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Home | Fall Convention | 2015 Wisconsin School Psychologists Association Convention | Continuing Education and Extension | University of Wisconsin-La Crosse
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2015 WSPA Fall Convention |October 28-30
School Psychologists expanding our Toolkit tomeet the needs of the Whole Child
Madison Marriott West1313 John Q Hammons Dr.
Middleton, Wis.
Keynote speaker:Demond Means, Ed.D.,Superintendent, Mequon-
Thiensville School District
Dr. Means currently serves as
Superintendent of Schools for the
Mequon-Thiensville School District,
having been appointed to the position in 2007. The
Mequon- Thiensville School District is consistently ranked
as one of Wisconsin’s top public school districts. Under
Dr. Means’ leadership, the school district has improved its
Home | Fall Convention | 2015 Wisconsin School Psychologists Association Convention | Continuing Education and Extension | University of Wisconsin-La Crosse
http://web.archive.org/web/20151017025711/http://www.uwlax.edu/conted/wspa/fall.html[7/29/2016 8:59:22 AM]
academic performance as an organization and has
received numerous awards for being a high achieving
school district.
Dr. Means began his career in 1994 as a social studies
teacher, coach and advisor at Homestead High School in
the Mequon-Thiensville School District. He quickly
realized that his passion for school-wide leadership would
steer him out of the classroom— where he had
established himself as a promising young teacher—and
into school administration. Dr. Means quickly moved
through the ranks of educational administration serving as
an Assistant Superintendent, Co-Interim Superintendent
of Schools, Director of Human Resources, Principal, and
Assistant Principal.
Pre-conference presenters:Robert Foltz, Psy.D., Clinical
Psychology Department, The
Chicago School of Professional
Psychology
Dr. Foltz has worked with troubled
youth for over 25 years. His work has included outpatient,
inpatient, and residential clinical work. He has also
conducted research with severely disturbed youth related
to the experience of being in residential care. He is
currently an Associate Professor where he teaches
courses related to Child & Adolescent treatment and
maintains a private practice in the Chicago area.
Amy Mahlke, Ph.D., Special
Education Coordinator, Hiawatha
Valley Education District
Dr. Mahlke is a certified SIM
Professional Developer. She has
taught and coached implementation of SIM strategies for
over 13 years. Currently Amy is a Special Education
Coordinator at HVED. Previoulsy she worked in K-12
Home | Fall Convention | 2015 Wisconsin School Psychologists Association Convention | Continuing Education and Extension | University of Wisconsin-La Crosse
http://web.archive.org/web/20151017025711/http://www.uwlax.edu/conted/wspa/fall.html[7/29/2016 8:59:22 AM]
sped. She received her Ph.D in Educational
Psychology/Special Education at the UMN. She is also
licensed in SLD, MMMI and Elementary Ed. and has
taught at UMN, UST, UWL and presented across MN in
RtI, and SLD eligibility.
Topics:Group Interventions Panel Discussion
Self-regulation Interventions for Children
Mindfulness
Helping Kids Face and Conquer Anxiety
Neuropsychology
Computer & Ethics
Behavior Screenings
Critical Issues Facing School Psychologists
Who should attend:School Psychologists
Educators
Counselors
Administrators
For more information:Continuing Education | 608.785.6500 | [email protected]
Lisa Roche | Convention Chair |[email protected] J. Dixon | Continuing Professional Development |[email protected]
The Wisconsin School Psychologists Association (WSPA) is approved bythe National Association of School Psychologists to offer continuingeducation for psychologists. The University of Wisconsin-La Crosse(UW-L) is approved by the American Psychological Association to offercontinuing education for psychologists. WSPA and UW-L maintainresponsibility for these programs and their content.
Office of Continuing Education and Extension
205 Morris Hall, 1725 State St, La Crosse, WI 54601, USA
Registration
Fees include breakfast, lunch and refreshment breaks.
Early Bird before 10/1/15
Regular after 10/1/15
WSPA member rates:
1-Day $105 $155
2-Day $195 $245
3-Day $285 $335
*Non-member rates:
1-Day $165 $215
2-Day $255 $305
3-Day $345 $395
Retired Psychologists rates:
1-Day $95 $145
2-Day $185 $235
3-Day $275 $325
Student rates:
1-Day $35 $85
2-Day $65 $115
3-Day $95 $145
*If you are not a WSPA member and want $60 of your conference registration fee applied to the current 2015-16 membership year, simply register as a non-member. Kim Knesting-Lund, WSPA membership chair, will contact you to complete the membership application process. You will owe nothing more to become a member of WSPA until September 2016.
5K Fun Run
$25, includes t-shirt, snacks and transportation. Register by October 1 to guarantee a t-shirt.
$2 surcharge on XXL or larger
Contact Hours:
15 APA continuing education hours available (subject to change).
Cancellation Policy
Substitutions welcome. Full refund less $50 processing fee two weeks prior to event; No refunds thereafter. Refund requests must be submitted in writing to:
UW-La Crosse Continuing Education/Extension 1725 State St., 205 Morris Hall La Crosse, WI 54601 FAX: 608.785.6547 [email protected]
The Wisconsin School Psychologists Association (WSPA) is approved by the National Association of School Psychologists to offer continuing education for psychologists. The University of Wisconsin-La Crosse (UW-L) is approved by the American Psychological Association to offer continuing education for psychologists. WSPA and UW-L maintain responsibility for these programs and their content.
Graduate credit option:
One graduate credit is available to participants. The student must attend the pre-convention and the convention to receive credit. Registration and payment can be made at the convention or by contacting Briana Meuer at [email protected] or 608.785.6513.
UWL academic credit registration form and online admission application directions (4 page PDF)
Course syllabus (3 page PDF)
The tuition plateau does not apply to students enrolling in undergraduate or graduate credit courses through the Office of Continuing Education and Extension.
For course information, please contact:
Rob Dixon WSPA Chair of Professional Development 608.785.6893 [email protected]
To register, please contact:
Briana Meuer, Credit Coordinator 608.785.6513 or toll free 1.866.895.9233 [email protected]
The Wisconsin School Psychologists Association (WSPA) is approved by the National Association of School Psychologists to offer continuing education for psychologists. The University of Wisconsin-La Crosse (UW-L) is approved by the American Psychological Association to offer continuing education for psychologists. WSPA and UW-L maintain responsibility for these programs and their content.
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WSPA Fall 2015 Convention October 2830, 2015
School Psychologists expanding our Toolkit to meet the needs of the Whole Child
PreConvention Wednesday, October 28, 2015 8 a.m.4 p.m. Registration Conference
Center Entry
89 a.m. Continental Breakfast Superior
9 a.m.4:15 p.m. §A1: The Use of Psychotropic Medications in Youth: Considerations for the Classroom Robert Foltz, Psy.D.
Wisconsin
The use of psychotropic medication in youth has skyrocketed in recent years. More medications are being used in more children than ever before. Despite these trends, there is a concerning lack of information to support this exponential rise in use. This presentation will provide a critical examination of the use of psychotropic medications in youth. Some of the latest research & Practice Guidelines will be used to examine a variety of medications including stimulants, antidepressants, antipsychotics and "mood stabilizers." Discussion will include the advantages and disadvantages for their use in an academic setting and how expectations for their effectiveness should be revisited based on the available literature.
A2: SIM Fundamentals in the Sentence Writing Strategy and Proficiency in the Sentence Writing Strategy (2 strategies in 1 day!) Amy Mahlke, Ph.D.
La Crosse/ Milwaukee/ Green Bay
These 2 partner strategies from SIM (Strategic Instruction Model/ University of Kansas)are very popular and effective. They may be used as an intervention for struggling writers or embedded in classroom instruction. An understanding of sentence structure not only improves writing skills, but may also increase comprehension. Fundamentals teaches the Simple Sentence components of subjects, verbs (including linking and helping verbs), infinitives, and prepositions. The strategy starts with the basics and builds slowly so that students are able to master each step and successfully compose sentences and proof their work. Fundamentals is appropriate for students from grades 3 and up. Older students benefit from instruction in this strategy in order to help them master basic sentence writing skills. Proficiency begins with instruction in the Simple Sentence.This strategy goes quickly through the simple sentence, then to the compound, complex and finally the compoundcomplex sentence.
10:1510:30 a.m. Break – A1 Superior
10:3010:45 a.m. Break – A2 Superior
1212:45 p.m. Lunch Superior
2:152:30 p.m. Break – A1 Superior
2:302:45 p.m. Break – A2 Superior
59 p.m. WSPA Board Meeting & Dinner Greenway
Convention – Thursday, October 29, 2015 7:30 a.m.4 p.m. Registration Conference
Center Entry
7:308:30 a.m. Continental Breakfast Salon Ballroom
8 a.m.5 p.m. Exhibitors Atrium
8:30 a.m.5 p.m. Children’s Services Fund Auction Salon Ballroom
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8:4510 a.m. Keynote
Promoting Excellence for All: The Role of School Psychologist in Providing Access to an Inclusive & More Tolerant School Environment Demond Means
Salon Ballroom
In this interactive keynote presentation, participants will have an opportunity to unpack the Department of Public Instruction's Promoting Excellence for All toolkit, take a deeper dive in the role of the school psychologist in leveraging the tools within the toolkit and develop personal and professional action plans for next steps.
1010:30 a.m. Break Pre Convene Area
10:30 a.m.noon Concurrent Sessions
✣ B1: LGBTQ Youth: Supporting Teachers and Supporting Students Kim Knesting Lund, Ph.D.
Wisconsin
Graduate students learn the importance of school neuropsychology principles to supplement their understanding of why a student is having academic or behavior problems. This presentation covers the interaction between brain and behavior, identifies cognitive processes that may contribute to school difficulties and discusses interventions that target executive functioning. Connect with other students across school psychology programs in Wisconsin that share an interest in school neuropsychology.
B2: Evaluation Rubric for Wisconsin School Psychologists: Available Now Kathryn Bush, Ph.D.
Mendota
Join the Department of Public Instruction (DPI) school psychology consultant as the new rolespecific rubric for school psychologists is shared. This new resource for school psychologists was created collaboratively by WSPA, and DPI based on the NASP practice model. The 201516 Wisconsin School Psychology Evaluation Rubric provides a disciplinespecific evaluation tool that is flexible for evaluation regardless of the variability in roles from district to district, and school to school. Participants will review Teachscape school psychologist workflow and compare/contrast with the teacher workflow and Educator Effectiveness evaluation for teachers and principals, review the paper/pencil version of the new rubric along with guidance to support implementation, and have an opportunity to provide feedback of this pilot tool.
B3: Accountability in Wisconsin: Changes to School and District Report Cards Laura Pinsonneault
Milwaukee/ Green Bay
Wisconsin has invested significant efforts into designing an accountability system that not only produces valid and reliable results, but also provides meaningful information to school and district staff, parents, and the public. Act 55, the biennial budget, requires specific changes to the way school and district report cards are calculated. This presentation will describe and preview those changes. It will also provide participants an opportunity to consider ways the report cards can reflect values of our educational system, acknowledging the importance of ensuring every child graduates from high school ready for college and career.
§ B4: Panel Discussion on Group Interventions: Making Herding Cats Look Easy Jim Haessly
Geneva
Panel will provide an overview of a variety of group interventions provided for various age students in school and a community setting. Dr. Wendy Johnson will provide information on high school group interventions, focusing on an intervention for students with anxiety, some depression, and overall stress. Joel Porter, ED.S., will provide an overview of the Cognitive Behavior Intervention for Trauma in Schools. Marcus Murphy, LCSW, will discuss a community day treatment program for middle school students. Information will also be provided on group interventions commonly implemented at the elementary level. Participants will have the opportunity to ask questions of the mental
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health professionals about the interventions they have put in place and the usefulness of these interventions.
121:15 p.m. Lunch Salon Ballroom
1:304:45 p.m. Concurrent Sessions
C1: Addressing SelfRegulation Issues in Children with Emotional Challenges Betty DeBoer, Ph.D.; Sarah Coollidge
Wisconsin
The purpose of this intermediate level workshop is to give participants a solid foundation of applied skills and practical knowledge needed to assist children with selfregulation issues. Many school psychologists work with children who come who demonstrate difficulties with understanding, organizing, and appropriately expressing their emotions resulting in behavioral explosions, aggression, withdrawal, vacating/truancy, defiance and other challenging behaviors. Children who come from homes with generational poverty, trauma, parental mental illness, attachment difficulties and neglect backgrounds are at particularly high risk for such challenges. / This presentation will focus on understanding and responding to dysregulated behavior as well as applying models of student support, consultation, and problem solving in schoolbased settings that capture current best practices in selfregulation interventions (Kinniburgh, Blaustein, Spinazzola, & Van der Kolk (2010).
C2: Mindfulness: Enhancing Your Personal and Professional Life Bill Pfohl, Psy.D., NCSP
Mendota
This workshop will focus on how mindfulness theory and practice can be used in your daily personal and professional life. The theory of mindfulness will be covered and participants will learn from demonstrated experiential events how a mindful outlook and structured activities can be used to enhance your personal wellbeing.. Mindfulness programs for classrooms will also be covered. Dress comfortably.
C3: BASC3 Updates by Pearson AnneMarie Kimbell, Ph.D.
Milwaukee/ Green Bay
With the growing number of children and young adults at risk for mental health problems, we must remain vigilant in identifying students who are at risk, so that early intervention may be offered to avoid crisis. Implementation of the Behavior Assessment System for Children – Third Edition (BASC3), alone or in conjunction with other tools, helps schools to build capacity for implementing a sustainable, schoolwide, multitiered program to support social and emotional wellbeing. Specifically, the BASC3 helps by improving the quality, accessibility, and usefulness of the data collected. Using the BASC3 model, data collection and databased decision making is improved, by using the multidimensional, evidencebased, reliable practices for measuring the characteristics often associated with mental health and behavioral needs and strengths.
§ C4: Beyond ‘just breath’: Helping Kids Face and Conquer Anxiety Chelsea Ale, Ph.D., L.P.; Janice Schreier
Geneva
This workshop will provide uptodate research on the identification and treatment of childhood anxiety disorders, as well as practical handson tools for work with children and teens.
2:453 p.m. Break – C1 & C2 Pre Convene Area
33:15 p.m. Break – C3 & C4 Pre Convene Area
55:30 p.m. Children’s Services Fund Silent Auction Prizes Awarded Salon Ballroom
8 p.m. Evening Entertainment Sprecher’s Restaurant
On Thursday night join your colleagues for a social gathering at Sprecher's Restaurant & Pub (1262 John Q. Hammons Dr.) located directly across the street from the Marriott Madison West. This is a great opportunity to relax, unwind and network with an
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exceedingly fun group of people! Food and drink are available for purchase and light hors d'oeuvres are provided compliments of WSPA. Feel free to arrive at 8 p.m. or later. See you there!
Convention Friday, October 30, 2015
Bring your school spirit! Wear your school colors and logo wear. 77:45 a.m. Fun Run
Gather in lobby. Anticipated start of the run 7 a.m. Conference Center Entry
89 a.m. Registration Conference Center Entry
89 a.m. Breakfast Ballroom AE
8 a.m.noon Exhibitors Atrium
9 a.m.12:15 p.m. Concurrent Sessions
D1: Poverty, Dialect & the “Achievement Gap” Mark Seidenberg
Wisconsin
Research in cognitive and developmental psychology and in cognitive neuroscience has made enormous progress toward understanding skilled reading, the acquisition of reading skill, the brain bases of reading, and the causes and treatment of reading impairments. If the science is so advanced, why do so many people read so poorly? Everyone knows that when it comes to reading, the US is a chronic underachiever. Literacy levels in the US are low compared to other countries with fewer economic resources. About 30% of the US population has only basic reading skills, and the percentages are higher among lower income and minority groups. I’ll examine arguments by Diane Ravitch and others that attribute poor reading achievement in the US to poverty, and present recent evidence concerning the role of language variation—dialect—in the blackwhite achievement gap in reading. I will suggest that there are opportunities to increase literacy levels by making better use of what we have learned about
D2: Best Practices in Risk Management & Ethical Practices When Using Technology Bill Pfohl, Psys.D., NCSP
Mendota
This workshop will cover risk management strategies and best practices in using technology in school psychology practices. NASP's Ethical Guidelines will be reviewed as it pertains to technology and best practices. Various Federal Laws (FERPA, HIPAA, and HiTech, etc.) will be covered to off guidance to the practicing school psychologists in the use of technology. Telepsychology will be covered and its potential benefits and pitfalls for practice. Using newer technology (Tablets, smart devices, etc.) for assessment and various practices will be covered.
D3: An Introduction to the WJIV by Haughton Mifflin Joseph Claeys
Milwaukee/ Green Bay
This workshop introduces the new tests and updated model of the WoodcockJohnson IV that are based on a new understanding of the CHC theoretical model. The presentation includes an overview of the cognitive, achievement and oral language batteries and how they are utilized to operationalize the Patterns of Strengths and Weaknesses model for identifying learning disabilities. It also includes some advanced interpretation considerations including how to best interpret the RPI (relative proficiency index) scores and the rasch based W scores to show growth.
§ D4: Using Universal Screening to Inform Interventions for Behavioral & Emotional Concerns Katie Eklund, Ph.D., NCSP; Steve Kilgus
Geneva
While schools commonly utilize multitiered models of support for academics, practitioners receive less training and experience in developing models for behavioral and emotional support. Systematic screening can be utilized as a first step in a
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multitiered system of support by linking assessment results to evidence based interventions. This workshop will provide an overview of universal screening for emotional and behavioral risk and how practical and accurate screening methods can help better inform schools about where to focus resources for children who demonstrate a variety of behavioral and emotional problems. / Participants will learn how to implement and utilize schoolwide screening and problem identification data to determine how to make decisions points about behavioral interventions. Attendees will also learn how to collect and track schoolwide academic, discipline, and behavioral data to evaluate the impact of screening and early intervention efforts.
D5: Critical Issues Facing School Psychologists: Resources & Networking Sara SoleymaniAlizadeh, M.S.E., Ed.S.
Ballrooms FH
At this interactive professional development session, participants will gain knowledge of practical ideas and resources on current critical topics in school psychology such as academic interventions, behavioral interventions, educational/technology resources, RTI, PBIS, current law changes and more. Utilizing engaging organized experiential learning activities, participants will have a chance to network with other participants and share expertise and resources. These brainbased activities can also be utilized in their practice to help facilitate meaningful dialogue and reflection with students, creating lasting lessons and maximizing socialemotional and academic learning outcomes.
10:1510:30 a.m. Break – D1 & D2 Pre Convene Area
10:3010:45 a.m. Break – D3 & D4 & D5 Pre Convene Area
12:15 p.m. Adjourn Ballroom AE
12:301:30 p.m. Convention Committee Wrap Up Falling Water Bar & Grill
§ = These workshops have been selected by the WSPA Mental Health Committee to meet the criteria for Professional Development Mental
Health.
✣ = Student Session
Speakers
Dr. Ale is a licensed psychologist at Mayo Clinic Health System, Franciscan Healthcare in La Crosse and an assistant professor of psychology in the Mayo Clinic College of Medicine. She specializes in the treatment of childhood anxiety disorders.
Kathryn Bush has been a school psychologist for 25+ years with the Madison Metropolitan School District, and has served as the Wisconsin Department of Public Instruction school psychology consultant for over 5 years. She is the lead consultant for the Wisconsin School Mental Health (SMH) Project and the WI SMH Framework.
Joseph Claeys is a Clinical Account Executive for HMH-Riverside Publishing with 16 years of applied experience working as a school psychologist. He has worked as an adjunct instructor at Wichita State University and provided trainings on the topic of using Patterns of Strengths and Weaknesses to identify learning disabilities throughout the Midwest.
Sarah Coolidge, Ed.S. is a school psychologist with experience in the Milwaukee, Charleston (SC) and Baltimore (MD) Public Schools. They are both interested in helping students overcome emotional barriers that impact learning and overall well being. Betty and Sarah have presented at WSPA and NASP on related topics in the past.
Betty DeBoer, Ph.D. is a Professor at the University of Wisconsin-La Crosse.
Dr. Katie Eklund is an Assistant Professor in the School Psychology Program at the University of Arizona. She received her doctorate in Counseling, Clinical, and School Psychology from the University of California, Santa Barbara. Dr. Eklund has worked in public education for 14 years as a school administrator, school psychologist, and social worker. Dr. Eklund has authored a number of publications on childhood risk and resiliency factors, including early identification and intervention for behavioral and emotional concerns, school climate, and school safety. / / Dr. Stephen Kilgus is an Assistant Professor in the School Psychology Program at the University of Missouri. He received his Ph.D. in School Psychology from the University of Connecticut. Dr. Kilgus has coauthored 26 peer-reviewed papers, presented over 40 presentations at national conferences, and serves as an associate editor for two peer-reviewed journals. His primary research interests are in the area of behavioral and emotional assessment and intervention. Of particular interest are the development and validation of assessment method and procedures that inform intervention selection and modification.
Jim Haessly is currently an Assistant Director of Student Services in the Madison Metropolitan School District. Jim will facilitate the panel discussion. He is currently the Chair of the WSPA Mental Health Committee. Wendy Johnson is a School Psychologist at Lafollette High School in Madison. Joel Porter is a School Psychologist at Toki Middle School in Madison. Marcus Murphy is the Director of Steps to Success programs with Family Services of Madison.
Dr. Anne-Marie Kimbell is a National Training Consultant for Pearson. She is a licensed clinical psychologist in Texas, and holds a Certificate of Proficiency in Clinical Geropsychology.
Anne-Marie received her PhD in Counseling Psychology from Texas A&M University, and completed clinical internship and postdoctoral training in the VA system.
Dr. Knesting-Lund is a faculty member in the School Psychology Program at the University of Wisconsin-Whitewater where she teaches graduate courses on behavioral and cognitive-behavioral interventions, along with the historical and current practice of school psychology. Her primary research interests are the prevention of school dropout and supports for LGBTQ students.
William (Bill) Pfohl is a Professor of Psychology at Western Kentucky University where he is a trainer of school and clinical psychologists for the past 35 years. He is a Nationally Certified School Psychologists and he presents about best practices in using technology both nationally and internationally. He wrote the NASP Communique Tech Corner column for 16 years; and he has a chapter in Best Practices on technology. Bill also teaches a course in Cognitive Behavior Therapy and incorporates Mindfulness theory and practices into the course. He was a member of the Goldie Hawn Foundation Board of Directors as it started development a mindful curriculum for elementary and middle schools in 2006-07. He uses mindful activities daily.
Laura Pinsonneault is the Director of the Office of Educational Accountability at the Department of Public Instruction. Her work focuses on designing and supporting meaningful and transparent accountability systems that support schools and result in improved student outcomes; building data analysis capacity in the state; and helping ensure that the data needs of schools and districts are met through reporting tools created by DPI. Laura has worked previously in the Education Division of the National Governors Association Center for Best Practices, as well as for a GEARUP program in Cincinnati, Ohio, and an AmeriCorps educational program in Minneapolis, Minnesota. Laura has a Masters of Public Policy degree from the University of Michigan’s Gerald R. Ford School of Public Policy, and a B.A. in political science and philosophy from St. Olaf College.
Mark Seidenberg’s research is concerned with basic questions about the nature of language and how it is acquired, used, and represented in the brain. It has two complementary parts. One part concerns reading, a particular use of language. His main interest is in how reading skill is acquired by children, and the causes of dyslexia (reading impairments). He is also commited to exploring how the science of reading can contribute to improved educational performance; as part of that effort he is studying the persistently low reading achievement of minority children, many of whom are from low-income backgrounds. In practice his reading research involves behavioral and neuroimaging studies of children and adults, and the development of computational ("neural network") models of normal and disordered performance. The second part of his research concerns spoken language, particularly how it is acquired and the mechanisms underlying comprehension. He uses the same theoretical principles and methods in studying both reading and language. In both cases he wants to understand how the skill is acquired and its brain bases, using computational models as the interface between the two.
Sara Soleymani-Alizadeh is a practicing School Psychologist for the Milwaukee Public School District. In this capacity, she has been deeply involved in the initiation and implementation of PBIS and RTI systems. In addition to her involvement in the school setting, Sara is committed to
training, mentoring and supervising school psychology students during their practicum and internship years. She also serves as one of the mentors and trainers for first year psychologists. Furthermore, she works on a committee in conjunction with Children’s Hospital, who are researching and developing an anti-bullying curriculum known as ACT NOW! Prior to becoming a School Psychologist, Sara came from a teaching background, with a specialty in working with English Language Learners (ELL). At a very young age, she taught ELLs in Iran, where she was born and raised. Through her membership with the International Reading Association (IRA) Sara attended and presented at the IRA conference that was held in the Philippines. She toured with this group while working with ELLs in Malaysia, Singapore and Thailand. Currently, she continues her passion for international education by her involvement with the International School Psychologist Association (ISPA).
The Wisconsin School Psychologists Association (WSPA) is approved by the National Association of School Psychologists to offer continuing education for psychologists. The University of Wisconsin-La Crosse (UW-L) is approved by the American Psychological Association to offer continuing education for psychologists. WSPA and UW-L maintain responsibility for these programs and their content.
Hotel/Lodging
You may book a reservation using the Greater Madison Convention & Visitors’ Bureau online booking engine (powered by Regatta) by clicking here.
A limited block of rooms are available at Madison Marriott West and Comfort Suites:
Madison Marriott West - FULL 1313 John Q Hammons Drive, Middleton, Wis. Reservations can be made online or by calling 888.745.2032.
Room block expires: September 27, 2015
Please reserve your overnight accommodations early as there are a limited number of special rates available. Once a room block has filled and/or after room block expiration date, reservations received are subject to space availability and at prevailing room rates.
Refer to: Wisconsin School Psychologists Association 2015 | Group Code: WSPWSPA when making reservations.
Madison Marriott West room rates, per night: (best rate available for this time period)
$149 standard
Rates do not include sales or room tax. Please refer to the hotels website or contact them directly for Check-in and Check-out times, Services and Amenities, Directions, Parking/Shuttle Service and other hotel information.
Comfort Suites 1253 John Q Hammons Drive, Madison, Wis. Reservations can be made by calling 608.836.3033
Room block expires: September 27, 2015
Please reserve your overnight accommodations early as there are a limited number of special rates available. Once a room block has filled and/or after room block expiration date, reservations received are subject to space availability and at prevailing room rates.
Refer to: WSPA when making reservations.
Comfort Suites room rates, per night: (best rate available for this time period)
$70 single $80 double
Rates do not include sales or room tax. Please refer to the hotels website or contact them directly for Check-in and Check-out times, Services and Amenities, Directions, Parking/Shuttle Service and other hotel information.
The Wisconsin School Psychologists Association (WSPA) is approved by the National Association of School Psychologists to offer continuing education for psychologists. The University of Wisconsin-La Crosse (UW-L) is approved by the American Psychological Association to offer continuing education for psychologists. WSPA and UW-L maintain responsibility for these programs and their content.
Handouts
Web-based binder of handouts
http://www.livebinders.com/play/play_shared_binder/1839644?play_view=play
Access code: WSPAFALL15
The Wisconsin School Psychologists Association (WSPA) is approved by the National Association of School Psychologists to offer continuing education for psychologists. The University of Wisconsin-La Crosse (UW-L) is approved by the American Psychological Association to offer continuing education for psychologists. WSPA and UW-L maintain responsibility for these programs and their content.
