Hill Country Summer Institute

• Beyond Rating Scales: A Collaborative and Responsive Approach to ADHD/OHI Evaluations, 3.0 NASP CPD
• MDR Process and Decision-Making, 3.0 NASP CPD
• Designing a Best Practice Evaluation for Autism, 3.0 NASP CPD, 2.5 TSHA CEU
• Small Changes for Big Gains: Leveraging Current Research to Support SLPs & Children with Language Disorders, 2.5 TSHA CEU
• SLPs Carry the Key Components of Early Literacy Development: Unlocking Improved Early Language and Literacy Interventions for Multilingual Populations, 2.5 TSHA CEU

• Decisions, Decisions: Is It a Speech Language Impairment or Specific Learning Disability in Listening Comprehension/Oral Expression? Or Both?, 3.0 NASP CPD, 2.5 TSHA CEU
• Evaluation Considerations for Students who are Deafblind: Addressing Dual Sensory Impairments, 3.0 NASP CPD
• Fostering Emotion Regulation in Autistic Youth: Strategies for School Support and Collaboration with Families, 3.0 NASP CPD
• AAC Without the Overwhelm: Time-saving Resources and Coaching to Build a Strong AAC Team Effort, 2.5 TSHA CEU
• Navigating Post-Pandemic Challenges as a School-based SLP: Leveraging MTSS for Student Success, 2.5 TSHA CEU

• Work Smarter, Not Harder: Maximizing the NEW WJ-V for Effective and Compliant FIEs, 3.0 NASP CPD
• FIE Multiple Sources of Data - A Deep Dive into Understanding and Using CBM, 3.0 NASP CPD
• Integrating a Neurodiversity-Affirming Approach Within Your Counseling Practice, 3.0 NASP CPD
• AI-Powered Speech and Language Services: Enhancing Practice, Expanding Possibilities, 2.5 TSHA CEU
• Pixels, Play, and Progress: Harnessing digital tools to support communication growth, 2.5 TSHA CEU

Beyond Rating Scales: A Collaborative and Responsive Approach to ADHD/OHI Evaluations

Ray W. Christner, Psy.D., NCSP, ABPP

Traditional ADHD and Other Health Impairment (OHI) evaluations often rely on rating scales and standardized measures, but meaningful assessment requires a collaborative, multi-source, and responsive approach. This session explores how school-based teams—including school psychologists, educational diagnosticians, teachers, related service providers, and parents—can work together to gather and integrate diverse data sources. Participants will learn how to move beyond compliance-driven assessments to create a more dynamic and individualized evaluation process that informs eligibility decisions, program planning, and intervention. Through case examples, practical strategies, and discussion, participants will gain insights into building a more comprehensive understanding of students with ADHD, leading to more effective and evidence-based support.

3.0 NASP CPD

MDR Process and Decision-Making

Gail M. Cheramie, Ph.D., LP, LSSP, NCSP

This presentation will focus on the three major components for MDR: disability, IEP, and misconduct. Focus will be on data collection, analysis and decision-making. Selected cases will be used throughout the presentation to illustrate certain points and issues.

3.0 NASP CPD

Designing a Best Practice Evaluation for Autism

Bryn Harris, PhD

This session will provide participants with knowledge to complete a comprehensive autism evaluation in the school setting. Participants will learn how to conduct tailored and individualized assessments that are grounded in current best practices. The webinar will provide school psychologists with recommended processes for conducting school-based autism assessment including considerations for pre-referral, qualitative and quantitative assessment methods, and specific autism assessment measures. Lastly, participants will learn about differential identification, common misidentification practices, and other variables that should be considered when identifying autism in the school setting.

3.0 NASP CPD, 2.5 TSHA CEU

Small Changes for Big Gains: Leveraging Current Research to Support SLPs & Children with Language Disorders

Mary Beth Schmitt, PhD CCC-SLP

In our current season of increasing referrals, increasing workloads, and staffing shortages, the demand on school-based SLPs is overwhelming. In this session, we will explore specific, implementation recommendations from research that not only increase feasibility of school-based intervention but also maximize children’s outcomes.

2.5 TSHA CEU

SLPs Carry the Key Components of Early Literacy Development: Unlocking Improved Early Language and Literacy Interventions for Multilingual Populations

Catherine Carrasco Lynch, MS, CCC-SLP

The National Reading Panel (2000) identified the following key components for successful reading instruction: Phonemic Awareness (PA), Letter Knowledge (LK), Fluency (Fl), and Comprehension (Comp). SLP’s possess fundamental in-depth knowledge of all four key components as they relate to normal speech and language development. Utilizing these tools, SLPs are especially equipped to effectively improve children’s access to the academic curriculum at the earliest stages in education. This presentation will provide insight into bilingual early literacy intervention approaches that incorporate the four key components when working with Spanish-English multilingual populations (Justice et al.; 2019, Koch, 2019). Both monolingual and multilingual service providers will learn to tailor effective treatment approaches incorporating explicit instruction during shared book-reading. Current trends in research examining the correlations between expressive language development and early literacy development (Ludwig et al., 2019) will also be provided.

2.5 TSHA CEU

Decisions, Decisions: Is It a Speech Language Impairment or Specific Learning Disability in Listening Comprehension/Oral Expression? Or Both?

Ashley Arnold, MA, LSSP, NCSP

IEP Teams are often faced with a conundrum in deciding between a Speech Language Impairment or a Specific Learning Disability in Listening Comprehension/Oral Expression. This presentation will provide a platform for understanding the scope of language and its importance to academic success. Participants will review a variety of formal assessment measures, as well as learn about the redundancy in testing between IEP team members. Participants will leave with explicit interventions and accommodations for these students, as well as other resources that can be implemented in the classroom tomorrow. The role that MTSS and progress monitoring plays in this decision will also be explored.

3.0 NASP CPD, 2.5 TSHA CEU

Evaluation Considerations for Students who are Deafblind: Addressing Dual Sensory Impairments

Brenna Brillhart, M.Ed.

In this session, participants will gain confidence in approaching the evaluation process for students with documented or suspected deafblindness. Participants will learn how to ensure assessments accurately reflect ability rather than only reflecting impaired sensory skills. Considerations for accommodations and modifications to the assessment approach will be addressed and pertinent information from the Legal Framework will be reviewed.

3.0 NASP CPD

Fostering Emotion Regulation in Autistic Youth: Strategies for School Support and Collaboration with Families

Rebecca Shaffer, PsyD and Sungeun Kang, PhD

This session explores how emotion dysregulation manifests in autism spectrum disorder (ASD) and other neurodevelopmental disorders. It provides school mental health professionals with key strategies to support emotion regulation in autistic youth. Participants will examine effective approaches for managing emotion dysregulation in school settings and gain insights into fostering family-school collaboration to enhance student success.

3.0 NASP CPD

AAC Without the Overwhelm: Time-saving Resources and Coaching to Build a Strong AAC Team Effort

Candace Hayden, M.A., CCC-SLP

AAC implementation isn’t a solo job – SLPs shouldn’t have to do it all alone! This session will provide a comprehensive look at AAC foundational best practices, evaluation considerations, and intervention strategies to support student success. We’ll also dive into practice coaching techniques to empower teachers and parents, making AAC implementation a true team effort. Along the way, you’ll gain access to time-saving tools, resources, and strategies that will streamline your workflow and maximize impact. Walk away with ready-to-use materials and a fresh perspective on how to make AAC more effective – and more manageable – for everyone involved!

2.5 TSHA CEU

Navigating Post-Pandemic Challenges as a School-based SLP: Leveraging MTSS for Student Success

Lesley Sylvan, EdD, CCC-SLP

In 2025, school-based speech-language pathologists (SLPs) face unique challenges as schools declare a "return to normal" while pandemic effects linger in both student outcomes and professional practice. This presentation examines the disconnect between current expectations and realities, particularly the widening achievement gap among students and increased demands on SLPs. The Multi-Tiered System of Supports (MTSS) framework is presented as a strategic solution to these post-pandemic challenges. Participants will explore how MTSS principles can be effectively integrated into SLP service delivery models through case studies, interactive activities, and guided reflection. The session provides research-supported strategies for implementing MTSS across all tiers while addressing the specific needs of today's students. SLPs will gain practical tools to redefine their practice, work more efficiently within school systems, and maximize their impact during this critical period of educational recovery and adaptation.

2.5 TSHA CEU

Work Smarter, Not Harder: Maximizing the NEW WJ-V for Effective and Compliant FIEs

Becki Robertson, M.Ed.

Full and Individual Evaluations (FIEs) don’t have to be overwhelming. This session will help you streamline your assessment process using the Woodcock-Johnson V (WJ-V) to make evaluations more efficient, accurate, and impactful, while staying aligned with federal and state guidance for a variety of eligibility conditions, including SLD, ID and OHI.

• Learn how to select the right tests for referral concerns
• Interpret results with confidence using multiple sources of data
• Write meaningful reports that drive better student outcomes
• Gain practical, time-saving techniques to work smarter—not harder

Whether you’re new to the WJ-V or looking for fresh strategies that align with TEA’s latest guidance, this session will provide essential tools to enhance your evaluations.

3.0 NASP CPD

FIE Multiple Sources of Data - A Deep Dive into Understanding and Using CBM

Mark R. Shinn, Ph.D.

The TEA Guidance for the Comprehensive Evaluation of SLD emphasizes the importance of multiple measures to assess achievement, using Informal, Curriculum-Based, Criterion-Referenced, and Norm-Referenced data. This session provides an in-depth exploration of Curriculum-Based Measurement (CBM), consisting of short, time, and cost efficient tests (e.g. Oral Reading Fluency) forming components of published data systems (e.g., aimsweb, DIBELS, Fastbridge). The session digs down into CBM reading, spelling, written expression, and mathematics to special education decision making with a focus on SLD eligibility through determining K-12 Present Levels of Academic Performance and Response to Intervention (RTI) at the elementary and secondary level. The session shows how CBM use leads DIRECTLY to efficient and authentic research-based IEP goals, frequent progress monitoring, and annual and 3-year re-evaluations and can expedite MTSS.

3.0 NASP CPD

Integrating a Neurodiversity-Affirming Approach Within Your Counseling Practice

Meredith Edelstein, PhD, LEP, NCSP and Lauren Rosenbaum, Ed.S., NCSP

This presentation will discuss neurodiversity-affirming counseling practices within school-based counseling practices. The presenters will share critiques about the potentially harmful impact of using interventions that aim to make autistic and other neurodivergent individuals appear or behave more neurotypical. They will then discuss how practitioners can integrate neurodiversity-affirming perspectives into their professional lens. Finally, they will provide examples of therapies and interventions that can be applied in a manner that supports all students.

3.0 NASP CPD

AI-Powered Speech and Language Services: Enhancing Practice, Expanding Possibilities

Sherry Sancibrian, M.S., CCC-SLP, BCS-CL

This session will provide speech-language pathologists (SLPs) with an overview of artificial intelligence (AI) and its potential applications in clinical practice. Participants will explore practical ways AI can be leveraged to create individualized therapy materials, refine documentation, and access evidence-based treatment strategies. The workshop will also address critical ethical considerations related to AI use by SLPs, and provide updates on cutting-edge communication-related AI projects.

2.5 TSHA CEU

Pixels, Play, and Progress: Harnessing digital tools to support communication growth

Erik Raj, Ph.D., CCC-SLP

This workshop is designed for 21st-century speech-language pathologists working with school-age children and adolescents who experience communication challenges, including social pragmatic differences and stuttering. From pixel-packed games to interactive apps and websites, today’s digital tools open up fresh, engaging possibilities for therapy that can boost motivation and participation. Through lively discussion and hands-on demonstrations, participants will discover how to weave fun, functional, and evidence-supported digital experiences into their sessions to create space for connection, growth, and plenty of meaningful play.

2.5 TSHA CEU

Ashley Arnold, MA, LSSP, NCSP

Ashley Arnold, M.A. LSSP, NCSP is the Assessment Consultant Manager with Western Psychological Services (WPS). She has 17 years of public-school experience supervising practicum students, interns, trainees, and school psychologists in several public schools in Texas. Ashley is a former President of the Texas Association of School Psychologists and has served on the Executive Board in a variety of roles for over 20 years. Ashley has served on numerous national committees for NASP. In addition, she is the current Texas Delegate for NASP and serves on the Board of Directors. Her passions are assessment, supervision and advocating for school psychological services.

Brenna Brillhart, M.Ed.

Brenna Brillhart is an Educational Diagnostician for a Regional Day School Program for the Deaf. She holds a Bachelor’s degree in Deaf Education, a Master’s degree in Special Education and a graduate certificate in Deafblindness. She began her career as a Deaf Education teacher, working with signing elementary students and has gone on to work in a variety of settings supporting students who are deaf, hard of hearing and deafblind. Her commitment to highlighting the potential of every student through the evaluation process drives her mission to eliminate unwarranted barriers.

Gail M. Cheramie, Ph.D., LP, LSSP, NCSP

Dr. Gail Cheramie is a Licensed Psychologist, Licensed Specialist in School Psychology and Nationally Certified School Psychologist. She was the Director of the University of Houston-Clear Lake nationally-approved specialist program in School Psychology for 30 years, where she taught courses in assessment and participated and supervised practicum at the UH-CL Psychological Services clinic. She retired from the university in 2017. Dr. Cheramie has several publications, including case study chapters in Mather and Jaffe’s Comprehensive Evaluation text, Flanagan, Ortiz & Alfonso’s Essentials of Cross-Battery Assessment-3rd Edition, and Alfonso & Flanagan’s Essentials of Specific Learning Disability Identification-2nd Edition. She is the co-author of publications on analyses of due process hearings and legal issues in educational testing, including a chapter in the APA Handbook of Testing and Assessment in Psychology. Dr. Cheramie has an extensive history of providing professional development training to school districts and region service centers throughout Texas. She consults with school districts on matters primarily related to evaluation and identification of students with developmental, learning, and behavioral disorders.

Ray W. Christner, Psy.D., NCSP, ABPP

Catherine Carrasco Lynch, MS, CCC-SLP

Catherine Carrasco Lynch is an Associate Clinical Professor in the Department of Communication Sciences and Oral Health at Texas Woman’s University. Mrs. Lynch has taught graduate level courses at TWU since 2017. Prior to that, she worked as a bilingual school-based speech language pathologist and evaluation specialist in Texas public schools for over 16 years. Her current areas of research include language and literacy development for bilingual Spanish-English Dual Language Learners (DLLs). Mrs. Lynch has published two bilingual children’s books designed specifically to target phonemic awareness and literacy development through shared book reading. She has served on the Texas Speech and Hearing Associations (TSHA) taskforce for Cultural and Linguistic Diversity (CLD) to improve the quality of speech interventions for diverse populations.

Meredith Edelstein, PhD, LEP, NCSP

Meredith Edelstein PhD, LEP, NCSP is a 14th year school psychologist working in private practice with children between 5 and 22. She is particularly passionate about neurodiversity affirming counseling practices and using relational and play based strategies to build life changing relationships. In addition to her private counseling and assessment work, Meredith is a professor at Tufts University in the school psychology program, where she infuses neurodiversity affirming practices into assessment courses, special education law and ethics, and supervision. Meredith also identifies as neurodivergent.

Candace Hayden, M.A., CCC-SLP

Candace Hayden, M.A., CCC-SLP is a Clinical Assistant Professor in the Department of Speech, Language and Hearing Sciences at The University of Texas at Austin. Candace is a licensed Speech-Language Pathologist with a passion for AAC and technology-based speech-language pathology tools to help SLPs and the people they serve thrive. She strongly believes in supporting literacy, neurodiversity and assistive technology and accessibility for individuals with complex communication needs, as well as caregiver coaching for the communication partners in their lives. She has presented on these topics at professional development and conferences at the local, state, and national level. With a special interest in innovation, she pursues technology-based solutions including efficiency tools and 3d printed assistive technology.

Bryn Harris, PhD

Bryn Harris, PhD, is a Professor in the School Psychology doctoral program in the School of Education and Human Development at the University of Colorado Denver. She has a secondary appointment in the Department of Pediatrics (Developmental Pediatrics) at the University of Colorado Denver Anschutz Medical Campus. Her primary research interests include the psychological assessment of bilingual learners, culturally and linguistically responsive assessment of autism spectrum disorder, health disparities among children with autism spectrum disorder, and improving mental health access and opportunity within traditionally underserved populations. Dr. Harris is the director and founder of the bilingual school psychology program at the University of Colorado Denver. She is also a bilingual (Spanish) licensed psychologist and nationally certified school psychologist.

Sungeun Kang, PhD

Dr. Sungeun Kang is an Assistant Professor of School Psychology in the Department of Educational Psychology at the University of Nebraska-Lincoln. Her research focuses on designing, implementing, and culturally adapting evidence-based interventions for children with ASD and other neurodevelopmental disorders. Dr. Kang’s current work includes adapting and implementing school-based interventions for emotion regulation in autistic youth, as well as providing caregiver training and coaching.

Erik Raj, Ph.D., CCC-SLP

Dr. Erik X. Raj is a certified speech-language pathologist and associate professor in the Department of Speech-Language Pathology at Monmouth University, where he also directs the Meaningful Digital Experiences Research Lab. He specializes in integrating digital technology into therapy and regularly presents nationally and internationally on the topic. Dr. Raj has created numerous speech therapy apps and video games, and consults with educational technology companies to develop innovative learning tools. He holds a Ph.D. in Communication Sciences and Disorders from Wayne State University and recently completed the Games for Teaching and Workplace Learning Microcredential from California State University, Fullerton.

Becki Robertson, M.Ed.

Becki Robertson brings over 30 years of expertise as an educational diagnostician in Texas public schools. Currently, she serves as an instructor and field supervisor for Region 10 ESC’s Educational Diagnostician Certification Program. Becki is also an independent consultant and certified WJ V trainer, specializing in assessments and providing targeted training for educational professionals. Throughout her career, Becki has held various roles, including general and special education teacher, district leadership positions and educational diagnostician. Her commitment to advancing the field has led her to present at conferences on local, state and national platforms. Outside of her professional endeavors, Becki enjoys spending time with her family. She finds relaxation and fun in running, crafting, woodworking and equestrian activities.

Lauren Rosenbaum, Ed.S., NCSP

Lauren Rosenbaum is in her eleventh year as a school psychologist, and in her sixth year at Perkins School for the Blind. Her main interests lie in working with complex communicators and students with low-incidence disabilities, and application of neurodiversity-affirming practices in assessment and counseling. She is invested in broadening the school psychology field to be more welcoming and supportive of neurodivergent practitioners and graduate students. Lauren co-leads the NASP Neurodiversity Interest Group, and is actively involved in the NASP BVIPsych Interest Group.

Rebecca Shaffer, PsyD

Dr. Rebecca Shaffer is a clinical psychologist in the Division of Behavioral Medicine and Clinical Psychology at Cincinnati Children's Hospital and a Professor of Pediatrics at the University of Cincinnati College of Medicine. An expert in neurobehavioral disorders, Dr. Shaffer’s work focuses on intervention to address emotion dysregulation in a wide range of disorders, including Autism Spectrum Disorder and Fragile X Syndrome. She developed Regulating Together, an intervention designed to support emotion regulation in autistic children, and has funding through NIH and the DOD to research Regulating Together.

Sherry Sancibrian, M.S., CCC-SLP, BCS-CL

Sherry Sancibrian is a Grover E. Murray Professor, Program Director for Speech-Language Pathology, and Associate Dean for Academic Affairs in the School of Health Professions at Texas Tech University Health Sciences Center. Sherry is an ASHA Fellow and holds Board Certification from the American Board of Child Language and Language Disorders. She has served on the Texas licensure board for more than 15 years, and is the current Presiding Officer.

Mary Beth Schmitt, PhD CCC-SLP

Dr. Mary Beth Schmitt is an associate professor at The University of Texas at Austin. Dr. Schmitt and her team work to identify child-level, treatment-level, and classroom-level ingredients of public school therapy that affect outcomes for children with language disorders (LD). Dr. Schmitt works in collaboration with SLPs and families to ensure that the research aligns with the needs of practicing clinicians and children with LD. Her work is currently supported by NIH and the US Department of Education. Dr. Schmitt has over 43 publications and she serves as editor for Language, Speech, and Hearing Services in Schools.

Mark R. Shinn, Ph.D.

Mark R. Shinn, Ph.D., Professor of School Psychology Emeritus, National Louis University - Since graduating from the University of Minnesota with his Ph.D. in Educational Psychology, he has spent his career promoting school improvement that results in achievement for ALL students, has methods for identifying students at risk and providing appropriately intensive intervention. He has provided staff development on MTSS services to schools, districts, and state departments of education in 45 states. His academic accomplishments include over 100 publications, including research articles and book chapters. His expertise in Curriculum-Based Measurement (CBM) were translated to practice in the early development of DIBELS and subsequently as Edformation’s aimsweb product as Chief Scientist. He was awarded more than $ 4 million in federal personnel preparation and research grants.

Lesley Sylvan, EdD, CCC-SLP

Dr. Lesley Sylvan is an associate professor in the Department of Communication Sciences and Disorders at Montclair State University. She is also program director of the master's degree in speech-language pathology and deputy chair of the department. Dr. Sylvan is a certified speech-language pathologist (SLP) with extensive clinical experience working with school-aged children both in public school and private clinical settings. She completed a Master's degree in educational policy and management as well as a Doctorate degree in human development and education from the Harvard Graduate School of Education. Broadly, Dr. Sylvan's scholarly interests center on the intersection between the field of education and the field of speech-language pathology. Related to K-12 settings, Dr. Sylvan’s research involves closely examining the work of school-based SLPs in public school settings with an emphasis on educational policies and educational reforms.

Jim Walsh, Attorney at Law