Building Better Behavior Conference
- event_available
- placeAustin (Main Campus)
- grade6 CPE Credits
- local_offer$150
Welcome to the Building Better Behavior Conference 2026—a comprehensive professional development experience crafted to empower Pre-K through 12th grade educators and administrators in fostering positive behavior and supportive learning environments. This conference offers targeted sessions tailored for various educational roles, ensuring each participant leaves equipped with actionable strategies to transform their practice. See the tabs for more information about the Conference program!
Conference:
Friday, June 5, 2026
9 AM–4 PM
6 CPE Credits
$150
At ESC Region 13, Austin
Register here
Early Bird Discount Available
Register before May 5, 2026 and receive 20% off by using the code "Early Bird" when registering.
Speakers
Jessica BeecherJessica Beecher, Ed.S, BCBA, LBA TX, has been in education working with and advocating for children and teens with intensive behavioral needs for over 23 years. A New England native, she earned her degrees from Boston College and Simmons College, focusing on Elementary, Special, and Behavioral Education. Jessica is a Board Certified Behavior Analyst (BCBA) and is passionate about sharing the neuroscience behind behavior with kids and adults alike. She absolutely believes that there are NO BAD KIDS and that problems can be solved with compassion and a touch of fun. Jessica currently works at Hutto ISD as the district’s Behavioral and Social Education Coordinator. |
Fabiana Bezerra, LSSP, NCSPFabiana Bezerra, LSSP, NCSP, joined ESC 6 as a Behavior Specialist for Special Education in 2020. Prior to that, she worked for more than 25 years in Texas public schools providing a variety of specialized services pertaining to crisis management, behavior programming, assessment, counseling and psychological services. |
Zona M DarganWith over 15 years of experience leading teams in early childhood education and organizational management, Zona Dargan specializes in empowering leaders to build strong, motivated staff through coaching and positive guidance. Her expertise in shifting leadership from rule enforcement to supportive coaching helps administrators foster collaborative, high-performing teams. Zona’s practical strategies and hands-on approach provide leaders with tools to improve employee behavior, engagement, and workplace culture, making her an expert in transformational leadership practices. |
Stephanie DuerDr. Stephanie Duer is a seasoned mental health professional with a diverse background in education and behavioral health. Stephanie is a Licensed Professional Counselor Supervisor and Certified School Counselor. She also holds a Doctoral degree in Executive Leadership in Mental Health and Human Services. With a passionate focus on trauma-informed education and accessible mental health services, Dr. Duer seeks to inform initiatives that create lasting, positive impacts on students, families, and communities across Texas. |
Kristi EverhartKristi Everhart is an educator with 18 years of experience across ESL, SPED, ELAR, and Math. She has worked with diverse learners, including students with significant behavioral and academic challenges, helping them rediscover confidence and success.As host of Our Heart For Teaching, she connects with educators worldwide to share stories that center on reaching the hearts of students. Kristi’s passion is helping teachers shift mindsets and transform behavior through connection and leadership. |
Iris FelderIris Felder serves as the Executive Director of Student Support Services for Killeen ISD. She oversees critical districtwide operations including transfers, registration, attendance, PEIMS compliance, parent complaints, and grievance processes, ensuring that all systems function smoothly and equitably across campuses. Iris leads strategic initiatives that strengthen student access, streamline district processes, and improve family engagement. Her leadership focuses on building coherent structures, supporting campus administrators, and ensuring that policies and procedures promote fairness, consistency, and positive student outcomes. |
Sean HarveyRestorative Circles- I am certified in RDP for both admin and coordinator level through TEA. We piloted Circles at our DAEP and now have it implemented at Elementary and Secondary schools, including special education classes. Erin and I serve 21 campuses, oversee behavior systems/curriculum, and have implemented several restorative practices, Circles being one of them. |
Noemi HernandezWith 15 years of experience from early childhood through high school, I specialize in behavior support and inclusive practices across diverse educational settings. I have served as a special education teacher, campus coordinator, instructional coach, and ARD facilitator, developing behavior interventions and coaching staff in evidence-based strategies. My work in autism intervention, behavior management, and multi-tiered supports equips educators to create structured, supportive environments that foster positive behavior and meaningful learning for all students. |
Lynne HymanLynne Hyman, M.Ed., BCBA, LBA is a Board Certified Behavior Analyst with over 20 years of experience both as a special education LID teacher and behavior specialist in public school districts throughout Texas. She has worked collaboratively with families, staff, teachers, and administration to support students ages 3-21 in the classroom setting and adults in the community. Lynne shares her expertise and passion on topics ranging from managing challenging behavior to creating meaningful learning opportunities for learners with limited communication. Lynne currently serves as a behavior specialist for Hutto ISD. |
Angela IsenbergWith 28 years in education, Angela Isenberg is passionate about helping schools turn challenges into opportunities for growth. She coaches and trains educators in MTSS, PBIS, Restorative Practices, Classroom Management, and Behavior Support. She brings practical strategies and real-world experience to every session. As a trainer for PBIS, Why Try, True Colors, and more, Angela thrives on building strong connections that make a lasting impact on students and educators alike. |
Stephanie KiddStephanie didn't plan to work in special education, but fell in love with it while student teaching as a PE teacher. Her career positions include: special education paraprofessional in a middle school behavior unit, special education resource/inclusion teacher, special education teacher of an elementary behavior unit, special education coordinator, and is currently a special education director. Stephanie has learned the importance of meeting students where they are at and growing from there. When behavior impedes academics, there are a few quick tricks and tips that we will review in order to get your students engaged and learning, regardless of where they are starting from. |
Monica KurtzMonica Kurtz holds a Master’s degree in Trauma and Resilience in Curriculum and brings over 24 years of experience in behavior support across K–12 settings. She works alongside teachers and paraprofessionals to address challenging behaviors through trauma-informed, structured, and practical strategies. Monica mentors behavior staff and helps schools design structured learning programs that promote safety, regulation, and meaningful student engagement. Her work centers on building educator capacity while supporting students with complex behavioral needs. |
Erin KwanErin's background in social work was critical in helping us pilot and implement RDP district wide. She and I partner to serve 21 campuses with tier 1 and 2 interventions and teacher education. |
Angela MeadeWith over 25 years in education ranging from paraprofessional to district administrator, and now a regional behavior specialist, approaching and addressing challenging behaviors has been a passion. Teaching others how to approach and address these behaviors is my ambition. |
Monica MeyersI am Monica Meyers and I have served over 30 years in public education including the roles of general education teacher, SpEd teacher, district behavior specialist, special education coordinator, and coordinator of general education behavior. In 2021, I received my Behavior Coach Endorsement from Region 13. I am passionate about strategies to support all students through campus and district educator collaboration to ensure fidelity within tiered systems, proactive application of reinforcement, and skill building. |
Roxanna PadillaWith years of experience in mental health, leadership, and youth support, I have worked closely with individuals facing trauma, behavioral challenges, and emotional overwhelm. My background in counseling, crisis response, and program development has equipped me to understand the impact of trauma on behavior and the importance of resilience building. I bring a trauma informed, strengths based approach that empowers individuals, supports healing, and helps families and teams respond with clarity, compassion, and effective strategies. |
Liz RodriguezLiz Rodriguez is a Licensed Professional Counselor certified in the Neurosequential Model of Therapeutics and trained in CFTSI and TF-CBT. She has worked in private practice, advocacy centers, and schools supporting children and families experiencing complex trauma. Liz helps parents, educators, and community members understand the impact of trauma and prevent generational patterns. She also teaches effective parenting skills and specializes in turning trauma-informed concepts into practical, everyday strategies that strengthen resilience and positive behavior. |
Joshua RuseJoshua Ruse, MBA, is the founder of Behavior Breakthroughs and creator of “No, You Can’t Make Me! Strategies for Reaching the Most Defiant Kids in School.” With over 15 years of experience supporting student behavior at Taylor ISD and surrounding districts—including Bartlett, Thrall, Granger, and Coupland—Joshua empowers educators with practical, research-based tools to manage challenging behaviors through connection, consistency, and a deep understanding of what truly drives student actions. |
Melanie SmithMy name is Melanie Smith. I have 20 years of teaching experience including PreK, Kindergarten and 3rd grade. There is so much growth and development that takes place in the early years, and I feel fortunate to be able to guide children and their families through these critical years of development. My passion for social emotional learning and classroom community building thrives as I teach PreK and serve as the campus Behavior Systems Committee Chairperson. |
Debbie TannosDebbie Tannos has dedicated 20 years to working in public schools, specializing in supporting students with autism. Her roles have included Classroom Teacher, Behavior Specialist and Special Education Coordinator. Since July of 2024, Debbie has been serving as Autism Specialist for ESC Region 13. Debbie's extensive experience involves working as a Board Certified Behavior Analyst along with collaborating with classroom teachers to optimize classroom setup and design using evidence-based practices, as well as providing training on implementing these practices effectively. |
 Penny TaylorPenny Taylor is the District Behavior Support Specialist for Killeen ISD, leading districtwide MTSS behavior alignment, DAEP transition systems, and classroom management coaching for secondary and elementary campuses. She designs and delivers professional development, supports SEL and AP teams, and leads district initiatives such as DAEP 2.0 and Student-Centered Culture implementation. |
Sessions
Behavior Starts With the Brain: Emotional Regulation Strategies for Students and StaffNoemi HernandezThis session explores how emotional regulation in both students and educators directly shapes behavior, learning, and school culture. Participants will learn practical, research-based strategies to strengthen co-regulation, model emotional awareness, and build predictable environments that reduce challenging behaviors. Through real-world examples, interactive practice, and ready-to-use tools, attendees will leave with actionable techniques: including regulation routines, language prompts, visual supports, and adult self-regulation strategies that can be implemented immediately in classrooms, hallways, and campus-wide systems. |
Bottoms Up - Skillbuilding a Culture That Supports Positive BehaviorMonica Meyers & Melanie SmithWhat can happen when classroom teachers, campus leaders, campus administrators, and district support team members collaborate to consistently deliver shared language and shared expectations regarding behavior from Pre-K classrooms and up? A consistent and clear understanding of behaviors (students and adults) can be developed so the adults can recognize students’ behavior skills gaps and confidently apply the campus systems, environmental supports, and classroom strategies to support growth for all students. Join us (Pre-K teacher, secondary teacher, campus administrator, and district MTSS support team member) to consider the procedures and processes used to avoid a “muddied view” of behavior systems which would result in a breakdown of behaviors (even positive ones) causing an increase in unexpected behaviors. We encourage you to attend this session with one of your campus and/or district team members, so you can begin brainstorming or planning next steps. |
Building a Districtwide MTSS for Behavior That Actually WorksPenny Taylor & Iris FelderMost districts have behavior expectations, consequences, and interventions, but few have a coherent, aligned MTSS for behavior that connects administrators, SEL teams, teachers, counselors, and DAEP systems. In this session, Killeen ISD leaders will share a practical, replicable model for designing and sustaining a responsive behavioral support structure across multiple campuses. Participants will learn how to build Tier 1–3 systems that strengthen adult practice, reduce challenging behavior, and support students returning from DAEP through individualized transition plans, progress-monitoring structures, and clear staff workflows. We will highlight what worked, what didn’t, and how to create alignment between campus and district teams so behavior support becomes proactive rather than reactive. Attendees will leave with templates, processes, and leadership moves they can implement immediately to improve student outcomes and staff capacity. |
From Gloom to BloomAngela MeadeIn this session, educators will shift their perspective on classroom management from reactive discipline to proactive, brain-aligned support. We will explore actionable strategies such as the "Two-by-Ten" relationship-building technique and taking a proactive approach to behaviors. |
From “I Can’t” to “Watch Me”: Shifting Behavior by Leading with HeartKristi EverhartIn this interactive session, educators will reflect on their purpose and passion in teaching while reconnecting with the perspective of a student—remembering both the excitement and the challenges of learning. Participants will explore their own mindset around the most challenging students they work with and develop strategies for approaching behavior with a growth mindset. Through thoughtful reflection and practical strategies, attendees will discover how simply changing the way we think about behavior can transform not only a student’s trajectory but also our own experience as educators. This session is designed to inspire a shift in perspective, deepen connections with students, and cultivate classrooms where leadership, resilience, and growth thrive. |
Instruction That Works: Teaching Strategies for Students with Challenging BehaviorsStephanie KiddEffective instruction for students with challenging behaviors begins with lessons that are intentionally structured, accessible, and aligned to the broader learning trajectory. This session focuses on how teachers can design lessons that incorporate academic scaffolds, TEKS-aligned learning targets, and vertically coherent skill progressions that support all learners—especially those who struggle with behavior. Participants will learn how to identify prerequisite skills, and embed supports that reduce frustration, increase engagement, and promote meaningful academic success. |
Integrating Supports for Autism and ADHDDebbie TannosThis presentation offers a practical guide to effectively supporting individuals who are navigating the overlapping challenges of both Autism and ADHD. While these two neurodevelopmental conditions often co-occur, they can present with seemingly contradictory needs. Participants will learn strategies to move beyond a fragmented approach, exploring how to synthesize support systems that address the complete profile of the individual. We will cover key areas, including: Understanding the Intersection: Differentiating between core symptoms and overlapping challenges in communication, sensory processing, and social interaction. Unified Strategies: Techniques for building executive function skills (organization, planning) that also accommodate sensory sensitivities and a need for structure. Effective Environments: Modifying home, school, and work environments to reduce friction and promote success without overwhelming the individual. Join us to discover innovative, integrated approaches that foster independence, reduce anxiety, and unlock the full potential of individuals with co-occurring Autism and ADHD. |
Leading Engagement: Equipping Teachers to Inspire StudentsAngela IsenbergStudent disengagement often leaves teachers questioning whether it’s an academic issue, a behavior issue, or both. This session equips administrators with strategies to support their staff in boosting both academic and behavioral engagement. Participants will leave with practical tools to guide teachers in creating classrooms where every student is motivated, connected, and ready to succeed. |
Leading Through Coaching: Building Better Employee Behavior Without Playing RefereeZona M DarganThis interactive session empowers leaders and administrators to shift from a referee-style approach to a coaching mindset when managing employee behavior. Participants will learn actionable strategies for providing constructive feedback, fostering accountability, and guiding performance with support rather than punishment. Through hands-on activities, real-world scenarios, and practical tools like feedback frameworks and coaching templates, attendees will leave ready to implement innovative leadership techniques that improve staff engagement, enhance workplace culture, and drive consistent positive behavior. |
No, You Can’t Make Me! Strategies for Reaching the Most Defiant Kids in School.Joshua RuseNo, You Can’t Make Me! Strategies for Reaching the Most Defiant Kids in School dives deep into why students resist, shut down, or push back—and equips educators with tools to respond with confidence, not conflict. This interactive, research-based session breaks down the brain science behind defiance and the unmet needs that drive behavior. Drawing on over a decade of hands-on experience in behavior support, Joshua Ruse shares proven strategies like the L.A.A.D. de-escalation method, the H.A.L.T.S. check, and other practical tools that blend connection, structure, and motivation. Participants will leave empowered with actionable methods to de-escalate challenging behavior, strengthen relationships, and restore classroom control—without losing authority or compassion. |
Restorative Practices: CirclesSean Harvey & Erin KwanRestorative practices if often discussed with ambiguity, however, we will flip that narrative by discussing the history, the components, how to make it meaningful, and modeling what a Restorative Circle can look like. The training will be aligned with TEA trainings done by Dr. Lange regarding this subject. In a restorative circle, everyone has a voice. Participants use active listening and guided dialogue to explore the impact of actions, repair harm, and rebuild trust. This approach not only addresses behavioral issues but also promotes social-emotional learning, equitable discipline, and a positive campus culture. |
The ABCs of Behavior EducationFabiana Bezerra, LSSP, NCSPEducators make daily decisions about behavior: teaching, disciplining, placing students in behavior and/or discipline settings, etc. Yet, teachers are often confused about what and how to teach behavior. This presentation will look at basic tenets of behavior, classroom management, and restorative practices to address the needs of all students. |
The Power of Our WordsJessica BeecherWords have energy and power. They can intensify a situation or provide a sense of safety. For educators working with students with interfering behavior, the words we use can have a significant impact on the outcome of an interaction with a student. This session will explore connections between neuroscience, words, and behavior. Participants will learn key words and phrases to use when interacting with students with difficult behavior, and reflect on the use of silence as a powerful intervention. |
The Roots of ResilienceMonica KurtzResilience is not something children either have or don’t—it can be taught and strengthened. In this interactive workshop, educators will learn classroom-ready strategies that help children build resilience through structure, connection, and skill development. Participants will examine real-world scenarios, reflect on their own practices, and leave with actionable approaches for supporting students through stress, setbacks, and challenging behavior. |
Trauma and Resilience/Challenging BehaviorRoxanna Padilla & Liz RodriguezIn this workshop, school personnel will learn how trauma shapes a child’s brain development and how behavior is often state dependent. Participants will learn to spot early warning signs before a student escalates into full dysregulation and understand how trauma affects a child’s ability to stay within their window of tolerance so learning can continue. The session will introduce the 3Rs, the power of co-regulation over reactivity, and the impact of positive relationships on student success. Personnel will explore how to identify different levels of arousal, including recognizing when a student is dissociating rather than simply “not paying attention.” We will also cover microdosing positive experiences and practical tools for regulation and de-escalation. Participants will engage in interactive activities that model stress responses and practice simple de-escalation techniques, sensory supports, grounding tools, and predictable routines. The goal is to help faculty and staff create trauma-sensitive environments where students feel safe, supported, and ready to learn. |
Untangling Challenging BehaviorsLynne HymanTired of feeling tangled in challenging behavior? This session is for you! Join us to explore the “why” behind behavior and learn simple, practical strategies you can use immediately to prevent unwanted behaviors and respond effectively when they arise. Walk away with tools to decode communication through behavior, manage challenging moments with confidence, and stay calm during crisis. Perfect for anyone ready to create a more positive, predictable campus environment! |
What’s Strong With You?Stephanie DuerWhile mental health awareness has grown, access to services remains limited. This session challenges traditional approaches to supporting mental health by shifting the focus from deficits and illness to strengths and resilience. Participants will explore the meaning of mental wellness and learn strengths-based strategies to support students. |
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Let’s build better behavior practices that transform classrooms, schools, and communities.