Special Education Conference
This annual event is perfect for educators who support students with disabilities in all instructional settings.
Through interactive sessions, expert presentations, and quality discussions, participants will gain strategies to set the foundation for inclusive learning. The conference format is guilt around 4 learning strands: accessibility, assessment, behavior/SEL, and instruction. This ensures that all participants will have a variety of options to meet their needs. We will focus on the importance of collaboration, evidence-based practices, and empathetic understanding in creating environments that celebrate diversity and enable a brighter future for students with special needs.
Schedule
| 8:30 am - 9:00 am | Check-In & Registration |
|---|---|
| 9:00 am - 10:10 am | Session 1 |
| 10:10 am - 10:25 am | Break: Snacks in Break Rooms 1 & 2 |
| 10:25 am - 11:35 am | Session 2 |
| 11:35 am - 1:00 pm | Lunch on Your Own |
| 1:00 pm - 2:10 pm | Session 3 |
| 2:10 pm - 2:25 pm | Break: Snacks in Break Rooms 1 & 2 |
| 2:25 pm - 3:35 pm | Session 4 |
| 3:35 pm - 3:45 pm | Exit Survey |
Presenters
Dr. Deidre Gilley
Ph.D
Dr. Deidre Gilley is an assistant professor in the Department of Educational Psychology at Baylor University’s School of Education, specializing in special education. She is also an affiliate faculty member of the Baylor Center on Developmental Disabilities. She earned her doctorate and master’s in Curriculum and Instruction from Florida State University, with a focus on transition and individuals with intellectual and developmental disabilities (IDD). Her research examines in-school predictors of post-secondary success for individuals with IDD, emphasizing curriculum access and self-determination skill development. Dr. Gilley’s work employs mixed-methods and single-case design to identify and validate evidence-based practices for math instruction and self-determination. Her research has been published in several top special education journals. Previously, she worked as a special education teacher, directed a transition program, and has international experience teaching and consulting in Madrid, Spain.
Nancy Disterlic Hannagan
CALT, LDT
Nancy graduated from the University of Oklahoma with a Bachelor of Arts in Early Childhood Development and earned a Master of Arts in Teaching (Multi-Sensory Instruction) from Dallas Baptist University. She taught in Keller ISD for 12 years in both elementary and high school as a classroom teacher, dyslexia therapist, and special education teacher for students with autism. Nancy served as the Regional Dyslexia Consultant for over 150 districts in the Dallas area for the Region 10 ESC where she trained teachers and administrators in current laws and best practices. She is currently the owner of Dyslexia Connects, a teacher training company, and is a member of the Academic Language Therapy Association. Nancy enjoys serving districts and students to develop the skills to become independent and confident. She offers a new perspective for teachers working with students who have dyslexia.
Dr. Edward Schultz
Ph.D
Dr. Edward Schultz is a full professor at Midwestern State University, where he has trained special educators and educational diagnosticians for the past twenty years. He also provides professional development and consultations to numerous school districts nationwide and consults with state departments. He is a co-architect of the Core-Selective Evaluation Process (CSEP) for SLD identificationand interests include SLD/Dyslexia identification, multi-tiered systems of support (MTSS), and school improvement.
Anissa Moore
M.ED,BCBA, LBA
Anissa Moore has worked in the field of public education for over 30 years, balancing research-based strategies with engaging and interactive staff development for educational teams. As a former special educator, early childhood educator, district administrator, and college professor, she now focuses on supporting staff all across the United States in their goal of meeting the needs of students while sustaining their passion for education. She currently reside in the San Antonio, Texas area with her husband and teenage daughter.
Dr. Qunisha Johnson
Ph.D
Dr. Qunisha Johnson is a true Texas scholar, with a Bachelor of Arts degree in psychology from the University of Texas in Austin, a Master of Arts in professional counseling from Texas State University, and a Doctorate of Education focused on educational leadership from Tarleton State University. She has an extensive background in education, with 15 years of experience, including 10 years as a school counselor for grades K-12. Presently, she serves as the principal of University High School in Waco, TX. Her current school has several students that are served under special populations. Driven by her passion for creating comprehensive social and emotional learning (SEL) programs, she has spearheaded diversity, equity, and inclusion initiatives across multiple schools. She has also worked with her campuses bridge and foster the relationship between emotional well-being and servicing students with disabilities. She was the recipient of the 2023 Blumberg/Pajak Scholar award for her research on retaining teachers of color, under the supervision of Dr. Don Beach. Dr. Johnson leads with the belief that everyone can overcome obstacles, shatter ceilings, and build bridges so people can edify and elevate each other.
Natalie Salazar
Natalie Salazar is an educator and advocate for inclusive education. As a proud Baylor University School of Education alumna, she currently serves as an Early Childhood Special education (ECSE) teacher at Robinson ISD. Before and during her current role, Natalie dedicated seven years to HEROES, a distinguished nonprofit organization in the DFW area. This organization, founded and led by special education teachers, specializes in providing therapeutic and community-based experiences for individuals with disabilities ages 3+. Through Robinson ISD, Natalie has secured $6,000 in funding to establish an accessible playground and implemented a successful program teaching general education students about environmental supports and Alternative and Augmentative Communication (AAC), fostering a more inclusive and understanding school environment.
Arash Abnoussi - Federal Programs
David Baker - Klaras Center for Families
Ross Caraway - Special Education
Michele Craig - Special Education
Faith Foster - Federal Programs
Konnette Koen - Special Education
Stephanie Tanksersley-Savage - Special Education
Session 1
Accessibility
Preparing for the Future: A Wholistic Approach to Transition Planning (Dr. Deidre Gilley, Mockingbird) - This session provides an overview of meaningful transition planning for students with intellectual and developmental disabilities across the core domains of post-secondary life: education, employment, and independent living. Attendees will explore the Taxonomy for Transition Planning, effective assessments, and strategies for creating individualized, outcome-oriented plans to support successful post-graduation transitions.
Dually Identified Technical Assistance Guide (Faith Foster, Pecan) - Come work through the Dually Identified Technical Assistance Guide to help understand how to better identify and provide collaborative support for Emergent Bilingual students.
Assessment
Curriculum-Based Measurement: An Essential Teaching Component - Parts 1 & 2 (Dr. Ed Schultz, Bluebonnet) - Part 1: Learning can only be measured by teachers who understand the reciprocal nature of teaching and assessment. This session will introduce and demonstrate how curriculum-based measurement (CBM) can be used to establish baseline and instructional levels quickly. Demonstration of CBMs for math, reading, and writing will be included. Part 2: Goals must be set to assess learning, and performance data must be collected during instruction. Participants in the session will learn and practice how to set goals, determine rates of improvement (ROI), and when to make instructional adjustments. In addition, how to use CBMs to develop impact statements and IEP development will be presented. This session ends at 11:35am.
Behavior/SEL
From Power Struggle to Positive Response: Working with Emotional Disability, Oppositional Defiance, and Frequent Non-Compliance (Anissa Moore, Waco CD) - If you work with students with challenging behaviors, does every day sometimes feel like a power struggle? Learn why persistently on-compliant students may engage in argumentative behaviors including the motivation to "fight, flight, or freeze." Participants will be able to (1) identify antecedents that contribute to noncompliance, (2) apply antecedent manipulations (such as "neutral zones") that can decrease the probability of power struggles, and (3) reinforce replacement behaviors based on individual student interest and motivation. This session will empower educators to sharpen their existing tools and allow students to excel in any classroom! This session ends at 11:35 am.
From "They can't . . . " to "I need . . . so I can . . ." (Dr. Qunisha Johnson, Lone Star) - Too often, students with disabilities are defined by what they can't do rather than what they need to succeed. We will discuss how to thoughtfully add, adjust, or reduce accommodations, services, and supports for students while ensuring they have the tools necessary for success.
Instruction
How to Maximize Stamina and Engagement for Students with Dyslexia (Nancy Disterlic Hannagan, Waco AB) - Dyslexia is more than a reading disability! Students with dyslexia spend countless hours working to improve phonological deficits which is a necessary part of their progress. However, another key element to include in the intervention time is teaching them how to access their visual thinking ability to interact with reading, problem solving, math, and comprehension. When students have an accurate perception of how their brain works, they develop skills to regulate and organize learning. this session includes mini lessons that focus on the value of visual thinkers and how to access those skills to learn difficult concepts. This session ends at 11:35 am.
Overview of the Principles of Universal Design for Learning (Michele Craig, Brazos) - Participants will get a basic overview of the UDL framework, including its structure, and the research behind it. You will understand the alignment between the three brain networks for learning and the three USDL guiding principles.
Session 2
Accessibility
SpEd 101 (Stephanie Tankersley-Savage, Pecan) - This session is designed for school staff to enhance their understanding of special education principles, laws, and best practices. Participants will gain the knowledge and skills necessary to effectively support students with diverse learning needs, foster inclusive environments, and lead their teams in implementing successful special education programs.
Assessment
Curriculum-Based Measurement: An Essential Teaching Component - Parts 1 & 2 (Dr. Ed Schultz, Bluebonnet) - Continued from session 1.
Behavior/SEL
From Power Struggle to Positive Response: Working with Emotional Disability, Oppositional Defiance, and Frequent Non-Compliance (Anissa Moore, Waco CD) - Continued from session 1.
From "They can't . . . " to "I need . . . so I can . . ." (Dr. Qunisha Johnson, Lone Star) - Too often, students with disabilities are defined by what they can't do rather than what they need to succeed. We will discuss how to thoughtfully add, adjust, or reduce accommodations, services, and supports for students while ensuring they have the tools necessary for success.
Instruction
Beyond the Basics: Igniting Mathematical Problem Solving in Students with IDD (Dr. Deidre Gilley, Mockingbird) - This session will provide attendees with a general overview of how to provide meaningful, high-quality mathematics instruction to students with intellectual and developmental disabilities. Attendees will learn how to align their instruction to grade level standards, incorporate research- and evidence-based mathematics practices within instruction, and differentiate their instruction aligned to their students' unique needs.
How to Maximize Stamina and Engagement for Students with Dyslexia (Nancy Disterlic Hannagan, Waco AB) - Continued from session 1.
Overview of the Principles of Universal Design for Learning (Michele Craig, Brazos) - Participants will get a basic overview of the UDL framework, including its structure, and the research behind it. You will understand the alignment between the three brain networks for learning and the three USDL guiding principles.
Session 3
Accessibility
Rethinking Accommodations (Nancy Disterlic Hannigan, Waco AB) - Many students with dyslexia rely on teachers to provide accommodations, often based on the teacher's preference, resources, and style. However, students should be intentionally taught how to use accommodations so they can take ownership of their learning. this session focuses on guiding conversations that help students understand their needs and choose accommodations that work for them. While improving reading skills is important, students with reading disabilities also need support to navigate, engage, and succeed in school. Learn how to create simple, targeted activities that give students small successes while building their confidence and motivation. These strategies will help students become more independent in reading, intervention, and beyond. This session ends at 3:35 pm.
Building Expertise in the 13 Disability Areas (Konnette Koen, Pecan) - This session is designed to help build an understanding of the 13 disability areas outlined in special education law. Participants will enhance their practice and be able to foster a more accessible educational experience for all learners by exploring each category, learning about the unique characteristics, challenges, and support strategies associated with disabilities.
Assessment
Evaluating and Improving Student Outcomes: How to Get the Most out of Your Data (Dr. Deidre Gilley, Mockingbird) - This session will equip the audience with practical strategies to be successful in "making the most out of their data." Participants will first explore the purpose and importance of appropriately collecting data aligned with instruction. Second, they will identify the role of data in identifying student needs, evaluating progress, and adjusting instruction in order to improve student outcomes. Third, session attendees will learn a range of data collection methods and how to appropriately align them with what instructional strategies they are using. Lastly, participants will learn how to analyze their data in order to make well-informed instructional decisions aligned to their students' needs and learning trajectory. An emphasis will be placed on using data to personalize the learning environment and classroom instruction while also prioritizing the implementation of research- and evidence-based practices. Participants will leave with tools and strategies for effectively using data to drive instruction and improve student achievement. This session ends at 3:35 pm.
Using Reading Inventories to Plan Effective Instruction (Dr. Ed Schultz, Bluebonnet) - According to the Dyslexia Handbook, effective teachers use integrated reading instruments to diagnose reading development and comprehension. This session will demonstrate how using reading inventories can help us identify a student's instructional levels, develop IEP goals, and inform instruction. In addition, running records and the quick phonics screener (QPS) will be highlighted to obtain a complete profile of student reading.
Behavior/SEL
Fostering a "No Squirrel!" Zone: Proactive Strategies for Working with Students with ADHD (Anissa Moore, Waco CD) - If you work with students with challenging behaviors, does every day sometimes feel like a power struggle? Learn why persistently non-compliant students may engage in argumentative behaviors, including the motivation to "fight, slight, or freeze." Participants will be able to (1) identify antecedents that contribute to noncompliance, (2) apply antecedent manipulations, such as "neutral zones," that can decrease the probability of power-struggles, and (3) reinforce replacement behaviors based on individual student interest and motivation. This session will empower educators to sharpen their existing tools and allow students to excel in any classroom. This session ends at 3:35 pm.
TEA SPED Discipline Flowchart (Ross Caraway, Lone Star) - The TEA's "Discipline Flowchart for Students Identified with or Suspected to Have a Disability under IDEA" was designed to help administrators and special educators clarify disciplinary decisions as well as required actions associated with those decisions. Our goal in this training is to guide you through the flowchart and make the process less daunting. This session is aligned with the behavior components of the TEA-required self-assessments and SPP Indicator 4.
Instruction
All My Stripes: Using Literature to Proactively Teach Uniqueness in the Classroom (Natalie Salazar, Brazos) - A presentation showcasing the powerful impact of using "All My Stripes" by Shaina Rudolph and Danielle Royer to Foster inclusive practices in general education classrooms. Through systematic implementation, the book facilitates meaningful conversations about neurodiversity, individual differences, and classroom community. Attendees will see real examples from a classroom in region 12 demonstrating how the book can be used to enhance peer understanding of autism and other disabilities. The session highlights strategies to naturally integrate discussions about accommodations and strengthen collaboration between general and special education. Participants will gain access to ready-to-use presentations an resources for teaching students about inclusivity. By bridging theory and practice, this presentation showcases how literature can transform classroom culture and promote lasting acceptance of differences.
Session 4
Accessibility
Rethinking Accommodations (Nancy Disterlic Hannigan, Waco AB) - Continued from session 3.
SpEd Panel Q&A (ESC Region 12 Special Education Department, Bluebonnet) - Join the ESC Region 12 specialists for an informative Q&A session designed to address the most frequently asked questions from educators in our region. From IEP implementation and behavior supports to compliance concerns and instructional strategies, this panel offers practical guidance and expert insight.
Assessment
Evaluating and Improving Student Outcomes: How to Get the Most out of Your Data (Dr. Deidre Gilley, Mockingbird) - Continued from session 3.
Behavior/SEL
Fostering a "No Squirrel!" Zone: Proactive Strategies for Working with Students with ADHD (Anissa Moore, Waco CD) - Continued from session 3.
Recognizing and Responding to Trauma and Grief (David Baker, Lone Star) - Trauma and grief in individuals with developmental disabilities often go unrecognized or are misunderstood. These individuals experience loss, abuse, neglect, and other traumatic events just as others do - but they may not have the language or emotional tools to express their pain in expected ways. Recognizing and responding to trauma and grief individuals with developmental disabilities (DD) requires sensitivity to how these experiences may be expresses differently due to cognitive, communicative, or emotional differences. In this session, we aim to understand trauma in a broad and inclusive way, recognize the effects of trauma on people with IDD, and apply trauma knowledge to helping people with IDD.
Instruction
All My Stripes: Using Literature to Proactively Teach Uniqueness in the Classroom (Natalie Salazar, Brazos) - A presentation showcasing the powerful impact of using "All My Stripes" by Shaina Rudolph and Danielle Royer to Foster inclusive practices in general education classrooms. Through systematic implementation, the book facilitates meaningful conversations about neurodiversity, individual differences, and classroom community. Attendees will see real examples from a classroom in region 12 demonstrating how the book can be used to enhance peer understanding of autism and other disabilities. The session highlights strategies to naturally integrate discussions about accommodations and strengthen collaboration between general and special education. Participants will gain access to ready-to-use presentations an resources for teaching students about inclusivity. By bridging theory and practice, this presentation showcases how literature can transform classroom culture and promote lasting acceptance of differences.
All in for Access: Math Moves That Work (Arash Abnoussi, Pecan) - Get Ready to explore simple, powerful strategies that make math more accessible for SpEd and dually identified EB students. This session offers practical tools you can use right away to support learning, boost confidence, and create meaningful access for all grade levels. Although this information is geared toward twice-exceptional students, the strategies are extremely beneficial for all students.