MSPA Protocol Summer 2016
Transcription
MSPA Protocol Summer 2016
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 PROTOCOL 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 2 Volume LIV PROTOCOL June 2016 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 3 Volume LIV PROTOCOL June 2016 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 4 Volume LIV PROTOCOL June 2016 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. 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 5 Volume LIV PROTOCOL June 2016 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. 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 6 Volume LIV PROTOCOL June 2016 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! 7 Volume LIV PROTOCOL June 2016 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 provid- ing 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 8 Volume LIV PROTOCOL June 2016 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 [email protected]. 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: [email protected] 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 PROTOCOL 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 PROTOCOL 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 PROTOCOL 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: [email protected]. 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 PROTOCOL 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 [email protected]. 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 [email protected] 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 17 Volume LIV PROTOCOL June 2016 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 [email protected]. 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. 18 Volume LIV PROTOCOL 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 Volume LIV PROTOCOL June 2016 2015-2016 Executive Board Members Elected Officers President: Selina Oliver ([email protected]) President Elect: Courtnay Oatts ([email protected]) Past President: David Holdefer ([email protected]) Secretary: Laura Sass ([email protected]) Treasurer: Tina DeForge ([email protected]) Parliamentarian: Jessy Sammons ([email protected]) Committee Chairpersons (Standing) Diversity: Sharon Gorenstein ([email protected]) Historian: Michael Nuth ([email protected]) Information Management: Michelle Palmer ([email protected]) Legislative: Shannon Cassidy ([email protected]) Membership: Laura Veon ([email protected] ) Newsletter: Juralee Smith ([email protected]) Nominations: Warren Cohen ([email protected]) Professional Development: Ann Hammond ([email protected]) Professional Standards: Matt Lawser ([email protected]) Program: Amy Jagoda ([email protected]) Public Affairs: Bri Bonday ([email protected]) Committee Chairpersons (Ad Hoc) School Safety: Brad Petry ([email protected]) Liaisons and Delegates NASP Delegate: Stephanie Livesay ([email protected]; [email protected]) MSDE Liaison: Deborah Nelson ([email protected]) MPA/MSPA Liaison: Melissa Morris ([email protected]) 20 Volume LIV PROTOCOL June 2016 2015-2016 Executive Board Members Local School Psychology Organization Representatives Anne Arundel County Shira Levy ([email protected]) Baltimore City Abby Courtright ([email protected]) Montgomery County Kathy Reger ([email protected]) Prince George's County Michelle Young ([email protected]) Western Maryland Jeb Fleagle ([email protected]) Eastern Shore Valerie Wilder ([email protected]) University Representatives Bowie State University - Kimberly Daniel ([email protected]) Gallaudet University - Bryan Miller ([email protected]) Howard University - Celeste Malone ([email protected]) Towson University - Craig Rush ([email protected]) University of Delaware - Kathleen Minke ([email protected]) University of Maryland, College Park - Hedwig Teglasi ([email protected]) 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) 21 Volume LIV PROTOCOL 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. Background, Professional Experience, and Education: 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 22 Volume LIV PROTOCOL June 2016 Welcome Newly Elected MSPA Officers Background, Professional Experience, and Education: 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 Background, Professional Experience, and Education: 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. 23 Volume LIV PROTOCOL June 2016 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 24 Volume LIV PROTOCOL June 2016 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 [email protected]. 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 25 Volume LIV PROTOCOL 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 26 Volume LIV PROTOCOL 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- [email protected]. 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 Volume LIV PROTOCOL 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 [email protected] 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 Volume LIV PROTOCOL 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 [email protected] 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 Cross-file HB 1349 Monitor Final status: Unfavorable SB 786 -- Assessments - Best Practices in the Administration of Assessments Cross-file HB 397 Letter of Support & Testimony Final status: no movement SB 794 -- Prekindergarten and Kindergarten Assessments – Administration Cross-file HB 657 Letter of Support & Testimony 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 Cross-file HB 895 well as the action taken and the final status of Letter of Support the bill. For more specific information please Final status: Passed reach out to the committee Chair, Shannon Cassidy at [email protected]. Senate Legislation SB 407 -- Limits on Testing Cross-file HB 141 Letter of Support Final Status: No movement SB 421 -- Translations of IEPs, Native Language Cross-file HB 86 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 Cross-file HB 412 Letter off Support & Testimony Final Status: Passed SB 858 – Mental health, wrap-around services for children and youth Cross-file: HB 579 Monitor Final status: Unfavorable SB 950 -- Students With Disabilities – Study of Parental Consent for Individualized Education Program Content Monitor Final status: Passed House Legislation 29 Volume LIV PROTOCOL 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 Final status: Passed HB 397 -- Best Practices in the Administration of Assessments Letter of Support & Testimony Final status: no movement 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 Letter of Support HB 55 -- "Why Try" Program in Baltimore Letter of Support & Testimony Final status: Passed County middle schools Final status: Passed Monitor HB 1058 -- Task Force to Review Work Final status: Passed load of Special Educators HB 429 -- Task Force, Habitual Student Truancy Letter of Support HB 72 -- Sexual Abuse/Assault preven Letter of Support Final status: no movement tion program in schools Final status: Passed Hearing: 2/4/16 HB 1100 – School Counseling Program – Letter of Support Counseling Services – Requirement HB 551 -IEP, mediation Final status: Passed Monitor Letter of Support Final status: no movement 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 Letter of Support Cross-file: SB 858 System Final status: Passed Monitor Monitor Final status: Unfavorable Final status: Passed 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 Final status: no movement Cross-file SB 794 Cross-file SB 421 Letter of Support & Testimony Monitor HB 1233 – Administration of Standard Final status: Passed Final status: Passed ized Tests and Assessments – Notice Letter of Support & Testimony HB 713 – Community-partner school HB 141 -- Limits Time on Educational Final status: no movement behavioral health services programs Testing (2%) Cross-file: SB 494 Cross-file SB 407 HB 1349 -- Beginning of School Year Letter of Support Letter of Support After Labor Day Final status: Passed Final status: no movement Cross-file SB 767 Monitor HB 715 – Early identification of Autism HB 142 -- Emotional Health Awareness Final status: Unfavorable Act Programs in Schools Cross-file: SB 644 Letter of Support HB 1437 -- Individualized Counseling Monitor Final status: no movement Services – Requirements Final status: no movement Letter of Support HB 198 -- Requiring SROs to be assigned Final status: no movement HB 778 -Students With Disabilities to every school Parental Consent for Individualized Education Monitor HB 1466 – Task Force: Restorative JusProgram Content Final status: no movement tice Discipline Practices in Maryland Public Monitor Schools Final status: no movement HB 365 -- Bullying/ Harassment/ Intimi Monitor dation Policies Final status: Unfavorable HB 781 – Educational assessments – re Letter of Support porting aggregate results Final status: Passed Monitor 30 Volume LIV PROTOCOL 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 PROTOCOL 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 [email protected] 410-444-6335 32 Volume LIV PROTOCOL June 2016 33 Volume LIV PROTOCOL June 2016 34 Volume LIV PROTOCOL PROTOCOL 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 [email protected] 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 [email protected] 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