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Spring Workshop
Friday, March 27th, 2026
In Person at the Harraseeket Inn, Freeport, Maine
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Virtual via Zoom
Morning Presentation:
From Avoidance to Attendance: Reengaging Students Through Assessment, Intervention, and Collaboration
Description: This presentation highlights the multifaceted nature of school refusal behavior and the pivotal role of school psychologists in promoting school engagement. Participants will be introduced to a function-based framework for assessment and intervention that integrates consideration of environmental factors influencing attendance. Presenters will model a systematic approach to conducting comprehensive assessments and developing case conceptualizations to guide targeted recommendations and interventions. This session will also address effective strategies for collaborating and consulting with caregivers, including the development of a practical Caregiver Action Plan.
Objectives: This session will help participants:
- Apply a function-based assessment framework to conduct comprehensive evaluations of school-refusal behavior.
- Identify and select evidence-based interventions aligned with the four functions of school refusal behavior.
- Develop case conceptualizations to guide targeted recommendations and interventions for school refusal behavior.
- Apply a culturally competent consultation framework to enhance caregiver collaboration and support school engagement.
- Design a Caregiver Action Plan to promote student attendance and engagement.
Afternoon Presentation:
Exploring Equitable Assessment Practices for All Students
Description: This session explores the ethical use of standardized assessments in school psychology, emphasizing NASP/APA principles. Topics include informed consent, cultural/linguistic considerations, test selection, and validity. Participants will analyze scenarios involving bias, misinterpretation, and use of results. The session also addresses emerging technologies, remote assessment, and confidentiality. Attendees will gain practical strategies to navigate ethical dilemmas and promote fair, accurate, equitable assessment practices for all students.
Objectives: This session will help participants:
- Identify key ethical principles from NASP and APA relevant to standardized assessment practices.
- Analyze real-world scenarios to recognize ethical challenges such as bias, misinterpretation, and appropriate test use.
- Apply ethical decision-making to emerging issues in assessment, including remote testing, technology use, and confidentiality.
Presenters:
Tom Brant, MA CAS
H. Thomas “Tom” Brant currently serves as the Director of Pupil Services for Amity Regional School District No. 5 in Woodbridge, Connecticut. Prior to this role, he was a School Psychologist at Newtown High School in the Newtown Public Schools. Tom is the National Association of School Psychologists (NASP) Delegate for the State of Connecticut and is a member of the NASP Board of Directors. He also contributes to national efforts in school safety and mental health as a member of NASP’s School Safety and Crisis Response Committee. He holds a Certificate of Advanced Studies and a Master of Arts in School Psychology from Fairfield University, and he completed his educational leadership coursework at Quinnipiac University.
Eric Elias, MS Ed, ABSNP
Eric Elias, MS Ed, ABSNP is a school psychologist in Meriden, CT. He is the 2026 National School Psychologist of the Year, Connecticut’s 2018 School Psychologist of the Year, and past president of the Connecticut Association of School Psychologists (CASP). Eric has over 35 years of experience as a school psychologist. He is a co-host of the successful podcast School Psyched. As an author, Eric has written a number of articles published in peer reviewed journals, contributed numerous articles for his state association newsletter and is published in the NASP Communique. Eric has supported the practice of school psychology on a national level through his past involvement on the NASP Communications Committee and presentations at state association conferences as well as the NASP annual conferences. Eric teaches assessment as an adjunct at both Marist College and Southern Connecticut State University, where he is also on the advisory board. Eric is passionate about social and emotional learning, social justice as well as evidence-based assessment, practice and interventions.
Courtney E. Huguenin, MS, NCSP
Courtney E. Huguenin, MS, NCSP is the NASP Delegate for New York, serves on the Board of the New York Association of School Psychologists, and is Co-Chair of the NASP Professional Communication Committee. She is in her 11th year as a school psychologist on Long Island, NY and previously worked as a special education teacher for the New York City Department of Education. Courtney earned her MA in Psychology in Education from Teachers College, Columbia University and her MS in School Psychology from St. John’s University. She is also a certified PREPaRE (3rd edition) trainer. Her professional interests include advocacy, chronic absenteeism and school refusal, crisis prevention and response, suicide prevention, and school-based counseling.
Registration Information
Full Day registration includes continental breakfast, lunch, and afternoon snack
MASP Member Pricing
In Person = $195.00
Virtual = $150.00
Northeast Regional Member Pricing
In Person = $195.00
Virtual = $150.00
Non-Member Pricing
In Person = $225.00
Virtual = $175.00
Student Pricing
In Person = $75.00
Virtual: $50.00
Retirees Pricing
In Person: $100.00
Virtual: $75.00
Online registration only
Registration closes
Wednesday, March 18, 2026
Schedule for the Day:
Registration: 8:00 AM
Am: 8:30 to 12:00 PM
Lunch: 12:00 PM to 1:00 PM
PM: 1:00 PM to 3:30 PM
Brochure: Spring Workshop 2026.pdf
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NASP Students Who Are Displaced Persons, Refugees, or Asylum-Seekers Link
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Minnesota School Psychology Association (see below)
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MASP member shared the steps their district put in place: (see below)
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UCLA Psychology Howard Adelman: adelman@psych.ucla.edu
- NASP: Support Safe Learning Environments (Link)
Clinical K-12 met to discuss any families of concern and have some strategies in place:
- IF they have rapport with any of these families, they are reaching out and reminding them of what we can help with
- Monitor attendance and notice who may have stopped coming to school
- Do a home visit if deemed helpful
Our community fund (i.e., usually used for Thanksgiving time and holiday support) assists families with:
- Food, supplies, and transportation (this is a bit trickier)
- Anyone in the community can donate to the community fund
- We are currently requesting Hannaford gift cards or just money
- We are sending out communications to ALL families to update their emergency contact info in our databases. Additionally, in a separate email, we remind them of the community fund and what we can assist any family in need with. We have a point person who will field these requests.
Additionally, because we cannot bring politics into the schools, we are directing community members who have time and will to create a social media platform where they may come together to assist members of the community in ways that schools cannot. I believe the Lewiston group is providing safe housing and transportation.
A reminder that as school employees, our behavior and actions during work hours and on campus will impact our employability. However, when we are off the clock, that is our own time. We do not represent the school district. (With regards to protests)
Another Resource
Supporting Students Distressed by ICE Actions: What Schools Can Do:
In times of heightened immigration enforcement activity, schools often become the emotional anchor for students who feel afraid, confused, or unsafe. For many children – whether undocumented themselves, part of mixed-status families, or simply empathetic peers – news of ICE actions can trigger significant distress.
Schools cannot control federal policy, but they can shape how students experience safety, belonging, and stability during uncertain moments. The role school staff play is to ensure that campuses function as protective, supportive environments where every student has the opportunity to learn without fear. The message to students must be unwavering: You are safe here, and we will support you.
What’s Can Schools Do?
- Schools can reaffirm their commitment to being safe and welcoming spaces. Students need to hear – in age-appropriate, non-political language – that their school will protect every student’s right to learn. Districts can clearly communicate that immigration enforcement officers are restricted from entering school campuses without proper legal documentation, consistent with long-standing federal guidance. When communicated calmly and consistently by trusted adults, these assurances help reduce anxiety and counter the spiraling fear that often travels rapidly through student communities.
- Access to student/learning supports can be made highly visible and signal to students that it’s normal, acceptable, and easy to seek help. Students distressed by ICE activity can be expected to exhibit symptoms such as difficulty concentrating, irritability, absenteeism, or sudden withdrawal
- Teachers can work with counselors, psychologists, and other support staff to learn more about how to address student concerns without political debate, shifting instead toward reassurance, empathy, and problem-solving. Brief classroom conversations that normalize feelings – while maintaining focus on learning – can help students breathe, settle, and re-engage academically.
- Schools can strengthen communication with families. Fear related to enforcement actions can lead to confusion about attendance, transportation, or school events. Clear, multilingual communication – shared through trusted channels such as community liaisons, parent centers, or local organizations – helps families understand both their rights and the school’s role. Schools will avoid giving legal advice, but they can direct families to reputable, community-based immigration support organizations for accurate information and services.
- Educators can preserve stability by protecting routines. Consistency is a powerful antidote to fear. Keeping classrooms predictable, maintaining regular schedules, and reinforcing positive relationships with adults help students regain feelings of personal control.
- Finally, schools can enhance connections with community resources. Local nonprofits, cultural organizations, legal aid groups, and mental health providers often have deep ties to immigrant communities and can offer both expertise and continuity of care. Coordinated support ensures that students and families do not navigate fear or trauma alone and that resources remain available beyond the school day.
In moments of community distress, schools have an opportunity to embody their core mission: supporting the whole child. By offering safety, support, clear communication, and stable routines, schools can help students and their families weather fear with resilience and dignity.
MASP Spotlight |
National Association of School Psychologists
We’re proud to share our feature from All Access with Andy Garcia, spotlighting how school psychologists help children thrive at school, at home, and in life.
School psychologists bridge mental health and learning to create safe, supportive, and equitable schools for all students.
Watch our full story and share to help raise awareness about the critical role of school psychologists.
Who are School Psychologists? What can they do for you?
2021 Practice Model Brochure FINAL WEB.pdf Who Are School Psychologists Infographic_2020.pdf Member Recognition If you know of a MASP member who is serving our field well and deserves to be recognized (including yourself!), please let us know by filling out
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MASP Executive Board
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MASP Committees
Please contact a committee chair if you have questions about work related to a committee
Nominations & Elections Chair: |
Professional Standards Co-Chairs: Ruth Crowell rcrowellmasp@gmail.com | Looking for meeting minutes? For committee meeting minutes go to the committee page. For Executive Board minutes, go to Executive Board Meetings and Minutes |
| Contact US PO BOX 443 Bridgton, Maine 04009 maineasp@gmail.com www.masponline.net |
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