TCASE Great Ideas 2016 Learning Lab Descriptions
ABA The Grown Up Way: Using Behavior Principles to Improve Staff Relations
Anissa Moore, Private Education/Behavior Consulting
Lone Star A, 3:15 – 4:30 pm
As educators, we can create and implement positive behavior supports for challenging students....but what if you have challenging staff? When negative or challenging situations continue to escalate, it can affect instruction, IEP compliance, and administrator/staff relationships. In this session, participants will learn how to identify function(s) of negative staff behavior and learn ways to respond (proactively and reactively) to improve staff relations and promote "buy-in" to district initiatives and IEP decisions.
The ARD Experience – Setting Up for Success!
Diana Otero, Ysleta ISD
Lone Star G, 3:15 – 4:30 pm
This session will provide participants with a process that will help special ed administrators improve the ARD process for all stakeholders. The presenters will describe how data was collected and how the information was used to develop professional development for administrators and assessment/support staff. Participants will engage in activities that will help avoid pitfalls that can lead to non-compliance, parental complaints and/or due process. Come see how a large urban school district elevated their practice!
Best Practices for Behavior Intervention Plans
Gigi Maez, Walsh Gallegos Trevino Russo & Kyle P.C.
Lone Star D, 10:45 – 12 pm
This session provides a review of recent cases regarding behavior intervention plans, as well as practical tips from lessons learned to ensure your district drafts legally defendable behavior intervention plans.
Building a Personal Leadership Plan
Anne Grady, Anne Grady Group
Room 303-304, 3:15 – 4:30 pm
The general session provided a framework to build a high performance culture. This Learning
Lab is an opportunity to turn theory into action. Participants will dig deeper into emotional intelligence, strengths, and communication. Through self-assessment, conversation starters, and a plan of action, this session will provide the specific tools necessary to create a personal leadership plan to improve relationships, strengthen performance, and maximize results.
Building Student Engagement: Saving Students from Failure
Robin McCutcheon, Stetson & Associates
Room 303-304, 10:45 – 12 pm
Lack of student interest, engagement and educator expectations are frequently cited issues regarding achieving student success and reaching accountability standards. This session connects a framework of differentiated instruction with three evidence-based practices and strategies for engaging learners. These include building authentic relationships, encouraging self-responsibility and communicating high expectations. Checklists, self-evaluation tools and examples of success will be showcased during this highly informative presentation.

Child-Centered Collaboration
Deborah Nance and Sherry Gilmore, ESC Region 13
Lone Star A, 1:30 – 2:45 pm
Region 13 Education Service Center (ESC) is launching a free, video-based online course to train facilitators to assist parents, educators, and community service provider teams that are dedicated to caring for and serving students with special needs. This project is the result of efforts by the Department of Assistive and Rehabilitative Services (DARS) Autism Program, Texas
Education Agency (TEA) and Region 13 ESC to improve communication to benefit students with special needs who receive services by DARS, and other community service providers and public schools. This session provides an overview of available facilitator training materials that structure collaborative team meetings focused on strengthening team communication, coordination, and decision-making on behalf of an individual child with special needs.
Coaching, Collaborative Teaching Practices: Training, Planning, Implementing, Evaluating
Judith Moening PhD, Stetson & Associates
Lone Star G, 10:45 – 12 pm
Collaborative teaching and in-class support are recognized, successful and prominent practices in today’s schools, however, many educators struggle with the sharing of instruction and the selection of strategies that promote student engagement. This session will showcase a coaching model/sequence that includes 4 segments (training, collaborative planning, modeling implementation and debriefing). Participants will receive links to tools and resources to enable them to implement this process at the school level.
A Collaborative Approach to District Behavior Support Services
Nicole Bassett & Alyssa Coleman, Magnolia ISD
Lone Star C, 10:45 – 12 pm
Providing consistent behavior support for campuses, from the initial identification of a student with challenging behaviors through the psychological evaluation process and beyond, can be difficult. This session will describe how one school district has formed a collaborative approach to providing campus behavioral support across the district. The Behavior Support Services
Continuum presented will identify how roles and responsibilities were created for district behavior support services staff playing off their strengths in order to create a collaborative positive support system for campuses.
Comprehensive, Efficient, & Precise: Using a Core Selective-Evaluation Process (C-SEP) with the WJ IV Battery of Tests to Identify SLD
Tammy Stephens PhD, HMH/Riverside & Edward Schultz PhD, Midwestern State University
Lone Star A, 10:45 – 12 pm
This presentation will introduce a new methodology of Specific Learning Disability (SLD) evaluation, the Core-Selective Evaluation Process (C-SEP). The C-SEP model is a time-efficient, comprehensive assessment process that allows educators to make diagnostically precise decisions within any SLD identification framework. Finally, the presenters will demonstrate how to use the C-SEP model with the recently revised WJ IV while pinpointing unique scoring features of the WJ IV battery of tests.

DARS and District Collaboration
Erin Wilder, DARS and Steven Aleman, Disability Rights Texas
Lone Star H, 1:30 – 2:45 pm
Transition planning involves not just school officials but also participating agencies likely to provide or pay for transition services. This includes the Department of Assistive and
Rehabilitative Services (DARS) and its Division for Rehabilitation Services (DRS) and Division for
Blind Services (DBS). This session provides an opportunity to interact with DARS in light of significant new state and federal changes to the vocational rehabilitation program for individuals with disabilities. One model will be discussed as a demonstration of a successful school/DARS partnerships around preparation for work.
Decision Points: The LRE of CTE, CTED, & Special Education
Vickie Mitchell, Mitchell-Panter Consulting , Lakshmi Mahadevan, Texas A&M , Lynn Smith,
Dallas ISD
Lone Star H, 10:45 – 12 pm
What is the role of CTE, CTE Work Co-op, and CTED programs in partnership with special education vocational services such as VAC and CBVI? What is the decision-making process for placement? Are the CTED courses more hobby-oriented or aligned with industry standards to help meet the section of 89.1070(b)(2)? Participants will be provided information and tools to collaborate with their CTE partners to address myths, make decisions, and improve services.
Discipline Issues Among Various Ethnic Groups in Special Education: Alternatives to the Over-
Representation of Ethnic Groups Receiving Harsher Punishment Than Their Caucasian Peers
Dr. Angela Patton, Lewisville ISD & Dr. Ed Schultz, Mid-Western State University
Lone Star C, 3:15 – 4:30 pm
This session will start by presenting important information regarding cultural differences and how that effects parental perception of special education services and discipline issues. The presenters will then discuss alternative discipline and punishment ideas to lessen the overrepresentation of minorities being punished more harshly than their Caucasian peers.
Evaluating a Classroom Serving Students on an Alternate Curriculum
Julie Harrison and Mary Johnston, Carroll ISD
Lone Star F, 1:30 – 2:45 pm
School administrators are responsible for evaluating effective teaching, including special education teachers. In many instances the administrator does not have the knowledge base or skill set of evaluating evidenced-based practices that are used for students on an alternate curriculum. Observing and evaluating the learning environment as it occurs, is an essential component to aid in development of teacher skills, providing quality and meaningful feedback, and assessing effective teaching. Providing administrators with a guide, or rubric, will help create more valid observations and systematically increase the reliability of observation results.
Participants will gain a better understanding of the educational approach for students on an alternate curriculum. Evidence-based practices will be discussed. In addition, the rational for specific methods will be explained and examples will be provided.
Fact or Fiction: The Behavior & Discipline Edition
Paula Roalson, Walsh Gallegos Trevino Russo & Kyle P.C.
Lone Star E, 1:30 – 2:45pm
In this interactive session, we will explore the humorous, the dangerous and the practical

aspects from legal cases on the topic of behavior and discipline of students. Attendees will identify the necessary steps in addressing disciplinary consequences for students receiving special education services.
Grade Level Curriculum Access for Students with Severe Disabilities: An Administrator’s
Perspective on Research Based Expectations in the Life Skills Program
Cindy Miller, ESC Region 20
Lone Star D, 1:30 – 2:45 pm
According to IDEA, all students must receive instruction in enrolled grade level standards. TEA requires students with severe intellectual disabilities to receive their grade level instruction at the prerequisite skill level and to participate in STAAR Alternate. In this session, we will demystify these requirements and demonstrate how to use your district’s curriculum framework, with a focus on the Year-at-a-Glance or pacing documents, combined with TEA’s
STAAR Alternate resources to develop a yearly curriculum plan, weekly and daily lesson plans, and develop standards-based IEP goals. Additionally, we will walk through companion tools to help guide administrators for best practices during observations of low-incidence programs which are commonly referred to as life skills classes, functional living units, or alternative learning environments. This session will assist administrators in observations, goal setting for teachers, and program building for students with the most severe learning needs.
IDEA-B LEA Maintenance of Effort
Dina Black and Dr. Kathy Lovett, Texas Education Agency
Lone Star B, 10:45-12 pm, 1:30 – 2:45 pm
This session will include a discussion of recent IDEA-B LEA MOE updates, clarification of the regulations regarding the eligibility standard and compliance standard. An explanation of the
Subsequent Years rule, and the LEA and TEA’s role in the compliance review process will also be discussed.
Lessons from the Modern Money Damages Cases
Jose Martin, Richards Lindsay & Martin, LLP
Room 301-302 , 1:30 – 2:45 pm
Increasingly, claims of disability harassment and serious FAPE violations are litigated as money damages cases under a 504 and ADA. The legal analyses are evolving in our federal courts, but the cases, nevertheless, teach key practical lessons in how to avoid such liability, including selfmonitoring for compliance concerns, remedying FAPE lapses, and taking proportionate responsive actions in coordination with campus administration. Attendees will learn key strategies for preventing 504/ADA money damages claims involving disability harassment and serious FAPE violations.
The Power of PPCD, PEIMS, PBMAS and Placement
Kelley Estes-Jones & Gay Lee Schumann, ESC Region 10
Lone Star E, 3:15 – 4:30pm
This session will cover: Information regarding the new PBMAS standard for Preschool LRE - A review of instructional arrangement and PPCD service location codes for students ages 3-5 .
Suggestions for utilizing current data to increase both the quality and the quantity of inclusive settings for PPCD students. Tips for effective collaboration among team members. The attendees will: Correctly determine instructional arrangement and service location codes for
PPCD , Analyze data regarding PPCD LRE, Formulate data-driven strategies to increase inclusive setting opportunities, Construct ideas for effective collaboration with team members

Prior Written Notice 101 – How to Document ARD Decisions in the PWN
Laura Garza, San Antonio Special Programs Co-Operative
Lone Star E, 10:45 – 12 pm
This session will provide participants a systematic framework on how to develop an appropriate prior written notice. It will help participants differentiate between deliberations and prior written notice to ensure ARD decisions are appropriately documented.
(Re)imagining Special Education: Connecting Standards to Instruction
Jayme Alexander, Lead4ward
Lone Star C, 1:30 – 2:45 pm
Assessment and accountability have changed drastically in recent years for students with disabilities creating a sense of urgency for educators. Current state data about performance of students with disabilities are complex, confusing, and cause for concern. These changes require
[re]visioning our most fundamental decision-making and delivery structures. In this session we will provide an overview of the following: leveraging the construct of the TEKS student expectations (process, readiness, and supporting) in decision making, access to content and rigor, and transition; Badging student competencies longitudinally to inform PLAAFP; designing structures to help educators identify and implement effective teaching strategies; implementing alternative professional development models for building special educator capacity; reconceptualizing specially designed instruction around the cognitive demands of the curriculum and assessment.
Restraint, Discipline, Discrimination?
Laura O’Leary, Fanning Harper Martinson Brandt & Kutchin & Mona Lincoln, Consultant
Lone Star H, 3:15 – 4:30 pm
Is your district discriminating against special education students by imposing restraints on them or sending them to ISS, OSS, and DAEP more frequently than their peers? Do your discipline policies affect your students ability to receive a FAPE? Is your district working to create a positive school climate to reduce the need for restraints and exclusionary discipline? Does the data your district reports reflect your efforts, or will it be seen as a red flag? This session will examine guidance from the Department of Justice and Department of Education regarding school districts disciplinary practices for disabled students and will explore ways for schools to monitor and improve their own disciplinary practices for special education and 504 students.
The Specialty Designed Instruction: Putting the “S” in DI
Kelly Bevis Woodiel, Somerset ISD
Lone Star F, 3:15 – 4:30pm
So what’s so special about special education? If you guessed Specially Designed Instruction (SDI), you are correct! The Individuals with Disabilities Education Act (IDEA) in 2004 made it clear that students with disabilities are to be considered first and foremost as general education students.
SDI supports students with disabilities in their least restrictive environment, while addressing the specific skills they are lacking, yet are necessary in making academic progress and closing achievement gaps. So, how do educators differentiate instruction for students with disabilities?
Attend this session and find out how to develop, improve, and maintain a specialized system of support.

Supporting Teachers in the Implementation of Complex IEPs
Jill Varley, Consultant
Room 303-304, 1:30 – 2:45 pm
Special education teachers teaching students with an autism spectrum disorder (ASD) or significant cognitive disability are challenged with the responsibility to use a variety of evidencebased practices for instruction, behavior and communication. This session will focus on what to look for when planning for individual student needs along with administrative supports that will ensure the teacher is following the plan with validity.
The 3 P’s: Procurement, Purchasing and Personal Contracts – EDGAR Compliance
Rosemary Magnes, ESC Region 10
Lone Star F, 10:45 – 12pm
The session will provide participants with tips and tools to ensure that all procurement rules for federal funding, as designated by EDGAR, are implemented at the special education department level. Attendees will identify LEA special education procedures which conform to the EDGAR rules and regulations to ensure federal funds are expended and documented appropriately.
Transition Planning: Texas Guardianship Reform
Steven Aleman and Richard LaVallo, Disability Rights Texas
Lone Star B, 3:15 – 4:30pm
Students with disabilities approaching adulthood need planning and preparation that maximize their ability to make their own life choices and decisions. This session reviews what administrators and ARD committee members need to know about new changes in Texas law on guardianships. The implications of guardianship reform for transition planning will be discussed.
Update from the Courts That Count
Nona Matthews, Walsh Gallegos Trevino Russo & Kyle P.C.
Room 301-302, 10:45 – 12pm
The circuit courts continue to be very busy interpreting the IDEA. Join attorney Nona Matthews for this fast paced review of recent circuit court decisions that have been issued, including new cases interpreting evaluations, eligibility, discipline, FAPE, ARD committee meeting requirements, parent participation, placement, and Section 504 and the Americans with
Disabilities Act.
Wish I Were a Doctor: Medical Issues and the IDEA
Merri Schneider-Vogel, Thompson & Horton, LLP
Room 301-302, 3:15 – 4:30 pm
ARD Committees are often asked to consider requests that are uniquely medical in nature. This session will review relevant cases and hearing officer decisions related to various medical issues considered by ARD Committees, including requests for home-bound services, OHI determinations, and medical evaluations. Practical advice for handling these challenging issues will also be provided.
Wraparound Services for Students with Significant Emotional and Behavioral Needs
Lorin Furlow, Brazosport ISD
Lone Star E, 3:15 – 4:30 pm The special education behavior program within Brazosport ISD and district wide supports (LSSPs, social worker) recently restructured the scope of their program to address the wrap-around needs of the student population. The goal was to develop a highly proactive system with increased individualization to support the students and staff. Changes to

the program include a more student-centered approach, comprehensive staff (teacher, administrative, and district police) training, focused data analysis, and collaborative agency supports. Program guidelines, staff tools and general discipline and mental health crisis support procedures will be shared. Attendees will produce a comprehensive framework for designing instruction and analyzing progress for students with significant emotional and behavioral needs.
504 Recent Rumblings… Where We Keep Meeting
Eric Ransleben, Private Attorney
Lone Star G, 1:30 – 2:45pm
A parent's attorney and school district attorney discuss recent trends in Section 504 issues including discrimination on the basis of disability under Section 504, dealing with overaccommodations in Section 504, maintaining accommodations too long for Section 504 students, accommodations in extracurricular activities, and homebound services for Section 504 students. Attendees will be able to identify potential areas of liability for school districts under
Section 504 in recent trend areas.