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Agenda Preview
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8:00-8:30am CST Registration and Coffee
8:35-9:35am Opening Keynote - Innovation through the Lens of Neuroscience: Designing for the Needs of All Students
By Allen Broyles, MehtaCognition, Room 103
Schools across the country are facing a widening range of student learning profiles and needs. This places strains on the classroom teacher as they strive to meet this widening range of needs. It also place strains upon learning support structures in schools as they see an increase in referrals.
This session will explore student-centered design principles that capitalize on the neuroscience of how we learn, and will discuss how we might design instruction from the ground up to be inclusive of those needs. This universal design approach increases the number of students who can access instruction as it was originally designed, and potentially reduces the number of students needing support outside of the classroom.
8:35-9:35am Family Partners Seminar - Building Resilience and Facing Fears: Supporting Anxious Children and Neurodivergent Youth
By Dr. Alex Bettis, Room 113
This presentation will highlight the ways that anxiety and other big emotions can impact children and teens, and parents will learn ways to support their child in facing their fears. Dr. Bettis will share how parents can help their child to build resilience and confidence using evidence-based strategies. This presentation will also discuss considerations for parents of neurodivergent youth.
9:35-9:50am Coffee, Snack, and Exhibitions
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9:50-10:40am Breakout Session I
Path A - What Works for Children with Learning Differences in Mathematics: Adding Up the Evidence from Intervention Research
By Dr. Marcia Barnes, Vanderbilt University, Room 103
Intervention research in mathematics that can be directly applied to instructional practice for children with learning differences is presented. Topics include what we know about: 1) "dosage" of mathematics intervention; 2) whether a child's level of executive functioning and an intervention's requirements for a certain level of executive functioning affect mathematical learning; 3) the importance of systematic instruction and varied practice; and 4) getting off to a good start in early mathematics.
Path B - ROAR: A Powerful Approach to School-Wide Behavior Change Among Neurodiverse LearnersBy Concord Academy Faculty, Room 129
Concord Academy's team of Licensed Behavior Analysts implemented a behavior system for the 2024-2025 school year to decrease maladaptive behaviors while highlighting student strengths. Each letter of ROAR represents a value of Concord Academy. Teachers nominate students based on behaviors that are aligned with the values represented in ROAR. Data is collected every other week and students are able to select a reward from a menu of reinforcers. We will compare behavior data from the 2023-2024 year to the 2024-2025 school year to assess the impact of the program.
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10:45-11:35am Breakout Session II
Path A - Using a Language Lens to Support Student Learning
By Dr. Brian Weiler, Vanderbilt University, Room 103
This session will draw upon the perspective of the speech-language pathologist (SLP) in using a “language lens” to view the academic curriculum. Spoken language weaknesses can underlie academic language weaknesses. By considering the oral language underpinnings of instructional content, educators can troubleshoot what may be a language basis to a student’s academic difficulty. Suggestions for language sensitive approaches to support student learning at the word, sentence, and/or discourse level across academic content areas will be discussed.
Path B - Designing Inclusive Outdoor Playgrounds with Attention to Sensory Play Elements That Bring Children Together in Play
By KOMPAN, Room 129
Inclusive playgrounds are vital for fostering equitable play and social interaction for children of all abilities. This session will explore research-backed strategies for designing playgrounds that promote accessibility, fun, and functionality. Attendees will learn the four key characteristics of play for all abilities and identify opportunities to promote outdoor play equity in their organizations. The session includes insights from a scoping review on outdoor play for children with disabilities, practical design tips, and a case study of a successful inclusive playground. Participants will engage in discussions and leave with a draft plan for enhancing inclusion in their communities.
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11:40am-12:30pm Lunch
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12:30-1:20pm Breakout Session III
Path A - Thriving Beyond Pace: Understanding and Supporting Students with Processing Speed Challenges
By Courtney Gallaher, MS, OTR/L, Currey Ingram Academy, Room 103
Processing speed is a fundamental aspect of learning, yet when students struggle in this area, their true abilities can be overlooked. Slow processing speed can lead to misunderstandings about a student’s intelligence, potential, and engagement, often resulting in the student feeling frustrated and discouraged. This session will unpack the complexities of processing speed, examine its impact on academic performance, and offer potential strategies and accommodations to help educators support these specific students more effectively in the classroom.
Path B - Data-Based Decision-Making Frameworks: Creating Systems to Support All Learners
By Dr. Sam Gesel, Roberts Academy and Dyslexia Center, Room 129
In this session, we will explore data-based decision-making frameworks that are important for creating systems to support all learners. We will overview one approach to data-based decision-making, and consider its use for students who may need additional supports academically. We will explore the ways such a framework could be used across instructional contexts.
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1:20-1:35 Snack and Exhibitions
1:35-3:04 Closing Workshops
Option A - Innovation through the Lens of Neuroscience: Designing for the Needs of All Students
With Allen Broyles, MehtaCognition, Room 113
Expand upon and personalize Allen's opening keynote with an opportunity to collaborate around your own programs and practices.
Option B - Data Teaming Round Table: Planning for Case Study Students' Next Instructional Steps
With Dr. Sam Gesel, Roberts Academy and Dyslexia Center, Room 129
In this Data Teaming Round table, we will deeply dive into student data to plan and discuss potential next instructional steps. This session is geared towards instructional and assessment considerations for students who may not be adequately responding to instruction so far. To prepare for this meeting, participants should bring lesson plans/data, de-identified student work samples, and any other information that would be useful for understanding the student and the primary areas of strength/need. By attending this round table, participants will be actively engaged in team-based, data-driven conversations. Our 90 minutes will be broken down into (a) Norm Setting and Introductions, (b) Deep Dive into Four Student Cases (15 min each), and (c) Open Q&A/Discussion for other students or questions that arose through the data-teaming process. Session limit of 5-7 attendees.
Option C - Collaborations around Learning Support in Independent Schools
With Cindy Knaebel and Courtney Reed, Davidson Academy, Room 127
The increasing number of students with Learning Differences navigating the Independent School world has necessitated a need for these schools to provide both support and accommodations. This roundtable session will promote discussion about the role Learning Support plays in an Independent School and what a strong, functioning program should entail. Possible topics of discussion may include: Best practices for supporting students, maintaining the academic rigor in our school for students with accommodations, IEPs vs. private school accommodations, promoting teacher, student, and parent buy-in, and what Learning Support looks like at each academic level. The agenda is flexible to meet the needs/questions of the attendees.
3:05 Adjourn
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