South Carolina Association of School Psychologists

Supporting learning and mental health of youth in South Carolina.

Events

 

Upcoming events

    • 05 Oct 2018
    • 10 Oct 2019
    • All over SC!
    Register

    Show your SCASP Spirit every day!

    Dress shirts, polo shirts, and tshirts available!


    • 21 Mar 2019
    • 7:30 AM
    • 22 Mar 2019
    • 5:00 PM
    • Hilton Myrtle Beach Resort
    Register

    Hard copy of registration form: SCASP Spring 2019 hard copy.docx

    Winthrop forms:  https://secure.touchnet.com/C20256_ustores/web/store_main.jsp?STOREID=22&SINGLESTORE=true

    SOUTH CAROLINA ASSOCIATION OF SCHOOL PSYCHOLOGISTS

    2019 Spring Conference

    March 21-22, 2019

    Myrtle Beach Hilton


    SCASP is approved by the National Association of School Psychologists to offer continuing education for school psychologists.  SCASP maintains responsibility for the program. 



    Rooms available at the

    Hilton Myrtle Beach Resort

    https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.hilton.com%2Fen%2Fhi%2Fgroups%2Fpersonalized%2FM%2FMYRBHHH-PSY-20190320%2Findex.jhtml&data=02%7C01%7CKelly.Cauble%40hilton.com%7Cf584c482662e4fa0cc1e08d640e9075d%7C660292d2cfd54a3db7a7e8f7ee458a0a%7C0%7C0%7C636767766917053612&sdata=PI3uDFB%2Bcwa9kP2PsgdXX20QIC0hGoC7gWzH1pFqpX4%3D&reserved=0

     


    CONFERENCE SCHEDULE

    Full-day Workshop

    Thursday, March 21, 2018

    7:30 AM – 8:30 AM Snacks/Coffee and Registration

    8:30 AM – 4:30 PM  Full-day Workshop (1 1/2 hour break for lunch)

              

    Friday, March 22, 2018

    7:30 AM – 8:30 AM Snacks/Coffee and Registration

    8:00 AM – 8:30 AM

    General Business Meeting

    8:30 AM – 4:30 PM  Full-day Workshop (1 1/2 hour break for lunch)

            

                      Full-Day Workshop  Thursday, March 21, 2018

    The Neuropsychology of Reading Disorders: An Introduction to the FAR

    Steven G. Feifer, D.Ed., ABSNP

    This workshop will examine reading from a brain-based educational perspective, and discuss current literacy trends in the United States. The primary focus of the presentation will be to differentiate “dyslexia” from other reading disorders, as well as to classify developmental reading disorders into four distinct subtypes. There will be a discussion matching each reading disorders’ subtype with scores of evidence-based interventions. The use of a neuropsychological paradigm to discuss multiple facets of the reading process including phonological processing, working memory, executive functioning, and orthographical processing will be featured. Lastly, the Feifer Assessment of Reading (FAR) battery, a diagnostic educational assessment designed to examine the underlying cognitive and linguistic processes that supports proficient reading skills, will be introduced. Specific learning objectives include:

    1) Examine current literacy rates in the United States and the prevalence rate of dyslexia.

    2) Discuss the four universal truths of reading and explain why relying solely upon IQ scores, RTI, or CHC theory can be misleading when identifying reading disorders in children.

    3) Introduce a brain-behavior model of reading by examining specific neural circuits that underscore phonological development, orthographic development, and comprehension skills.

    4) Discuss four subtypes of reading disabilities from a brain-behavioral perspective, and link scores of evidenced based interventions and relevant classroom strategies to address each subtype.

    5) Introduce the Feifer Assessment of Reading (FAR) as a more viable means to both diagnose and remediate subtypes of reading disorders using a process oriented approach to assessment.


    Full Day Workshop   Friday, March 22, 2018


    Integrating Academics, Behavior (engagement) and Social-emotional Learning within a Multi-tiered System of Supports (MTSS)


    Dr. George Batsche

    Virtually every expectation (task demand) that we have for students in school settings has academic, student engagement and social-emotional learning components.  The perspective that academic instruction, student behavior and student social-emotional needs are three separate entities is not supported either by logic nor the research.  This session will focus on both understanding of and developing skills in the integration of these three aspects of human performance into common school experiences.  This will require a few things.  First, educators (teachers, student support services staff, behavior specialists) must collaborate and align the work that they do in these areas.  Second, classroom instruction, particularly in Tier 1 (Universal Instruction) must incorporate these three components during the delivery of instruction.  Third, all of the tiers in a MTSS must align with the scope, sequence, pacing and context of instruction in Tier 1. 

    Objectives:

    • 1.       Develop a common language/common understanding of the differentiation between academics, behavior (engagement) and social-emotional learning skills.
    • 2.       Identify research that supports the relationship between integration and accelerated outcomes for students.
    • 3.      Develop skills in the integration of these components in the planning and delivery of instruction in Tier 1 and the alignment of instruction  (Academic, Behavior, Social-Emotional) in Tiers 2, 3 and Specially Designed Instruction.
    • 4.      Develop skills in the use of structured behavior supports to increase student engagement during the delivery of instruction across the tiers.
    • 5.      Develop a resource map demonstrating the integration of academics, behavior (engagement) and social emotional learning within a MTSS





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