Spring Institute 2022 Handouts

Thursday Keynote

W-02: COVID-Related Learning Loss: General and special education solutions to COVID-related learning loss

W-03: Behavior Interventions

W-04: Conducting A Bilingual Assessment Using the Woodcock-Johnson IV Oral Language (WJ IV OL) and the Batería IV Woodcock-Muñoz (Cognitive and Academic)

W-05: Rethinking Inqlusion: Embedding LGBTQ+ Affirming & Inclusive Approaches Into Your Practice

W-06: Ethics for School Psychologists: Challenges and Opportunities

W-07: Essential Counseling Skills for School Psychologists

W-08: Introduction to Educationally Related Mental Health Services and Assessments for School Psychologist

W-09: Disrupting Consequences of School-Based Burnout and Trauma-Related Employment Stress

W-10: Legally Defensible Practices in Assessment and Report Writing

W-11: Hot Legal Topics for LEPs

W-13: Strength-based approach to service delivery for English language learners, refugees, and displaced students and parents: Ways for school psychologists to deliver support and services

W-14: Becoming a Licensed Educational Psychologist

W-15: The Business of Being a Licensed Educational Psychologist

W-17: W-16: Identification of Dyslexia: Consideración de Identification of Dyslexia en populaciones Bilingües y no Bilingües


W-17: Social Capital. Moving Beyond Social Emotional Learning: How building bridges and intentional connections with and for students in the educational setting increase access and bring greater equity of opportunity


W-18: School Psychologists: Assessors for Special Education Eligibility or Multifaceted School-Based Practitioners?

W-19: African American special education assessment given CDE’s 1992 Legal Advisory and 1997 Memorandum: Where are we now and what is expected of school psychologists to help IEP teams determine eligibility.


W-20: Compliant, Best Practice Assessment of English Learners


W-21: Psychological Assessment Rounds Presented by PAR Inc. – ADHD, LD, or both?


W-22: Assessment of Dyslexia