New Jersey Association of School Psychologists
2025 Winter Conference
Montclair State University
University Hall
Conference Center
1 Normal Ave
Montclair, NJ
December 12, 2025
Keynote Session -
Leading Today, Redefining Tomorrow
Shawna Rader Kelly, EdS, NCSP, NASP President 2025-2026
Whether providing direct support to students, consulting with families, collaborating with colleagues, or advocating at the systems level, school psychologists provide critical leadership within school communities. In this keynote session, NASP President Shawna Rader Kelly will highlight the dual impact of our profession: meeting the needs of today’s systems, schools, and students with expertise and compassion while striving for impactful, innovative practices to build a future where every child accesses the supports they need to thrive. Shawna will describe how school psychologists can respond to challenges, find strength through connection, and lead today to ensure that others realize a better, brighter tomorrow.
Shawna Rader Kelly is a nationally certified school psychologist in Bozeman, Montana. She completed her graduate training at the school psychology program at the University of Montana-Missoula and has spent the past 21 years as a school psychologist for the Bozeman Public Schools, serving students across grade levels and leading the school district’s crisis response team. Shawna has worked as an adjunct professor at Montana State University and as a consultant for the Montana Office of Public Instruction, providing training and technical assistance to schools implementing multi-tiered systems of support. Shawna is a frequent presenter at the state and national levels on topics including mental and behavioral health services, school-based threat assessment, school safety and crisis response, MTSS implementation, and professional supervision. An active volunteer leader, Shawna has served her state association as president and committee chair. She is a past Delegate to NASP and has served on the NASP Board of Directors as a Delegate Representative and Strategic Liaison for Professional Advocacy. Shawna is proud to serve as the NASP President (2025-2026). In 2017, Shawna was recognized as the NASP School Psychologist of the Year.
Morning Workshops
Workshop 1:
Understanding Dyslexia: Assessment and Intervention- Focus on assessment
This workshop has two parts and will focus on both assessment and evidence-based interventions for students who struggle to learn to read and spell. In the morning, the speaker will address the definition of dyslexia; the importance of assessing linguistic risk factors, including phonological awareness, orthographic processing, rapid automatized naming, and working memory. In the afternoon, the speaker will address the development of basic reading and spelling skills and the implementation of differentiated instructional methodologies for addressing specific types of word reading, reading rate, and spelling problems.
Learner Objectives:
1. Describe the multiple linguistic risk factors that can contribute to dyslexia.
2. Describe three major challenges in assessing students for dyslexia.
3. Identify evidence-based approaches for addressing the needs of students with dyslexia.
Nancy Mather is a Professor Emerita at the University of Arizona in Tucson. She has served as a learning disabilities teacher, a diagnostician, a university professor, and an educational consultant. She has published numerous articles and books and conducts workshops on assessment and instruction both nationally and internationally. Her most recent book on dyslexia is Essentials of Dyslexia: Assessment and Intervention, 2nd ed. (Mather & Wendling, 2024). She is a co-author of several widely used tests, including the Woodcock-Johnson IV and V. In addition, Dr. Mather and her co-authors have recently published the Tests of Dyslexia (Mather, McCallum, Bell, & Wendling, 2024), a comprehensive assessment that is designed to help identify dyslexia in individuals of all ages.
Workshop 2:
The Neuropsychology of Stress, Trauma and Anxiety: How to Develop a “Trauma Informed” School
AM/PM Session - This workshop is a half-day workshop with the same session running in the AM and PM.
According to the World Health Organization (2020), nearly half of all children worldwide, or approximately one billion children, suffer some form of violence each year. Exposure to trauma has been linked to a range of negative mental health outcomes including post-traumatic stress (PTSD), anxiety, depression, and learning difficulties. However, not all children exposed to trauma experience detrimental outcomes, as many children are capable of devising internal coping and resilience strategies to grow from these experiences. Therefore, this workshop will explore the neural underpinnings of stress, trauma, and anxiety in children and its subsequent impact upon learning and behavior. There will be a detailed discussion on specific brain regions impacted by trauma, as well as the relationship between anxiety and poor academic performance. Numerous and practical classroom interventions will be shared. Schools can enhance emotional wellness through early prevention efforts, appropriate assessment and screening techniques, and an improved school climate to foster emotional growth and resiliency for all children.
Learner Objectives:
(1). Discuss the prevalence of trauma and stress for school aged children, as well as the various sources from which trauma can occur.
(2) Explore key brain regions that are impacted when students experience stress and trauma, and the subsequent effect on academic and social skill development.
(3) Introduce the FACT trauma scale to measure the impact of trauma on academic and social-emotional functioning in a school environment.
(4) Review five essential steps toward the development of a “trauma informed” school
Steven G. Feifer, D.Ed., ABPdN is dually trained as both a nationally certified school psychologist and board certified pediatric neuropsychologist. He has more than 20 years of experience working directly in public education, and is currently in private practice assessing children in Frederick, Maryland. Dr. Feifer has earned numerous distinctions throughout his career including being awarded the Maryland School Psychologist of the Year, the National School Psychologist of the Year, and recently the Legends of School Psychology award. He remains a popular speaker at many state, national, and international conferences, and has authored eight books on learning and emotional disorders in children. Lastly, Dr. Feifer has also authored three tests on diagnosing learning disabilities in children, all of which are published by PAR.
Workshop 3:
Emotional and Behavioral Program Quality Indicators (EBPQI) The What and Why behind the EBPQI
The Emotional and Behavioral Program Quality Indicators (EBPQI), intended for Kindergarten through 12th grade, serve as a self- assessment and quality improvement guide for programs serving students in an emotional and behavioral (ERI) program. The need for developing, using, and evaluating ERI programs was initially proposed following a review of educational research and a rise in post-pandemic needs for behavioral, social, emotional, and academic support.
Alexandra Pensiero, Ed.D. Amanda Philip, & Damien Petrino from NJDOE
Workshop 4:
Stronger Together: Implementing Group CBT That Works in Schools
This session provides a practical guide for school psychologists and school-based mental health professionals seeking to implement Cognitive Behavioral Therapy (CBT) in group formats within school settings. Emphasizing a brief-care model, the workshop outlines how to use assessment data beyond eligibility to inform meaningful case conceptualization and intervention planning. Attendees will explore how a transdiagnostic CBT approach—unified and modular—can efficiently address a broad spectrum of student concerns such as anxiety, depression, and emotional regulation. Implementation strategies, group structure, session outlines, and tips for building student engagement will be highlighted. Participants will leave with concrete tools and examples for evidence-based and developmentally appropriate CBT groups in schools.
Learner Objectives:
1. Describe the core principles of CBT and how they apply in a group setting within a school context.
2. Apply a brief-care and transdiagnostic framework to group CBT implementation.
3. Identify practical strategies for designing and delivering effective, evidence-basedCBT groups tailored to diverse student populations.
Dr. Ray W. Christner, Psy.D., NCSP, ABPP, is a licensed psychologist and a certified school psychologist, a nationally certified school psychologist, and a nationally registered health service psychologist. He has expertise in both clinical and school psychology. He holds a board certification in behavioral and cognitive psychology and has been named a Fellow of the Association of Behavior and Cognitive Therapies (ABCT). Operating an independent practice in Hanover, Pennsylvania, Dr. Christner provides psychological and neuropsychological assessments, psychotherapy, and consultative services to children and adults across various psychological, developmental, behavioral, and educational continuums.
As an internationally renowned author and speaker, Dr. Christner has made significant contributions to his field through numerous books, book chapters, articles, and presentations. The Pennsylvania Psychological Association (PPA) awarded him the 2025 Distinguished Contribution to School Psychology Award. His book, Cognitive- Behavioral Interventions in Educational Settings: A Handbook for Practice (now in its 3 rd edition), has been translated into Japanese, Korean, and Romanian.
Dr. Christner is currently developing a new psychological test, the Christner Behavior and Adaptability System (C-BAAS), scheduled for publication by Psychological Assessment Resources (PAR) in 2026. Additionally, Dr. Christner shares his insights as the co-host of the podcast “Psyched to Practice” and the author of the Psychology Today blog, “Living Psyched.” His work has garnered attention from prominent media outlets, including Today, Parents, Newsweek, Lifehacker, ABC, Fox, Special Education Connection, and Authority Magazine, among others.
Afternoon Workshops
Workshop 5:
Understanding Dyslexia: Assessment and Intervention- Focus on intervention
Please Refer to Workshop 1 for description and presenter’s bio
Workshop 6:
The Neuropsychology of Stress, Trauma and Anxiety: How to Develop a “Trauma Informed” School
AM/PM Session- This workshop is a half-day workshop with the same session running in the AM and PM.
Please Refer to Workshop 2 for description and presenter’s bio
Workshop 7:
Teacher Safety, Wellbeing and Retention: School Psychologists as Change Agents
The US is experiencing trends of dramatic employee turnover in our schools. Current and future decisions to leave the field of education affect the quality of our schools and the next generations of learners, educators, and school leaders in the nation. Without question, feelings of safety at work are one fundamental factor of employee wellbeing. Over the past 20 years, a growing body of research has found educators as common targets of school violence (e.g., National Center for Education Statistics [NCES] 2022; Reddy et al., 2018). Educators experience a range of verbal and physical aggression including verbal or cyber, written threats, hitting, kicking, pushing and property damage (e.g., McMahon et al., 2024; Reddy et al., 2024) which have led to increased rates of stress, anxiety and intentions to transfer schools or quit the education profession (Perry, Reddy et al., 2024). With school teams, school psychologists are uniquely positioned to use research-based approaches and supports that address educator safety and wellbeing. This interactive workshop will present recent national findings on K-12th grade educators’ experiences of victimization and how victimization experiences impact wellbeing, safety and retention in schools. We will discuss the 2022 New Jersey Threat Assessment law and how school personnel can ensure equity-centered implementation. Finally, we will present research-based strategies school psychologists can use to promote school personnel safety and wellbeing.
Learner Objectives:
1. Attendees will learn K-12 grade school personnel and educator safety and retention concerns.
2. Attendees will become familiar with equity-centered school threat assessment approaches.
3. Attendees will learn research-based consultation/strategies for enhancing educator safety and wellbeing in schools.
Linda A. Reddy, PhD. is a Distinguished Professor of School Psychology in the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University (RU). Her research interests include (1) the development and validation of school/teacher assessment and interventions, (2) MTSS and school improvement, and (3) educator safety/wellbeing. Dr. Reddy has extensive large-scale school-based research and grant experience serving as a PI and Co-PI on numerous federal (IES, OSEP, US DOE) and foundation grants (over $64 million). She has over 175 publications and has received awards for her work (e.g., 2024 APA Division 16 Senior Scientist Award, 2022 Rutgers Board of Trustees Award for Excellence in Research; Faculty website). She is a member of the APA Task Force for Violence against Educators and School Personnel and APA Task Force for School Psychologist Burnout.
Workshop 8:
Ghosted, Grilled, and Everything in Between: Understanding and Working with Challenging Parents and Caregivers in Schools
Description: The purpose of this workshop is to help school psychologists examine their approach to working with families who present formidable challenges to the establishment of effective home-school partnerships. Participants will explore the presentation and possible drivers of 5 different types of challenging parent/caregiver behavior: (1) high-demand, (2) hard-to-reach, (3) low follow-through, (4) angry- combative, and (5) distrustful/resistant. Through case studies and role plays, participants will learn specific strategies for working with each type of parent/caregiver to increase the likelihood of effective collaboration.
Learner Objectives:
1. Examine current mindset and practices related to working with challenging
parents/caregivers
2. Describe the presentation and possible drivers of 5 different types of challenging parent/caregiver behaviors
3. Describe specific strategies for working with each of the 5 types of challenging parents/caregivers to increase the likelihood of effective collaboration
Linda M. Raffaele Mendez, PhD is Professor of School Psychology at Fairleigh Dickinson University (FDU). She has been training school psychologists for the past 29 years. She is the author of “Cognitive-Behavioral Therapy in Schools: A Tiered Approach to Youth Mental Health Services (Routledge, 2016) as well as over 40 peer- reviewed journal articles and book chapters. Dr. Raffaele Mendez’s teaching and research is focused on school-based mental health. She has a particular interest in working with families of children with special needs and promoting social justice in schools. She also is actively involved in grant work involving collaboration between FDU and local schools and has secured more than $6.5M in grants to provide school-based mental health services to K-12 students in NJ since 2019.
Networking Event
Join us back in the conference center for an opportunity to network and hear from others to help bridge areas of expertise in their regions as well as gain perspectives from across the state. Additional opportunities for Q&A from presenters of conference for further reflection may be available.
Conference attendees will receive 6 hours of Continuing Professional Development (CPD).
All sessions are NASP approved. NJASP is a New Jersey Department of Education
