School Psychology

Conference Program


The Temple University School Psychology Program, the Association of School Psychologists of Pennsylvania,  and the School District of Philadelphia invite you to join us for the

35th Annual School Psychology Conference

Equity: Ensuring Access for All Children
March 11, 2016

Schedule of Events
Time Description


Registration and Continental Breakfast

Howard Gittis Student Center, “The Underground”


Welcome and Remarks


Keynote Address - Are we helping all the children we are supposed to be? Evidence and implications of racial and ethnic disparities in special education service receipt in the U.S.

Presenter: Paul Morgan, PhD

This session overviews recent evidence indicating that children who are White or English-speaking are more likely to be identified as having disabilities and so receive additional supports and services than otherwise similar children who are racial, ethnic, or language minorities. Reasons as to why this more recent evidence advances prior understanding on minority disproportionate representation will be presented, as will non-technical reporting on the new findings to show that they are robust to alternative explanations. Potential underlying mechanisms that may be resulting in the disparities will be surveyed. Implications and possible ways in which school psychologists can address these disparities within school-based contexts will also be detailed.

Workshop Objectives:

Participants will:

  • Describe cultural or language factors that may be resulting in racial and ethnic disparities in disability identification and treatment.
  • Describe cultural or language factors that may be resulting in racial and ethnic disparities in disability identification and treatment.
  • Detail at least two potential ways that school psychologists can ensure that minority children with disabilities are being appropriately identified and helped.


Morning Workshops

Building early language and literacy skills among children at risk
Presenters: Barbara Wasik, PhD, and Annemarie Hindman, PhD

This session will focus on applied content about early language and literacy. The presentation will begin with a brief description of how the availability of high-quality early literacy experiences differs across socioeconomic and linguistic lines; as well as an explanation of how this equity issue has serious repercussion for reading achievement. Subsequently, we will briefly discuss the core skill sets that comprise early language and literacy development from preschool through third grade, with special emphasis on vocabulary learning. Thereafter, the session will discuss four key cognitive principles of how children learn words and describe how teachers and families can apply this content to children’s early learning experiences.

Workshop Objectives

Participants will:

  • Identify foundational language skills including vocabulary
  • Describe foundational literacy skills
  • Design and implement effective lessons, drawing on cutting-edge empirical work, to support children’s learning

The new UNIT 2
Presenter: Lauren DeFrancesco, M.S.

This session will provide an overview of the new UNIT 2, who it is most appropriate to administer to, as well as a preview of some of the new subtests and changes since the first edition.

Workshop Objectives

Participants will:

  • Identify how the UNIT 2 can provide a more equitable assessment of abilities
  • Explain when to use the UNIT 2 versus traditional cognitive assessments and the landscape of our clients/students
  • Describe the new test and the changes since the first edition




Afternoon Workshops

Contemporary ethical issues in school psychology
Presenter: John Garruto, D.Ed., NCSP

This session will focus on a various ethical dilemmas commonly faced by school psychologists and provide strategies for working through them. This presentation will include discussion about:

  • Brief overview of the NASP Principles for Professional Ethics and NASP Practice Model
  • Use of the eight-step problem-solving model as a framework for viewing and responding to ethical dilemmas.
  • Confidentiality and privileged communication
  • Student records and the Family Educational Rights and Privacy Act and
  • Other issues related to ethics in school psychology.
Workshop Objectives

Participants will be able to:

  • Apply the use of the 8 step problem-solving model in ethical decision making
  • Give examples of how the NASP Principles for Professional Ethics applies to applied school psychology practice.
  • Explain how the Family Educational Rights and Privacy Act applies to the daily practice of a school psychologist
  • Distinguish the difference between confidentiality and privileged communication and corresponding ethical requirements

Developing LGBQ/T Skills in Educational Settings
Presenter: Jaymie Campbell, M.A., Mazzoni Center, Philadelphia

In this training, participants will be introduced to ways they can develop their skills for working with LGBQ/T students. Using experiential activities to enhance learning, the facilitators will guide participants on a journey of learning culturally competent approaches to improving school climate for students of all genders and sexualities. The training content includes comprehensive sexuality content related to 4 constructs of sexuality that are often conflated and confused, what educators can do to support youth who are struggling because of internal and external barriers related to gender identity and sexual orientation, and how educators can establish themselves as resources for LGBQ/T youth using the Gender Toolbox.

Workshop Objectives

Participants will:

  • Differentiate the categories of natal sex, gender identity, gender expression, and sexual orientation
  • Establish a working knowledge of LGBQ/T terminology and identities
  • Identify personal attitudes and beliefs about LGBQ/T communities
  • Identify 3 tools for improving school climate for LGBQ/T students
  • Practice using culturally competent strategies for working with LGBQ/T students using school based case scenarios prepared by the facilitators
Reception (separate registration/ticket is required)

Reception (Immediately Following)

Please join us to honor our Emeritus professors Joseph Rosenfeld and Trevor Sewell. A reception will be held immediately after the conference from 4:30 to 6:30 in Ritter Annex room 179 (in the Shimada Resource Center). Light refreshments will be served. Tickets are required and can be purchased during registration or on-site.

**REMINDER: Lunch is on your own.  A food court is available in the building and a list of nearby restaurants will be provided at the conference.  A limited number of rooms are available at the Conwell Inn on the Temple Campus for the evening of March 11.  For more information, call the Conwell Inn at 215-235-6200 or visit their website**