Brynn Biggs

Brynn is a graduate of Texas A&M University and a former member of the Aggie Corps of Cadets and Fightn' Texas Aggie Band. She graduated with an undergraduate degree in Special Education and a Master's degree in Educational Psychology. After completing her master's degree she received her educational diagnostician certification from Stephen F. Austin University. Brynn has over ten years of Texas public school experience, which includes the roles of secondary special education teacher, transition specialist, and 18+ Programs Instructional Coach. During her time in Bryan ISD, she brought Project SEARCH to the district and oversaw its operations until her transition to the SCTN. Brynn also assists in leading district-level, state-level, and national-level professional development on various topics in the area of transition. Brynn is a wife and mother of 3 children and resides in Bryan/College Station with her family. She currently serves as project manager at The Garrett Center on Transition and Disability Services.

Kayla Daniel

Kayla met her husband while attending Baylor University. She earned a bachelor's degree in Secondary Education, specializing in English and Special Education. Using her study of English, her first career was in investment marketing. After ten years, she felt drawn to make a difference. She embraced a career in education and taught middle and high school for 12 years before earning her master's degree in Educational Leadership from Texas A & M University-Commerce. She then continued to serve as a district Transition and Employment Designee, Vocational Adjustment Coordinator, high school Assistant Principal, district Special Education Coordinator, and taught the special education content seminar for an alternative certification program. Most recently Kayla was an Education Specialist for the Region 12 Education Service Center in Waco, focusing on transition, accessibility, and inclusive practices for students with disabilities. She has been a guest lecturer in transition for several university teacher preparation programs and has trained many educators across the state through professional development and conference presentations. Kayla has a heart for homeless youth and young adults with disabilities and serves on multiple local, state, and national committees. She is part of Leadership Waco through the Greater Waco Chamber of Commerce. Kayla and her husband, Joe, live in the Waco area near their two adult daughters. She currently serves as content specialist/project coordinator at The Garrett Center on Transition and Disability Services.

Sasha Long, BCBA, MA

Sasha Long, BCBA, M.A., is the founder and president of The Autism Helper, Inc. She is a board certified behavior analyst and former special education teacher. Sasha shares strategies and best practices through her blog, podcast, membership, and online courses. Sasha travels internationally as a speaker and consultant providing individualized training and feedback to parents, educators, therapists and administrators in the world of autism. She is a former adjunct professor at The Chicago School of Professional Psychology. Sasha received her undergraduate degree in Special Education from Miami University and has a Masters Degree in Applied Behavior Analysis from The Chicago School of Professional Psychology.

Dr. Vickie Mitchell

Kelsey Ragan, PhD, LSSP, LP

Dr. Edward Schultz

The Region 12 Education Service Center

Kathryn Allen - General Education

Faith Foster - Federal Programs

Stephanie Londenberg - Special Education

Andi McNair - General Education

Ginger Rowe - General Education

Jennifer Serrato - Secondary Counseling

This 3-hour session is presented virtually and will end at 11:35am.

The goal for all general education and special education students is to be learning, engaged, and independent. Begin this process by identifying each learning and behavioral challenge as a Can’t Do or Won’t Do. Is the work or work process beyond your child’s skill level or is the motivation to complete the task not there? Explore learning obstacles by improving executive functioning skills. Learn how to identify executive functioning strengths and weaknesses. Match student strengths with activities they can excel at while simultaneously directly teaching skill deficits. For students who demonstrate the skills need but struggle with the motivation, add a proactive element to your behavior management system by implementing positive reinforcement to increase positive behaviors within your class. Learn best practices related to reinforcement and why it may not be working right now in your classroom. This session is jam packed with ready to use strategies for general education and special education classrooms.

Curriculum-Based Measurement: Assessing Reading (Waco AB)

Participants will be able to administer, score, and interpret CBMs in basic reading, fluency, and comprehension. CBMs target specific skills that take 1-4 minutes to administer. The data collected from CBMs can be used to establish present levels of performance to write measurable goals and monitor progress.

Diploma 101 (Pecan)

Join us for an overview of the requirements for a Texas High School diploma, and a general look at possible combinations and considerations of pathways for Foundation High School Plan students as they progress toward graduation. Participants will gain valuable knowledge of graduation plans, endorsements, testing, and other vital components of a diploma and how they pertain to the special and general education teachers.

To Refer or Not to Refer? That is the Question. (Mockingbird)

This session will provide participants with a framework for making speech referral decisions for multilingual learners. Though the session focuses specifically on speech-related decisions, the framework could be applied more broadly to other disorder-related decisions for multilingual learners.

Supporting Twice-Exceptional Learners in the Classroom: Identification and Strategies for Success (Lone Star)

Twice-exceptional (2e) learners are those who possess both high intellectual ability or giftedness, as well as one or more learning challenges or disabilities. These students may be overlooked or misunderstood in traditional educational settings, but with appropriate identification and support, they can thrive and make valuable contributions to the classroom. In this breakout session, we will explore the characteristics of 2e learners, the challenges they face, and strategies for identifying and serving them well in the classroom. We will discuss practical ideas and strategies for creating a supportive learning environment, such as personalized learning plans and differentiated instruction.  We will also explore innovative ways to look for giftedness in learners that may not be seen otherwise.  Attendees will leave with practical tools and resources for meeting the unique needs of 2e learners and helping them reach their full potential.

Considering Assistive Technology (Mockingbird)

Students in special education may require more than what we can directly provide without the supplement and/or supports of assistive technology.  Come and learn what to do when you suspect a need!  We will also explore the legal side in order to understand district responsibility to provide AT to students when needed as a part of a free appropriate public education.

Participants will be able to administer, score, and interpret CBMs in spelling, written expression, and mechanics. CBMs target specific skills that take 1-4 minutes to administer. The data collected from CBMs can be used to establish present levels of performance to write measurable goals and monitor progress. 

Power of Colors in Conceptualizing Math Concepts (Pecan)

Using colors when teaching math to students with special needs can greatly improve their understanding of concepts. Color coding helps students differentiate between numbers and operations, organize information, and remember important details. In this session, we will learn how to incorporate effective color-coding strategies to make math more accessible for our learners.

The Mysterious Functional Vocational Evaluation: What’s New and the How To (Bluebonnet)

The Functional Vocational Evaluation (FVE) has been a requirement in state and federal law for many decades, yet there has been very little guidance on what it is and how to do it. Some school districts even call the FVE and assessment (FVA) as though they can change the legal title. It is a misunderstanding of the FVE that results in errors, the use of a form from the district special education software, and marking on the IEP that none is needed when the same IEP document contains no discussion about the need or lack of need for an FVE. It’s a due process procedural error or compliance violation waiting to happen. Participants will learn the basics of considering the need for an FVE in the IEP Meeting, how to determine the priority information needed and plan the FVE, how to conduct an FVE, and when or if a report is necessary. Resources include an FVE planning tool, a transition assessment list for an FVE, and other tools to evaluate the functional side of vocational needs in career development for students with disabilities.

Supporting Twice-Exceptional Learners in the Classroom: Identification and Strategies for Success (Lone Star)

Twice-exceptional (2e) learners are those who possess both high intellectual ability or giftedness, as well as one or more learning challenges or disabilities. These students may be overlooked or misunderstood in traditional educational settings, but with appropriate identification and support, they can thrive and make valuable contributions to the classroom. In this breakout session, we will explore the characteristics of 2e learners, the challenges they face, and strategies for identifying and serving them well in the classroom. We will discuss practical ideas and strategies for creating a supportive learning environment, such as personalized learning plans and differentiated instruction.  We will also explore innovative ways to look for giftedness in learners that may not be seen otherwise.  Attendees will leave with practical tools and resources for meeting the unique needs of 2e learners and helping them reach their full potential.

Behavior Change - the Good, the Bad, and the Ugly (Waco CD)

This 3-hour session is presented virtually and will end at 4:00pm.

This 3-hour session will end at 4:00pm.

Participants will be able to administer, score, and interpret CBMs in math calculation and math applications. CBMs target specific skills that take 1-4 minutes to administer. The data collected from CBMs can be used to establish present levels of performance to write measurable goals and monitor progress.

Explicit Instruction (Pecan)

This session focuses on the importance of the explicit instruction framework and how it supports student learning. Topics include creating objectives, implementing proper teacher modeling, and providing multiple practice opportunities for students. Specific classroom examples will also be discussed. 

Evaluating and Improving Your Existing 18+ Programs (Bluebonnet)

Sam Houston State University’s Garrett Center members will present on the topic of Best Practices in 18+ Programs and Services. While federal law states students with disabilities may continue to age 21, state law mandates that students be served in age-appropriate instructional environments. The question for many is, what are age-appropriate instructional environments for students 18-21? What is the curriculum? What are the best practices for program development and improvement? Participants will learn to use free tools developed by the Garrett Center on Transition and Disability Studies to evaluate their own programs and discuss administrative barriers and solutions to implementing evidence-based 18+ programs/services.

Creating easily measured behavioral goals for an IEP is an important and helpful skill. This session will discuss goal creation, as well as methods for data collection and progress monitoring.

Curriculum-Based Measurement: Progress Monitoring (Waco AB)

Participants will be able to use CBM data to screen students, determine baselines, and set IEP goals. Determining rates of improvement (ROI) with this data will help the teacher understand the effectiveness of instruction and make necessary adjustments. Participants will be showed how to display data and use it to motivate learning. 

Explicit Instruction (Pecan)

This session focuses on the importance of the explicit instruction framework and how it supports student learning. Topics include creating objectives, implementing proper teacher modeling, and providing multiple practice opportunities for students. Specific classroom examples will also be discussed. 

How to Collect Behavioral Data for an IEP (Lone Star)

Creating easily measured behavioral goals for an IEP is an important and helpful skill. This session will discuss goal creation, as well as methods for data collection and progress monitoring.

The Importance of Transition Planning in Reducing Homelessness (Bluebonnet)

Young people with disabilities who experience additional barriers such as English language acquisition, ethnicity, gender identity, and racial minority experience homelessness more than the general community. Appropriate transition services are critical to preventing homelessness for students in marginalized populations. Participants will be able to: 1. Identify the barriers experienced by students and families from diverse populations. 2. Recognize the barriers that lead to homelessness. 3. Evaluate their local transition programs for their ability to reduce those barriers. 4. Learn changes to implement to improve student outcomes to reduce the risk of homelessness.