly outstanding, not
only in their practice, but in their character
and many accomplishments.
duty day. She provides her office as a “safe
haven” for her high school students during
lunch hours, stays after school to help students complete assignments and projects, and
co-leads an annual community event to provide suicide prevention education. She works
closely with the school psychologist to provide mental health services to the students she
serves and is a key player in the Student Services Team at her building. Upon receiving
their high school diploma, many students
have attributed their success, in part, to Mrs.
Bailey and her unwavering encouragement
and support.
Those eligible for the Outstanding Advocate
Individuals eligible for the Outstanding Edu- Award are individuals or groups in Maryland
cator Award are administrators or schoolwho have demonstrated advocacy and sysbased professionals who have worked in part- temic change in policies that govern the provinership with school psychologists. Examples
sion of education and mental health services
of persons who may be nominated include
at the local, state, or national level. The Public
superintendents, area directors, administraAffairs Committee was pleased to recognize
tors, school counselors, pupil personnel work- Nickolas Silvestri, resource school psycholoers, school social workers, teachers, and sugist at Anne Arundel County Public Schools,
pervisors/coordinators of psychological seras the very first Outstanding Advocate Award
vices. The following nominees were recogwinner.
nized by the Public Affairs Committee at the
conference:
Nickolas “Nick” Silvestri has advocated for
children’s mental health for many years and
Nikki Johnson, school counselor at Freetown
in a variety of ways. He has participated in
Elementary School in Anne Arundel County, legislative efforts through his participation on
was nominated for the Outstanding Educator the MSPA Legislative Committee, MSEA LegAward. Mrs. Johnson’s coworkers describe
islative Committee, and NASP Government
her as a strong, devoted, and proficient practi- and Professional Relations (GPR) Committee.
tioner. Beyond her typical roles as a school
Previous leadership experiences include
counselor, Mrs. Johnson is a leader in her
MSPA President, NASP Delegate, and NASP
building, organizing an annual career day,
Regional Delegate, all roles in which he was
leading an “Educating the Heart” movement
able to share his passion to make change with
within her building, and supporting Positive
other school psychologists. In fact, several of
Discipline through the creation of a staff book his colleagues indicated that Mr. Silvestri instudy. She recently coordinated a partnership spired them to become more involved in adwith the Maryland Food Bank to create a food vocacy and legislative issues as they relate to
pantry at Freetown Elementary School, which school psychologists and students. Mr. Silvesis utilized by over 75 families on a bi-weekly
tri was a key player in advancing the dissolubasis.
tion of corporal punishment, promoting services for students with disabilities, advocating
Tammy Bailey, school social worker in Anne
for the use of phrases such as “Emotional DisArundel County, was selected as the 2016
ability” and “Intellectual Disability” rather
Outstanding Educator. Mrs. Bailey’s commit- than “Emotional Disturbance” and “Mental
ment to her students extends well beyond her Retardation,” promoting school psychologists
as important stakeholders in identifying and
supporting ASD students, and increasing
funding for more school psychologists in his
county, among many other endeavors.
Individuals eligible for the MSPA School Psychologist of the Year Award, formerly known
as the Outstanding Practitioner Award, are
certified school psychologists in Maryland
who spend the majority of their time providing direct services to students, teachers, and
parents in a school setting. The following
outstanding individuals were nominated:
Sharon Conley, school psychologist in Washington County, was nominated for the School
Psychologist of the Year Award. In addition to
managing a challenging case-load of multiple
schools with high needs students, Mrs. Conley
voluntarily serves as the team leader within
the school psychology department in her
county. Mrs. Conley acts as a coach and trainer for positive behavior support teams across
Washington County and assists with the development and implementation of both school
-wide and individual PBIS systems utilizing
data based decision making. Additional areas
of expertise include Multi-Tiered Systems of
Support (MTSS) and threat assessment. Mrs.
Conley’s leadership extends beyond the
boundaries of her county, having also served
as president for the Western Maryland School
Psychologist Association.
Dr. Christa Kulp, school psychologist in Anne
Arundel County, was nominated for the
School Psychologist of the Year Award. Dr.
Kulp leads her buildings in implementing a
Collaborative Decision Making (CDM) model
to evaluate and address student needs. Within
her county, Dr. Kulp is a member of the county-wide trauma team and is a key participant
in the Emotional Disability, Learning Disability Determination, Suicide Intervention/
Prevention, and Middle School PLC committees. Dr. Kulp co-founded the annual Make
a Difference Festival to showcase disability
awareness and sponsors an after school Buddies Club, which has become the largest club
in her middle school with 30-50 students in
attendance weekly. Dr. Kulp’s passion for her
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June 2016
MSPA Updates: Public Affairs Awards
Bri Bonday, Public Affairs Committee Chair
students’ social success led to the development of the Building Bridges social skills curriculum, a program now used in school systems across the country.
Lisa DeHart Austin, school psychologist in
Baltimore City, was nominated by her colleagues for the School Psychologist of the Year
Award. Mrs. DeHart Austin has led the development of a data-based positive behavior
management system in her building, created a
series of presentations on Trauma Informed
practices, and produced a webinar on gang
prevention, which was presented nationwide
through the NASP website. She frequently
seeks additional opportunities to build upon
her skills through her participation in seminars, research studies, and grant work. Mrs.
DeHart Austin’s expertise makes her an excellent mentor to new school psychologists. Mrs.
DeHart Austin’s influences extend beyond the
school walls as she frequently collaborates
with families and community stakeholders.
Since her tenure at her current school, student
attendance has increased to an impressive
96%.
Space Crisis Intervention to defuse crises. Her
colleagues commend her for her ability to
connect families to community resources and
her drive to ensure students experience sucA big congratulations to Erica Chandler,
cess. She is not only an intern supervisor for
school psychologist in Prince George’s Coun- school psychologists in training, but is also
ty, who was selected as the 2016 MSPA School viewed as an informal mentor for many staff,
Psychologist of the Year! Mrs. Chandler assist- both new and experienced, within her builded with the development of the county’s Reings due to her wealth of knowledge and visponse to Intervention Administrative Proce- brant spirit.
dure and in the coordination of an Annual
Gallery Walk for educational stakeholders to
Congratulations to Tammy, Nick, and Erica,
showcase the various roles of school psyas well as to all of the nominees! If you are
chologists. Mrs. Chandler is involved with
interested in nominating an outstanding
planning the Maryland Children’s Mental
school psychologist, advocate, or educator for
Health Matters Campaign, an initiative now
one of these awards in the future, please contaking place in over 80 schools. She has pretact the Public Affairs committee at publisented to school staff and families on linguis- caffairs@mspaonline.org. The nomination
tic and cultural differences in assessment,
materials will be available on the MSPA webunderstanding executive functioning, and
site in December, the selection will occur in
recognizing signs of suicidal ideation. Mrs.
March, and winners will be presented at the
Chandler is a crisis responder on the County
Maryland School Psychologists’ Association
Crisis Response Team and implements Life
Spring Conference in April.
MSPA Updates: Public Affairs Jars of Hope Project
Catherine Stuart, Ed.S. NCSP, Claudia Bowen, NCSP & Brittany Stafford, NCSP
T
he Public Affairs (PA) Committee
recognizes a need to support families of children and youth who are
refugees or who have immigrant
status, and can successfully achieve this by
partnering with local non-profit organizations. According to a National Association of
School Psychologists (NASP) article on engaging with refugee families, school psychologists can play an important role in helping to foster strong relationships and facilitate
communication with refugee families and
their children (Miller, Thomas, & Fruechtenicht, 2014). Such a partnership can have a
positive impact on family engagement and
children’s educational success. Therefore, our
committee has learned that providing various
initiatives can help refugees by creating positive relationships between families and school
psychologists. We can provide direct outreach and information about the supports
available to students and families. We can
also provide positive experiences for children
and families who may be experiencing difficult times. Finally, we can promote positive
psychology practices by having children
share in acts of kindness.
With this vision in mind, two members of
MSPA came together in September 2014 and
developed an idea in which children of refugee families could benefit from having school
27
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June 2016
MSPA Updates: Public Affairs Jars of Hope Project
Catherine Stuart, Ed.S. NCSP, Claudia Bowen, NCSP & Brittany Stafford, NCSP
supplies to help them access education while
in transition. We called the project Jars of
Hope. We immediately started contacting
local refugee and immigrant nonprofit organizations, and collecting jars with school and
homework supplies for children to continue
their education during their transitional periods. The Jars of Hope were filled with supplies such as crayons, notepads, markers, glue
sticks, pencils, pens, glitter sticks, Play-Doh,
hand sanitizer, mini card games, binder clips,
erasers, rubber bouncy balls, animal porcupine characters, gratitude bracelets, “random
acts of kindness” activities, bookmarks, and/
or jump drives (for middle and high school
students). We also included a Sacagawea coin
with an inspirational message: “Sacagawea
showed uncommon courage when helping
her people on their journey. You can show
MSPA members started partnering with the
non-profit organization International Rescue
Committee (IRC) to provide support to refugees and/or immigrant families in Montgomery County and Baltimore City. Since that
time, we have donated over 160 Jars of Hope
to refugee children and youth, who have very
much enjoyed receiving them. During one of
the donation dropoffs, we were able to spend
time with the refugee children and youth at
an after-school tutoring center. We have also
held two Saturday mental health workshops
for small groups of refugee youth that focused
on identifying character strengths, selfaffirmations, focusing on your “wins,” teamwork, health and nutrition, and career
skills. These have been great opportunities to
provide refugees with ways to support themselves emotionally and mentally as they work
through challenging tasks and transitions in
the same courage in your jourdaily life. We plan to continue working with
ney.” We’ve invested at least 50 hours
the IRC for the 2016-17 school year by donatinto this project and found it be one of
ing more jars to refugees that immigrate to the
the most rewarding experiences in giving
Maryland area, providing workshops
back to the community.
throughout the year, and educating IRC personnel on mental health.
In October 2014, our committee members and
Three refugee children from the IRC program
who each received a Jar of Hope
We are always looking for more volunteers to
help us with this rewarding project. If you are
interested in volunteering your time for a
great cause, please contact Bri Bonday or Catherine Stuart. We also take monetary donations so
that we can make more jars containing school and
homework supplies for refugee children and youth!
Interested in getting involved?
Contact publicafairs@mspaonline.org
Teen refugees who participated in our first
mental health workshop in February 2015
Reference
Miller, G., Thomas, C., and Fruechtenicht, S. (2014, December). Engaging Refugee Families as Partners
in Their Children’s. National Association of School Psychologists: Communique. pp. 1 and 28- 31.
International rescue committee
logo
28
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June 2016
MSPA Updates: 2016 Maryland Legislative Session
Shannon Cassidy, Legislative Committee Chair
T
he 2016 Legislative session was an
extremely busy one for the MSPA
Legislative Committee. Around
3,000 bills were reviewed by the bill
monitoring committee between January and
April. As each bill is reviewed, those with
potential relevance to MSPA and the field of
school psychology are listed for a more indepth review and discussion by the entire
committee. The potentially relevant bills are
brought up in the committee meetings and
together, everyone reviews and discusses the
language of the bill. At this point, the committee will decide whether or not the bill is
relevant enough to act upon. In the event that
the committee determines the bill is not relevant or worthy of any action, the bill will stop
being considered and removed from the list. If
the committee members agree the bill is significant, the choices for action could be any of
the following: monitoring the bill, sharing
information with the bill sponsor, providing
support for the bill, or testifying on the bill.
When a bill is monitored, the committee has
decided to not take a specific stance, but track
the movement of the bill. When information is
shared, a committee member will reach out to
the bill sponsor to provide feedback or relevant information about the bill or related topics. Support for a bill is typically done
through written letters to the legislator or oral
testimony at the hearing of the bill. Letters of
support and/or testimony can be 100% in support of the bill or support with amendments,
for example stating our agreement with the
concept of the bill, but recommending changes to specific language used in the bill or recommending the addition of an MSPA representative to a task force. All of these methods
of engagement vary from one piece of legislation to another and are determined by the
committee on an individual basis for each bill.
For those bills that the committee keeps on
our list for whatever reason, we follow the
progress of the bill regularly and track its
movements in the House and Senate as it’s
considered by legislators.
also to increase our presence in Annapolis. In
addition to committee members reaching out
to legislators to provide information on various pieces of legislation, we also had legislators reaching out to the committee on their
own in order to access our knowledge base on
different topics. In addition to the increase in
communication, we also were successful in
increasing our presence in actual legislation.
This year we saw school psychologists’ referenced in bill language and also included on
task forces. In addition to situations where
school psychologists’ were already in pieces
of legislation, we were successful in being
added to other legislation following our recommendations made within letters of support
for amendments. Creating these relationships,
as well as increasing our field’s presence in
legislation, is a great way to advocate for
school psychology and improve awareness of
our field.
Beyond the bill monitoring process and actions taken during the legislative session, the
committee works year round on grassroots
advocacy to promote school psychology and
make connections with legislators across the
state. If you are interested in learning more,
attending a meeting, or joining the committee
please contact the committee Chair, Shannon
Cassidy at legislative@mspaonline.org
 SB 644 – Early Identification of Autism
Act
 Cross-file HB 715
 Monitor
 Final status: no movement
 SB 767 -- Beginning of School Year - After
Labor Day
 Monitor
 Final status: Unfavorable
 SB 786 -- Assessments - Best Practices in
the Administration of Assessments
 Letter of Support & Testimony
 SB 794 -- Prekindergarten and Kindergarten Assessments – Administration
 Final status: Passed
 SB 823 -- Task Force to Study the Implementation of a Dyslexia Education Program –
Below is a list of the legislation the committee
Extension
acted on during the 2016 Maryland session, as
well as the action taken and the final status of
 Letter of Support
the bill. For more specific information please
reach out to the committee Chair, Shannon
Cassidy at legislative@mspaonline.org.
Senate Legislation
 SB 407 -- Limits on Testing
 Final Status: No movement
 SB 421 -- Translations of IEPs, Native
Language
With the busyness of the session this year, the
 Monitor
committee made great strides in continuing to
 Final Status: Passed
build our relationship with legislators and
 SB 533 -- Administration of Assessments
- Provision of Information
 Letter off Support & Testimony
 Final Status: Passed
 SB 858 – Mental health, wrap-around
services for children and youth
 Cross-file: HB 579
 Monitor
 SB 950 -- Students With Disabilities –
Study of Parental Consent for Individualized
Education Program Content
 Monitor
House Legislation
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June 2016
MSPA Updates: 2016 Maryland Legislative Session
Shannon Cassidy, Legislative Committee Chair
 HB 39 (SB 224) -- "Orange Ribbon for
healthy School Hours" (MSDE to award)
 Monitor
 HB 397 -- Best Practices in the Administration of Assessments

Final status: no movement
 HB 895 – Task Force to Study the Implementation of a Dyslexia Education Program –
Extension
 Cross-file SB 823
 HB 412 -- Administration of Assessments
Provision
of
Information
 HB 55 -- "Why Try" Program in Baltimore
County middle schools
 Monitor
 HB 1058 -- Task Force to Review Work Final status: Passed
load of Special Educators
 HB 429 -- Task Force, Habitual Student
Truancy
 HB 72 -- Sexual Abuse/Assault preven Letter of Support
tion program in schools
 Hearing: 2/4/16
 HB 1100 – School Counseling Program –
Counseling Services – Requirement

HB
551
-IEP,
mediation
 Monitor

Final
status:
Passed
 HB 85 -- Info. to Parents (at first IEP
meeting) on Early Intervention & Special Edu-  HB 579 – Wraparound services for chil HB 1139 – Community schools
cation Family Support Services in the School dren and youth
 Cross-file: SB 858
System
 Monitor
 Monitor
 HB 1184 – Workgroup: Effect of Poverty
on Behavioral Health of Children
 HB 657 -- Prekindergarten and Kinder HB 86 -- Providing Native Language
 Monitor
garten Assessments – Administration
Translations of IEP and IFSP

Letter
of
Support
&
Testimony
 Monitor
 HB 1233 – Administration of Standard Final status: Passed
ized Tests and Assessments – Notice
 HB 713 – Community-partner school
 HB 141 -- Limits Time on Educational
behavioral health services programs
Testing (2%)
 HB 1349 -- Beginning of School Year  Letter of Support
After Labor Day
 Monitor
 HB 715 – Early identification of Autism
 HB 142 -- Emotional Health Awareness
Act
Programs in Schools
 HB 1437 -- Individualized Counseling
 Monitor
Services – Requirements
 HB 198 -- Requiring SROs to be assigned

HB
778
-Students
With
Disabilities
to every school
Parental Consent for Individualized Education
 Monitor
 HB 1466 – Task Force: Restorative JusProgram Content
tice Discipline Practices in Maryland Public
 Monitor
Schools
 HB 365 -- Bullying/ Harassment/ Intimi Monitor
dation Policies
 HB 781 – Educational assessments – re Letter of Support
porting aggregate results
 Monitor
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June 2016
Local Corner: Giving Blood, Sweat & Tears for School Psychology
(well...the blood anyway)
Bradley Petry, Psy. D., School Safety Ad Hoc Committee Chairperson, BCASP
T
he Baltimore Association of School
Psychologists (BCASP) is very
effective in promoting the field of
school psychology through publications and outreach, facilitating peer connections and ongoing consultation among members, and encouraging self-care and socialization. Arguably, the area in which BCASP
shines brightest is in charitable work and public service. For the past eight years, BCASP
has hosted an annual charity event that raises
thousands of dollars for select Baltimorebased charities that impact City School students and their families. BCASP also hosts
annual volunteer opportunities at the Maryland Food Bank and with Chesapeake Habitat
for Humanity.
areas for confidentiality during intake, as well
as the beds set up for donation. BCASP called
upon Corey Basmajian, the Principal of
WHEMS to solicit his school for this initiative.
Mr. Basmajian is a proven friend of school
psychology, being supportive of both his
school’s school psychologist, and also supporting school psychologists that work on the
Prevention and Intervention for Early Learners (PIEL) Team. Mr. Basmajian saw this opportunity to cooperate with BCASP, as well as
to offer a parent outreach opportunity for his
school population. Mr. Basmajian was able to
coordinate with his physical education teacher
and his school staff to use the gymnasium on
the proposed blood drive day.
donate, but will have to defer due to medical
complications (for example, low blood pressure or blood iron levels), or will not be able
to respond suitably to the rigorous intake
questions. As the day of donation approached, several people who had initially
committed developed “cold feet.” Repeat donors will likely have forgotten the twinge of
anxiety that can accompany enthusiasm for
bestowing one’s life force to a public in need.
However, that anxiety did indeed exist; luckily, a professional organization comprised entirely of school psychologists can be one supportive and persuasive bunch. Those who
demonstrated extreme reluctance were often
convinced to find a surrogate, which met both
their commitment, and helped meet BCASP
The second challenge was to find enough par- and the Red Cross’s goals.
This year, BCASP embarked on a new public ticipants to commit to donating. Though it
On the day of donation, the Red Cross’s exservice venture, hosting a blood drive with
may seem hard to believe, not all 65 BCASP
tremely capable staff took charge. They arthe Red Cross. The first annual BCASP Blood members in good standing were fighting to
rived at the site and set up equipment,
Drive was held May 6 at Windsor Hills Elesign up for this particular service opportunity. brought refreshments to help elevate blood
mentary and Middle School (WHEMS). The
The Public Affairs Committee and BCASP
sugar post-donation, and were welcoming
drive was organized by BCASP’s Public
leadership chalked up the timidity to the nov- and friendly. The window of donation was set
Affairs Committee co-chair, Laura Chaney.
elty of the initiative; not because of the nature for 11am to 4pm, to allow donors ample opof the effort, obviously. The Red Cross asked
portunity to arrive, whether during lunch or
The first challenge that BCASP faced in emthat we have 30 participants committed to
after work. Donation takes around 30 to 45
barking on this new service project was to
donating. The Red Cross not only wants this
minutes, especially if donors use the “Rapid
find a space. The Red Cross suggests that
number to show good faith that their efforts to Pass” computer questionnaire. This method
school-based blood drives be held in gymnasi- bring equipment and staff to a particular
allows donors to respond to the litany of
ums, auditoriums, or other large common
drive is worthwhile, but also because they
health history questions prior to arrival, and
areas. The space must be large enough to have know that many people arrive intending to
From Left to Right: Lisa Austin, BCASP Treasurer, Emily
Laura Chaney, Co-Chair of BCASP Public Affairs Committee
Eldien, BCASP Member, and Abby Courtright, BCASP Presi-
donates double red cells, while receiving moral support from
dent post-blood donation
Brad Petry
31
Volume LIV
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June 2016
Local Corner: Giving Blood, Sweat & Tears for School Psychology
(well...the blood anyway)
Bradley Petry, Psy. D., School Safety Ad Hoc Committee Chairperson, BCASP
significantly reduces wait time.
BCASP is happy to announce that the goal of
20 pints was met and exceeded. Overall, 22
pints of blood were donated. BCASP hopes
that this service project will continue annually, and even has some initial plans of encouraging a more district-wide approach to recruitment. All LSPOs should consider this
activity as a way of engaging in a public service that is financially free and minimally time
-consuming for participants, can increase public awareness of the organization, and can
help strengthen ties to specific schools, other
district staff, and parents of students. The
satisfaction one feels following a donation is
immeasurable; that’s not light-headedness, I
promise.
Laura Chaney, Co-Chair of BCASP Public Affairs Committee donates double red cells, while receiving moral support from Brad
Petry
SCHOOL PSYCHOLOGIST ADVANCEMENT OF MINORITIES, INC.
Minority Scholarship Program
The Maryland School Psychologist’s Association, (MSPA), is proud to support SPAM by offering funds to be
used for a minority scholarship. The scholarship is administered by SPAM. These awards were developed in
response to MSPA's professional commitment to encourage promising graduate minority students to enter
the profession of school psychology in the state of Maryland.
Applications and all supporting documents must be submitted to the SPAM's Board and postmarked
no later than September 20th for the fall semester, and January 15th for the spring semester of the
application year.
For more information, please contact:
Robin Satchell
rsatchell@verizon.net
410-444-6335
32
Volume LIV
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June 2016
33
Volume LIV
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June 2016
34
Volume LIV
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Publication Information
Editors
Juralee Smith, Lauren Kaiser, Kim Dorsey
MSPA Executive Board Meetings
Meetings begin at 1:00 p.m. and end at 4:00 p.m. Lunch is served at
12:30 p.m.
MSPA Board meetings are open to all MSPA Members. Members are
encouraged to attend and become involved with MSPA at the executive
Julie Grossman, Brittany Jenkins, Dena Jontiff
& Judi Amick
Layout and Production
June 2016
board level.
Please visit www.mspaonline.org to register to attend a board meeting and
to find out location details.
Juralee Smith & Lauren Kaiser
Newsletter Design
Mike S. Michael
2016-2017 Board
Meetings
TBD
Address Communications to:
Juralee Smith
protocol@mspaonline.org
MSPA Web Site:
www.mspaonline.org
________________________________
2016-2017 Submission Deadlines
Fall: October 1
Winter/Spring: January 1
Summer: April 1
Submissions
Please submit all articles as email attachments in
Microsoft Word or Microsoft Word compatible formats.
Include captions for all pictures.
Pricing for ads to be placed in the
PROTOCOL:
$200 Full
$50 1/4 Page
Page
$100 1/2 Page
$24 1/8 Page
Membership Update
Welcome to all our new members!
Lisa Alomar
Michelle Antonini Clark
Courtney Claffy
Jessica Clark
Pamela Cocol-Brown
Tanisha Drummond
Malcolm Ehioba
Clifford Essman
Jolene Farmer
Lauren Freeman
Anna Gordin
Ayanna Johnson
Grace Jones
Harman Kaur
Nancy Lewis
James O’Donnell
Daniel Osgood
Jodi Perez
Teressa Rose-Disney
Jacqueline Ruckelshaus
Alice Swift
Lynsey Weston
35
Volume LIV
PROTOCOL
Maryland School Psychologists' Association
C/O Juralee Smith, Ed.S., NCSP
MSPA Newsletter Chair
PO Box 1859
Westminster MD, 21157
June 2016
Change Service Requested
TO:
Submit articles to protocol@mspaonline.org
2016-2017 Submission Deadlines
Fall: October 1
Winter/Spring: January 1
Summer: April 1
Submissions
Please submit all articles as email attachments in Microsoft Word or Microsoft Word
compatible formats. Include captions for all pictures. Include credentials, a one line description
of your job role and/or affiliation) and a personal photo / head shot to be included in
production.
36

MSPA Protocol Summer 2016

Transcription

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