LID CON

Shelley Moore, Ph.D.

Teacher, Researcher, Consultant, Storyteller

Based in Vancouver, British Columbia, Dr. Shelley Moore is a highly sought-after inclusive education researcher, collaborator, consultant, and storyteller, and has worked with school districts and community organizations throughout Canada and the United States. Dr. Shelley Moore is most recently known as the host of the hit YouTube channel Five Moore Minutes.

Her research has been featured at international conferences, including the Council of Exceptional Children (CEC), the International Reading Association (IRA), the National Council of Teachers of English (NCTE), The American Education Research Association (AERA), and the Canadian Society for Studies in Education (CSSE).

Shelley completed her undergraduate degree in Special Education at the University of Alberta, her masters at Simon Fraser University, and her Ph.D. at the University of British Columbia.

Anissa N. Moore, M.Ed., BCBA, LBA

Reigniting the Fire at Burnout: Finding Your Motivation Again Spark by Spark

Educators have gone through recent years like no others: high staff turnover, sub shortages, and increasing student needs have challenged our personal strength. But reigniting career motivation isn’t a feeling, it’s a practice. In this session, Anissa Moore, a national speaker on the science of motivation, will coach you through self-reflection, help you magnify positive daily work experiences, and guide you toward new ways to spark your motivation and educate with passion and purpose.

A Philosophical and Evidence-Based Basis for Including Students with Extensive Support Needs in the General Education Curriculum

Dr. Pamela Mims

Those of us involved in education – administrators, teachers, parents, students, specialists, policymakers, and researchers – must decide on the level of rigor that will take place in our classrooms. Decisions based on the least dangerous assumption (LDA) are providing outstanding results. Donnellan (1984) famously wrote that “we should assume that poor performance is due to instructional inadequacy rather than to student deficits” (p. 142). This philosophy has been the foundation of research on access to the general curriculum and practice in the classroom with individuals with a wide range of ability levels. As a result, these studies have repeatedly yielded data showing students with a range of extensive support needs can make gains in a variety of areas, including grade-aligned content. This session will highlight important criteria to promote LDA, including (a) evidence-based practices with scientifically researched curricula and materials, (b) differentiated instruction that maintains rigor, (c) consistent data capture and decision-making, and (d) standards-based instruction. Throughout this presentation, specific studies conducted to reinforce these criteria when LDA has been the foundation for this work will be highlighted. Special Education has a rich history in advocating for the individual needs of students with disabilities. As we move into the rigor of providing standards-based instruction, we see how much more they are capable of, as well as an opportunity to increase quality of life. Participants will be able to a) list the curricular changes for this population over the decades, b) identify alignment criteria designed to promote meaningful access to the general curriculum, and c) plan meaningful instruction to support access to grade/age-appropriate academic content.

Accessing Grade-Aligned English/Language Arts

Dr. Pamela Mims

English Language Arts (ELA) form one of the core content areas of the general curriculum. Through ELA instruction, students gain a means for accessing and understanding the various forms of text encountered in daily life, as well as skills in research and communication. The overarching goals of ELA focus on effective communication including comprehension, a goal critical to students with significant disabilities. A typical ELA curriculum creates opportunities for students to communicate in different contexts for different purposes through exposure to culturally diverse text (Browder & Spooner, 2014). The challenge in developing language arts instruction for students with significant disabilities, however, is that they may have few skills to engage with text (Mims et al., 2012). Recent research has helped to bridge the gap between the incoming skill set of individuals with a significant disability and the gains in effective literacy skills, communication, writing, and comprehension skills. This presentation will highlight some of the most recent research which features strategies for providing meaningful access grade aligned fiction and nonfiction text depicting diverse cultural and socio-economic themes, but adapted for greater student access. Highlighted strategies will include a discussion of how grade-aligned adapted books and systematic instruction such as response prompting strategies, error correction, positive reinforcement, data collection, and graphic organizers can promote student gains in literacy, communication, writing, student-led research, and comprehension across Bloom’s Taxonomy. In addition, this presentation will discuss ways to meaningfully adapt grade-appropriate text for students who have limited to no reading ability, as well as provide resources for fiction and nonfiction texts that have already been adapted. Finally, this presentation will provide participants with strategies to promote Personalized Learning in concert with maintaining a high level of rigor for students with intellectual disability and autism

Are you set (up) for success? The importance of classroom climate in the LID classroom

Kyla Shannon

I truly believe that classroom climate is foundational to the success of the LID classroom. Our students require intensive, individualized supports, and this includes the layout of your classroom as well as systems and daily rhythms that are in place. Come to this session to learn best practices for setting up and organizing your LID classroom!

Comprehension Across the Content Areas

Dr. Bree Jimenez

This interactive session will focus on enhancing comprehension across various content areas (e.g., literacy, science, social studies) through the cultivation of depth in questioning, comprehension skills, and effective communication for all learners. We will focus on the use of systematic instruction, specifically the least intrusive prompting method to support independent student responding and communication. This session will equip educators with practical techniques to foster deeper understanding and critical thinking among students, regardless of subject matter. Through interactive discussions, classroom video examples, and hands-on activities, attendees will gain valuable insights and tools to support the diverse needs of their students, ultimately promoting comprehension and thinking skills for all students across the content areas.

Creating a Classroom Community in the LID Classroom

Dreena Tischler

In this session, participants will learn how to use the first 4 weeks of the school year to consciously build a classroom community that supports each child in building relationships while developing classroom culture. This is achieved through intentional steps such as social contracts, treatment agreements or classroom commitments, contact with families, opening and closing circles, ways to handle discipline or conflict, and processes for reconciliation. These processes not only build connections between teacher to student but also student to student. LID students are as capable of these connections as every other child in the campus, and that culture of caring can lead to a rock solid foundation for learning. Why take the time to build this culture? John Hattie's research shows that strong classroom cohesion, positive peer influences, and teachers “not labeling students” all have a strong positive effect on learning. Maslow’s familiar “Hierarchy of Needs” demonstrates that students who have a sense of love and belonging are better able to learn while those who lack it, are more likely to struggle. The little bit of time and effort it takes to build this community -- literally a few minutes at the start and end of each day -- can reap learning benefits for the entire class all year long.

FUNdamental Sports

Renee Klovenski and TJ Hapshie

This 90-minute session will assist LID, SLC, PE, APE, and others with implementing, adapting, and strategies to develop a FUNdamental Sports program on your campus. This program is also called the Motor Activities Training Program outside of Texas. Both programs complement or align with current motor programs. Fundamental sports can also be utilized as Physical Education or Recreation and Leisure activities for those aged 2 and upward. The first part of this training will explain the objectives and how this program impacts daily foundational life skills. The second half will provide hands-on activities with modified sports equipment, which can be adapted or modified utilizing switches and other low-cost items to integrate their students into community-based activities and events.

Maximizing Independence: Teaching ADLs for Success in Low Incidence Disabilities

Amanda Tucker

Unlocking the potential for success in individuals with low-incidence disabilities is not just about academic growth; it's also about equipping them with the skills needed for daily living. Join us for an interactive session where we will delve into the importance of teaching Activities of Daily Living (ADLs) to students with disabilities. Together, we will explore practical strategies for incorporating ADLs into your classroom routines, promoting independence, and enhancing the overall quality of life for your students.

Medicaid Waiver Programs Overview: Lunch and Learn

Chris Nelson

This session will provide an overview of the Texas Medicaid Waiver Programs that can provide long-term home and community-based services for people with disabilities or special health care needs in order to help them live in the community. The session will include a discussion of each of the seven waiver programs and will go over services provided by each program, eligibility for each program, and how to sign up to get on the interest list for each of the Medicaid Waiver Programs.

Numeracy Across the Grade Levels

Dr. Bree Jimenez

This session is tailored to educators seeking to enhance numeracy instruction for students with intellectual disabilities, including autism. This session will delve into the principles of systematic instruction, offering practical strategies for designing and implementing effective lesson plans aligned with grade-level standards. Participants will explore how to embed instruction seamlessly within daily activities, fostering meaningful connections and promoting skill mastery. Through interactive discussions and hands-on activities, classroom video examples, attendees will gain valuable insights and tools to support the diverse needs of their students, ultimately promoting mathematical proficiency and self-determination.

Reality Bites! Strategies for Self-Injurious Students

Routine Communication: Enhancing Routines for Students with Communication Access Needs and Low Incidence Disabilities

Karen Vinson and AveryJames

We will start with a brief review of the importance of routines in the classroom and why they are effective for learners with communication access needs. Then, we will explore various methods and strategies for incorporating communication into routines, including layering communication on top of existing routines. Participants will gain practical ideas for brainstorming, creating, implementing, revising, and expanding on routines in the classroom setting. The workshop will also provide valuable tools for developing successful routines, such as lists of possible routine options, routine templates, object/tactile/visual supports, and other assistive technologies. Additionally, we will discuss ways to individualize routines for each student and how to incorporate goals and benchmarks into daily routines. Participants will have the opportunity to view photos and video clips of real students engaging in routines, offering concrete examples and inspiration for their own teaching practice.

Sexuality, Safer Relationships, and Assault Prevention for Young Adults with Intellectual and Developmental Disabilities (IDD)

TEA Autism Supports Info Session: Lunch and Learn

Blaine Campbell

Join us for an informative session as we go through the various FREE resources available for educators of students with autism. We will explore the various programs, videos, online courses, and tools available on TEA’s new Texas SPED Services (TSS) website!

The “Wait” Box©: Teaching Delayed Gratification to Children with Special Needs

Anissa Moore

In a world in which our children live in a state of expecting immediate gratification, teaching and reinforcing "wait" time has become more challenging for educators. This session will focus on the variables that attribute to lack of patience, the importance of delayed gratification in short-term and long-term behaviors, and the implementation of the "wait box"© technique and other practical teaching techniques to reinforce patience, turn-taking, and tolerance.

Visual Supports on Student Reading Levels to Extinguish Behaviors and Increase Independence

Rebecca Bloxham and Chelsea Long

Based on individualized student reading PLAAFPs, visual supports can be developed to increase understanding of expectations and decrease significant behaviors, allowing for student independence. Examples are provided based on a cast of familiar characters that will increase interest and engagement.

We Create the Narrative: Closing the Gap Between Self-Contained and General Education Spaces

Clarisa Elliott

As society around us fights for a more inclusive world, we, as professionals in the school systems, have a responsibility to foster inclusive practices and mindsets for our students with complex support needs. In this session, we will look at the ever-evolving language surrounding disability and how educators and professionals in the school can choose to see beyond labels and diagnoses to focus on the supports we can provide to encourage student success across all learning environments. We will explore strategies that are implemented in the self-contained classroom and examine ways that these strategies can also help students be successful in general education spaces, throughout the school community, and beyond. Join us as we immerse ourselves in inclusive language, values, strategies, and supports!

Writing Appropriate Measurable Postsecondary Goals

Chris Nelson

The purpose of the Writing Appropriate Measurable Postsecondary Goals training is to provide Texas educators with information to develop postsecondary goals that meet compliance and promote student involvement in transition planning. It will include a review of the basics of postsecondary goals, including a simple formula for writing postsecondary goals that are appropriate and measurable; an exploration of the three types of postsecondary goals: education and training, employment, and independent living; and, an opportunity for the audience to apply their learning by considering postsecondary goals for students with different strengths, interests, and support needs. Additionally, there will be a section of this training that focuses specifically on writing appropriate measurable postsecondary goals for students with complex access needs.

Avery James

Rebecca Bloxham

Anna Belle Burleson

Anna Belle Burleson (she/her/hers) earned her bachelor’s degree in education from the University of Houston, and she has over 16 years of K-12 public-school classroom experience. She was a co-founder of the National Domestic Violence Hotline, serving as its first Program Director. Anna Belle has been affiliated with SAFE for over 35 years, first as a client and then as a volunteer and board member. Anna Belle is passionate about fostering healthy relationships and proactively working to prevent abuse, and she is delighted to be joining SAFE’s Disability Services team!

Blaine Campbell

Blaine Campbell, M. Ed., is the project coordinator and virtual coach for TEA’s Autism Supports Grant. He has provided clinic-based ABA instruction, and has been a private social skills instructor, paraprofessional, resource teacher, behavior support teacher, and district Autism specialist. Having taught across Texas for 23 years, in both urban and rural districts, Blaine has provided direct support for learners with Autism from 6 months through 19 years in inclusive and self-contained settings. Blaine serves as coach and cheerleader for educators completing the intensive training of the Autism Circuit Academy statewide cohort.

Clarisa Elliott

Clarisa Elliott is an Education Specialist in Low Incidence Disabilities in Region 15. She has worked with students with complex needs in a variety of settings, a range of roles, and across age levels, from the resource room to self-contained classrooms, paraprofessional to teacher. She enjoys educating teachers and other professionals about best practices for students is passionate about creating safe and inclusive environments for all, and would like nothing more than to obliterate all limiting beliefs and negative mindsets about students with complex needs.

TJ Hapshie

Dr. Bree Jimenez

Dr. Bree Jimenez is an Associate Professor of Special Education at the University of Texas at Arlington (UTA) and an Honorary Research Associate in Special Education with the Faculty of Education and Social Work at the University of Sydney. She has worked in the field of special education for over 20 years as a classroom teacher supporting students in both elementary and high school and special education professor and researcher.

Her scholarship focuses on general curriculum access and assessment for students with intellectual disability and autism. Specifically, Dr. Jimenez’s work focuses on math, science, and STEM instruction for students with extensive support needs. She is the author/co-author of over 25 peer-reviewed journal articles, multiple book chapters, and several books on strategies to support academics for students with disabilities. She works closely with teachers, administrators, school systems, and state departments of education both nationally and internationally. Dr. Jimenez is the president-elect of the Division for Autism and Developmental Disabilities (DADD) of the Council for Exceptional Children (CEC).

Ronni Jupson

Ronni Jupson (she/her/hers), Educator and Project Coordinator, received her bachelor’s degree in psychology and her Master’s degree in speech‐language pathology. Ronni has worked in speech therapy for 10 years in the AusƟn area, working in pediatric outpatient clinics, home health, adult skilled nursing facilities, and K‐12 in public education. She is excited to begin a new chapter in disability advocacy with SAFE’s Disability Services Program.

Renee Klovenski

Renee Klovenski - is a native Houstonian, a graduate of Fort Bend ISD, and attended Sam Houston
State University. Became engaged with Special Olympics as a volunteer and began working as Area
Director for the Greater Houston Area in 1992. Currently, the Executive Director of Quality
Assurance, Fundamental Sports, and Families for the State of Texas.

Chelsea Long

Chelsea Long has worked for 13 years in a variety of educational settings, including public schools and residential treatment facilities. She has dedicated her work to helping ensure all students have the opportunity to access instruction and graduate to become successful members of society. Chelsea has a Master’s Degree in Special Education with an ABA certificate and has training in TBRI. Chelsea has created program settings that promote positive learning, including trauma-informed practices to meet student needs. Her out of the box thinking has been instrumental in allowing students who would otherwise not graduate from high school, be able to earn a diploma as well as focus on a vocation.

Dr. Pamela Mims

Pamela Mims, PhD is the Associate Dean of Research and Grants as well as Professor of Special Education at the College of Education and Human Development at East Tennessee State University. Prior to her time at ETSU, she received her PhD in Special Education from the University of North Carolina at Charlotte and served as the lead Research Scientist for the National Alternate Assessment Center, a federally funded research grant. She has over 18 years of experience at an Institution of Higher Education in the special education field. In addition, Dr. Mims has seven years of direct experience with individuals with significant disabilities. Her areas of interest and research include the following: students with significant intellectual disabilities and autism, Applied Behaviour Analysis, access to the general curriculum, and systematic instruction. Dr. Mims has numerous publications including peer reviewed articles and book chapters, and curriculum evidence based approaches for accessing the general curriculum for students with significant disabilities. She has spent extensive time writing extended content standards for state departments of education, as well as training educators and administrators on alternate assessments and grade aligned access to students with extensive support needs within the United States and abroad. She has over $15 million dollars of federal grant funding where she has served as Principal Investigator, Co-Investigator, or key personnel on grants funded through agencies such as Department of Education and Institute of Educational Sciences. Dr. Mims continues to conduct research and provide professional development to teachers nationally and internationally on topics related to students with low incidence disabilities, specifically access to the general curriculum, and systematic instruction.

Anissa Moore

Anissa Moore is an independent educational consultant specializing in the field of early childhood education, autism, ADHD and behavior disorders, and social-emotional learning. A certified teacher, public school administrator, and Board Certified Behavior Analyst (BCBA) with over 30 years of public school experience, Anissa currently consults as a national presenter, program consultant, and motivational speaker for school districts, educational agencies, and businesses across the nation. Anissa balances research-based principles with humor and personal experience in all her public speaking topics, encouraging participants to celebrate the gifts of special needs while addressing and supporting student, parent, and educator challenges. Anissa lives in the San Antonio, Texas, area with her husband and their teenage daughter.

Chris Nelson

Chris Nelson is an Education Specialist with the Education Service Center – Region 13. He is a member of the statewide Student Centered-Transitions Network and specializes in Secondary Transition Services and Graduation for students receiving special education services as the lead Transition Services contact for Region 13. Chris received his Master’s in Education degree from Texas State University in 2009 and has been working in the field of special education for 14 years as a Special Education Teacher, ARD Facilitator, Special Education Coordinator, and Transition Specialist/Coordinator for rural, suburban, and urban school districts across Central Texas. Chris has provided training in the field of special education for various stakeholders for topics ranging from general special education compliance with state/federal guidelines, IEP development, data collection, and progress monitoring, manifestation determination review, and specialized transition services trainings covering various transition services topics ranging from Transition 101/Transition in the Law, SPPI-13 and 14, and Graduation considerations and more for both local education agencies and at the statewide Texas Transition Conference.

Kyla Shannon

Kyla Shannon is a Low Incidence Disabilities Consultant at ESC Region 20. She has served in several roles in the realm of Special Education for over 20 years. Prior to ESC 20, she taught in the classroom that served students with significant cognitive disabilities, worked in Student Disability Services at Texas Tech University, and has been in a leadership role with a non-profit that provides residential and day programs for children and adults with intellectual and developmental disabilities.

In her current role at ESC 20, she provides training, coaching, and technical assistance to teachers, administrators, and support staff working with students with complex access needs.

Dreena Tischler

Dreena Tischler is a Low Incidence Disabilities teacher in Round Rock ISD, SPED Department Chair, and Mentor Teacher. She has worked with students with complex needs in the elementary classroom from Kindergarten through 5th grade and is completing her 9th year in an LID classroom in RRISD. She has also been an LID paraprofessional and Director of Children’s Ministry for a Mega-church. Tischler is the mother of 5 (nearly grown) adopted children, 3 of whom are neurodiverse. She loves learning from other teachers and sharing her passion for relationship-first teaching.

Amanda Tucker

Karen Vinson

Karen Vinson, MS CCC-SLP, is a speech-language pathologist with over 20 years of experience. A San Antonio native, she graduated from Baylor University with a MS in Communication Sciences and Disorders. Karen is licensed by the TDLR and holds a certificate of clinical competence from ASHA.

Karen has worked most of her career in the public school system as both a campus-based therapist and member of the assistive technology team. Additionally, she has experience providing services in a private pediatric therapy clinic and as a telehealth contractor. Karen currently serves as the Speech Language Pathology Educational Specialist at Region 13 Education Service Center. She is passionate about working with individuals who have complicated bodies and complex communication needs.