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Teaching Our Students Resilience: Navigating Anxiety, Technology, and Well-Being

Workshop #1

Location
Conference BC
Speakers
  • Josephine Hunt
    Josephine Hunt, NYU M.A. Ed., M.A. Ed. Leadership is an educator, instructional coach, teacher mentor, sought-after presenter, parenting consultant, media voice, and educational leader with more than twenty-three years of experience serving students, families, and educators across New Jersey. Josephine currently serves as an Integrated Preschool Teacher with Closter Public Schools and is a certified Instructional Coach and Teacher Mentor through the Northern Valley Curriculum Center. Josephine holds master's degrees in Special Education from New York University and Educational Leadership from Ramapo College of New Jersey, along with New Jersey certifications in both Principal and Supervisor leadership. Her professional expertise includes resilience, social-emotional learning, special education, MTSS, parent engagement, instructional coaching, early childhood education, student well-being, and youth mental WEALTH. A passionate advocate for helping children thrive in an increasingly complex world, Josephine is the founder of The Resilience Revolution™ and creator of The Resilience Loop™, initiatives dedicated to strengthening resilience, emotional well-being, healthy childhood development, and what she calls Mental Wealth—the capacity to navigate life's challenges with confidence, perseverance, self-worth, and optimism. Josephine is a frequent presenter at educational conferences and professional learning events and has been featured in national and regional media, including CNN, Univision, PEOPLE Magazine, NewsNation, and ONNJ, where she shares insights on resilience, parenting, child development, technology, education, and well-being. Josephine’s professional recognitions include being named a recipient of the NJCEC Ringelheim Award, recognition by the New Jersey Department of Education Office of Special Education, selection as a NJASCD Emerging Leader, and service on the New Jersey Council for Exceptional Children Board. Josephine is currently authoring her first book, The Resilience Revolution™, and developing a companion podcast, Raising a Resilient Child: The Power of a Parent, both focused on helping educators, families, and communities raise resilient, capable, and confident children. Through her speaking, writing, consulting, and leadership work, Josephine remains committed to empowering educators, parents, and communities with practical strategies that help children flourish academically, socially, emotionally, and throughout life. Learn more at JosephineHunt.com.
Summary
Workshop Description: Today's students are growing up in a world unlike any previous generation. Rising levels of anxiety, increasing dependence on technology, social-emotional challenges, peer conflict, and constant connectivity are impacting student well-being, learning, behavior, and relationships both inside and outside the classroom. Educators, administrators, paraprofessionals, and parents are seeking practical ways to help children develop the resilience, coping skills, confidence, and emotional strength needed to thrive in an increasingly complex world. This highly engaging, interactive, and hands-on workshop will explore the factors contributing to student anxiety, dysregulation, and decreased resilience while providing participants with practical, research-informed strategies that can be implemented immediately. Through discussion, reflection, real-world examples, collaborative activities, and actionable tools, participants will examine the impact of technology, social media, changing childhood experiences, and adult responses on student development and well-being. Drawing upon current research, educational leadership practices, special education expertise, parenting frameworks, and The Resilience Revolution™, participants will learn how to foster resilience, increase emotional regulation, strengthen problem-solving skills, encourage healthy risk-taking, build independence, and cultivate what Josephine Hunt calls 'Mental Wealth'—the internal capacity to navigate challenges with confidence, optimism, perseverance, and self-worth. Attendees will leave with practical strategies they can use immediately to: • Reduce student anxiety and increase resilience • Support emotional regulation and coping skills • Promote healthy technology habits and digital wellness • Strengthen executive functioning and problem-solving skills • Foster independence, responsibility, and self-advocacy • Navigate peer conflict, disappointment, and setbacks • Create classroom, school, and home environments that support student well-being and long-term success • Navigate the impact of technology and social media • Build stronger relationships with students and families/home-school partnerships • Create environments that promote well-being and belonging • Implement practical strategies immediately in classrooms, schools, and homes • Help students develop the confidence, perseverance, and adaptability needed to thrive in today's world This session is particularly relevant for professionals supporting students with disabilities, emotional and behavioral needs, executive functioning challenges, anxiety, autism, ADHD, and other diverse learning needs. Whether you are an administrator, teacher, paraprofessional, school support professional, or parent, this session will provide meaningful insights, practical tools, and immediately applicable strategies to help students become more resilient, capable, and confident learners. Participants will leave inspired, empowered, and equipped with strategies they can begin implementing immediately.

Today’s Students Are Overstimulated and Overwhelmed: How Schools Can Improve Focus, Engagement, and Access

Workshop #1

Location
Brunswick AD
Speakers
  • Jenna Triano
    Jenna Triano, Founder and President, Innovations in Modern Education, Jenna Triano is the Founder and President of Innovations in Modern Education, an organization that partners with public and private schools to support students with diverse and complex learning needs. She has over 10 years of experience working directly with students in one-on-one and small group settings, including students with executive functioning challenges, attention difficulties, and learning differences. Jenna specializes in designing flexible, student-centered learning environments that improve engagement, reduce overwhelm, and support meaningful progress. Her work focuses on identifying where traditional systems break down for students and developing practical strategies that align with how students process information, regulate attention, and access learning. She has presented at statewide conferences on student engagement, instructional design, and emerging challenges facing today’s learners. Her work is grounded in daily experience supporting students, families, and schools in creating more responsive and effective learning environments.
Summary
Session description - Students with complex needs are increasingly experiencing overstimulation, distraction, and difficulty sustaining focus in today’s fast-paced, multi-platform learning environments. Many are expected to manage frequent transitions, digital tools, and high cognitive demands that do not align with how they process information, regulate attention, or engage with instruction. As a result, students may demonstrate task avoidance, inconsistent performance, emotional dysregulation, or complete disengagement. This session examines how overstimulation and cognitive overload impact students in special education settings and how current instructional practices and environments may unintentionally contribute to these challenges. Participants will explore how executive functioning, processing speed, and sensory needs influence student engagement and access to learning. The session introduces a practical, student-centered framework to help educators and leaders better understand where breakdowns occur and how to adjust systems and instruction accordingly. Participants will engage in a guided activity to map a typical student experience and identify moments of overload throughout the day. Participants will leave with actionable strategies to reduce cognitive and sensory overload, improve instructional pacing, increase engagement, and create more predictable, accessible learning environments. The focus is on practical changes that can be implemented immediately to better support students with complex needs in both classroom and program settings. Participants will: understand how overstimulation and cognitive overload impact students with complex needs, identify signs of attention fatigue, sensory overload, and disengagement, examine how current instructional practices may unintentionally increase student overwhelm, learn practical strategies to improve focus, engagement, and access to learning, gain tools to adjust pacing, structure, and transitions to better support student regulation, leave with immediately applicable strategies for classroom and program implementation.

Collaborative Conversation - STEM for All: Expanding access to STEM learning through Smithsonian science and education

Workshop #1

Location
Regency DEF (Ballroom)
Speakers
  • Khadijah Thibodeaux
    Khadijah Thibodeaux is a Senior Science Curriculum Developer at the Smithsonian Science Education Center (SSEC). Khadijah joined the SSEC in 2023 to support the development of Smithsonian Science for Global Goals community research and action guides. Before joining the SSEC, Khadijah was a middle school science teacher serving a historically underrepresented and under-resourced community. Her role in the classroom and work at the Smithsonian reflect her passion for creating engaging, accessible, and inclusive science learning experiences. Khadijah has a Master’s Degree in Education from Southern Methodist University concentrated in Urban Education, where she focused extensively on Universally Designed Learning, Asset Based Pedagogies, and Culturally Responsive Teaching. She also has earned a Bachelors degree in Molecular Biology from Pomona College.
  • Elizabeth Alves
    Elizabeth Alves Elizabeth Alves is a dedicated educator and special education advocate with a Master of Arts in Teaching and a Bachelor of Arts in Humanities. Holding certifications in Supervision, Elementary Education, and Teacher of Students with Disabilities, and Childhood Development she brings a multifaceted perspective to the field of inclusive education. Elizabeth has built a distinguished career at the intersection of teaching, curriculum development, and educational leadership. As a NESST Teacher Ambassador (Generation III) and former Smithsonian Field Tester, she has contributed to advancing educational practices at both the local and national level. Most recently, she organized and facilitated multiple special education round tables with Smithsonian Science Education Center staff and local and national stakeholders, fostering collaboration across the field. Her expertise extends to assessment development, having served as an Outside Item Writer for the ETS Special Education Praxis exam in 2024. Elizabeth is an active member of IEEE and the Learning Disabilities Association of America, reflecting her ongoing commitment to research-informed, learner-centered practice.
Summary
Session Description - This roundtable will focus on ways resources from the Smithsonian Science Education Center can be leveraged to improve access to high quality STEM education experiences. Key points of this roundtable will include: 1. A showcase of FREE Smithsonian Science Education Center resources highlighting the new Zero Barriers! Community Research Guide. This resource scaffolds youth, educators, and parents from ideas to actions that improve access and accessibility within communities. 2. Practitioner and expert feedback on barriers to STEM education and accessibility gaps that have been noticed throughout the field 3. Dialogue on ways intersecting factors work together to influence access to STEM learning and STEM career opportunities 4. Discussion of promising practices in the field and ways educators and school systems are ensuring all students feel connected to and included in STEM.

How AI Can Benefit Students with Disabilities

Workshop #1

Location
Brunswick BC
Speakers
  • Shanalynn Murt
    My name is Shanalynn Murt and I am an educator and aspiring school leader. I am currently in my 7th year of teaching. I am a 6th grade inclusion teacher at Carusi Middle School. In addition to my teaching roles, I am an active participant on many committees in my school. I previously taught elementary education for 4 years and I am in my third year in secondary education at the middle school level. I teach 6th grade inclusion and have knowledge in teaching all subject areas. I have experience in grades in Pre-K-Eight. I also have experience working with students with autism spectrum disorder. I am knowledgeable on what is developmentally appropriate for different age groups. I have taught in both urban and suburban communities. I am a firm believer in that all students are like flowers, each of them may need different resources, but they all have the capability to grow. I hold multiple honors including being a member of Sigma Tau Delta, Kappa Delta Pi, and National Society of Leadership and Success. My goal is to ultimately become an administrator! I am extremely passionate about serving others and to me, leadership is all about service. "Life's most urgent question is: What are you doing for others?" -Martin Luther King Jr.
Summary
Workshop Description: This session will explore how artificial intelligence can positively support students with disabilities, both through lived experience and classroom practice. Drawing on insights from special education, it will highlight the ways AI tools can help address barriers to learning, increase access, and promote student success. Participants will gain an expanded view of the many ways AI can support diverse learners, including tools that strengthen communication, accessibility, & mathematical understanding. The session will emphasize the potential of AI to open new pathways for students & offer practical tools that can make learning more inclusive for all.

Adapting Effective Math Strategies for Students with Complex Needs

Workshop #1

Location
Conference A
Speakers
  • Karen Vastola
    With over 33 years of experience in education, Karen Vastola brings extensive classroom expertise and a deep commitment to supporting both teachers and students. Her teaching career spans multiple grade levels and learning environments, including kindergarten, first grade, fourth grade, fifth grade mathematics, and sixth grade mathematics, as well as gifted and talented instruction for students in grades K–8 and resource room special education for grades four and five. This breadth of experience has given her a strong understanding of how students develop mathematically and how teachers can support diverse learners through effective, data-informed instruction. Karen holds a Bachelor of Science in Education from The College of New Jersey and a Master’s degree in Special Education from William Paterson University. In addition to her classroom teaching, Karen has served as a sixth grade math team leader and mentor, supporting colleagues in instructional planning and implementation. She has contributed extensively to curriculum development, including writing and revising mathematics curriculum and designing gifted and talented curriculum for her district, where she also led professional development for teachers. Karen’s leadership extends to tutoring students for NJSLA assessments, advising the TREPS entrepreneurship club, and mentoring student teachers from Ramapo University. She is passionate about helping educators translate effective instructional practices into meaningful learning experiences that support all students.
Summary
Students with autism, intellectual and developmental disabilities, language disorders, and other complex learning needs deserve access to meaningful and rigorous mathematics instruction. This session will explore practical ways to adapt evidence-based math practices to meet diverse learner needs while maintaining high expectations. Participants will examine instructional routines, visual supports, concrete approaches, and strategies for building mathematical understanding, communication, and problem-solving for students functioning at a third through sixth grade math level. Attendees will leave with strategies and resources that can be implemented immediately to support student success across a range of abilities and settings.

LEADERSHIP TRACK: Advocacy 101

Workshop #1

Location
Garden State Ballroom

FAMILY TRACK: I’m Just Stephanie: Finding balance as a caregiver, partner in education, and finding joy in your journey for self-fulfillment.

Workshop #1

Location
Conference I
Speakers
  • Stephanie McGowan
    Dr. Stephanie McGowan: Educator, Community Leader, Advocate Dr. Stephanie McGowan is a lifelong educator, community leader, and fierce advocate for equity, accessibility, and inclusion. Currently serving her fourth term on the Rutherford Borough Council and her sixth year as Council President, Dr. McGowan has dedicated her career and public service to creating communities where everyone can reach their fullest potential. Her advocacy is deeply personal. As the mother of twins with multiple developmental disabilities, Stephanie champions supportive housing, gainful employment, and independent living. In Rutherford, she sponsored the creation of the Access for All committee, led the redevelopment of the fully inclusive "Kid Spot" playground, and is spearheading the borough’s first-ever re-development project to include supportive housing. Her leadership extends across New Jersey. She is currently the Chairwoman of the NJ State Democratic Committee Disability Caucus, a past DNC delegate, and has served on the Bergen County Advisory Board for Disability Services since 2015. She was also honored with the Outstanding Women in Government award by the NJ League of Municipalities. An expert in her field, Dr. McGowan holds a doctorate in Educational Leadership from Fordham University and completed post-graduate work in applied behavior analysis. From addressing the United Nations on the evolving roles of Women to co-founding the International Center for Autism, Research in Education at Felician University, her global impact is undeniable. Today, she serves as the Director of Transition at the South Bergen Jointure Commission, continuing her lifelong mission to dismantle barriers and empower individuals of all abilities to live independent, purposeful lives.
Summary
We wear a lot of hats: caregiver, educator, advocate, partner, and problem-solver. But somewhere between managing everyone else's schedules and supporting everyone else's growth, it’s easy to look in the mirror and wonder, “Who am I outside of what I do for others?” Join Stephanie for an honest, uplifting conversation about breaking the cycle of burnout. In this session, we will explore practical strategies to reclaim your time, redefine boundaries, and rediscover personal joy. Learn how to show up fully for the people who need you without losing yourself in the process. Because you aren’t 'just' anything, YOU are the foundation for it all!

School Security Drilling for Students with Exceptionalities

Workshop #2

Location
Garden State Ballroom
Speakers
  • Thomas Gambino
    Thomas Gambino, Ed.D has been with the NJDOE since 2000 and has been advising to school leaders on school safety and security since 2018
Summary
This session will provide school personnel with practical strategies to support students with exceptionalities during school security drills and crisis situations. Presenters will review requirements outlined in N.J.S. 18A:41-11 - C.18A:46-2.15, with a focus on developing individualized school safety plans that address the unique needs of students with exceptionalities. Participants will gain insight into effective approaches for assisting students who are non-speaking, experience heightened anxiety during drills, or require additional accommodations to safely respond during emergencies. The session will highlight proactive planning, communication strategies, sensory considerations, and collaboration among educators, and child study teams, administrators. Presenters will share real-world examples, resources, and best practices that schools can implement to create more inclusive and supportive emergency preparedness procedures. Attendees will leave with actionable strategies to reduce student stress, improve staff preparedness, and ensure compliance with state requirements while prioritizing student safety and emotional well-being.

Beyond Sound: Growing Inclusive Communities & Elevating Practice for Deaf and Hard of Hearing Learners

Workshop #2

Location
Conference A
Speakers
  • Linda Miller
    Linda Miller is an ASL bilingual speech therapist in Jersey City for the past 12 years specializing working with Deaf and Hard of Hearing students. Linda is a member of the Deaf Advocacy Group of NJ helping bridge the communication gap through sign language training, community events and policy development. Linda has facilitated workshops for educators of all levels at the local, county , state and national level.
Summary
This interactive session invites educators, administrators, and related service providers to reimagine what true inclusion looks like for Deaf and Hard of Hearing (DHH) learners—moving beyond compliance to connection, communication, and community. Grounded in both educational practice and communication science, this session blends practical strategies with reflective experiences to help participants better support DHH students across diverse learning environments. Participants will explore the critical role of language access, intentional communication, and environmental design in fostering belonging and academic success. Through real-life scenarios, collaborative discussion, and hands-on activities, attendees will examine common barriers DHH students face and identify actionable ways to remove them. The session also highlights the intersection of communication development, executive functioning, and decision fatigue—empowering educators to streamline supports that are both effective and sustainable. Attendees will gain tools to strengthen collaboration with interpreters, speech-language pathologists, and families, while also learning how to cultivate classrooms that are visually accessible, linguistically rich, and emotionally inclusive. Whether working in specialized or inclusive settings, participants will leave with a renewed lens and a practical framework to elevate their daily practice. Participants will leave able to: Identify key components of accessible and inclusive environments for DHH learners, Apply strategies to improve communication access and student engagement, Reduce cognitive overload through intentional instructional design, Strengthen interdisciplinary collaboration to support whole-child outcomes - This session plants the seeds for inclusive communities where every learner is seen, heard, and empowered to thrive—beyond the sound.

Understanding Dual Diagnosis in Autism Through an Interdisciplinary Approach

Workshop #2

Location
Brunswick BC
Speakers
  • Nyasia Borelli
    Nyasia Borelli, MA BCBA-LBA NJ, Assistant Director of Behavioral Services, Deron School of NJ, Doctoral Candidate at TCS, OBM Specialist
Summary
Individuals with autism spectrum disorder frequently present with co-occurring psychiatric, developmental, and behavioral health conditions, creating complex clinical profiles that require collaborative and informed intervention approaches. Despite the growing prevalence of dual diagnoses, many professionals across disciplines report limited formal training in recognizing diagnostic features and understanding how diagnostic information should influence assessment, treatment planning, and intervention implementation. This presentation will explore dual diagnosis through an interdisciplinary lens, emphasizing the importance of collaboration among behavior analysts, psychologists, psychiatrists, educators, speech-language pathologists, occupational therapists, and related service providers. Drawing from current research and the presenter’s doctoral work in Applied Behavior Analysis, the session will examine how case-based instruction and diagnostic interpretation may improve clinical decision-making in behavior analytic practice. Attendees will review common co-occurring conditions observed in individuals with autism, discuss barriers related to misinterpretation or diagnostic overshadowing, and analyze how interdisciplinary collaboration can support more comprehensive behavioral assessment and treatment recommendations. Practical applications will include the use of case vignettes, diagnostic indicators, and collaborative problem-solving strategies to support ethical, person-centered care across educational and clinical settings. Participants will leave with a stronger understanding of how diagnostic information can inform behavioral implications, assessment selection, intervention planning, and communication across multidisciplinary teams.

The Power of “WHAT I NEED”: Redefining Behavior Supports for our Neurodiverse Students

Workshop #2

Location
Brunswick AD
Summary
As the needs of neurodiverse learners continue to evolve, schools are challenged to move beyond traditional behavior management approaches and adopt more responsive, student-centered practices. This session will highlight how one school redefined behavior through a “What I Need” lens, leading to a meaningful shift in staff mindset, school culture, and student outcomes. Participants will learn how a multidisciplinary, team-based approach promoted collaboration across classrooms and related service providers. The session will also explore the development and purpose of WIN (What I Need) Rooms as proactive, structured environments designed to support students’ academic, behavioral, and sensory needs. Presenters will share how the integration of a compassionate ABA philosophy helped shift practices toward teaching from a place of connection, engagement, and respect. Emphasis will be placed on staff training, building buy-in, and the intentional shift in language and terminology to better reflect neurodiverse, strengths-based practices. Attendees will also hear about parent feedback, the positive impact of environmental changes, and how these approaches have supported generalization while strengthening trust and rapport with students. Participants will leave with practical strategies and a clear framework to begin implementing similar changes within their own programs.

Collaborative Conversation - Effective Assistive Technology Service: From Consideration to Implementation

Workshop #2

Location
Regency DEF (Ballroom)
Speakers
  • Mike Marotta
    Mike Marotta is a RESNA Certified Assistive Technology Professional and the Director of the Richard West Assistive Technology Advocacy Center, NJ’s AT Act program. Mike is a nationally and internationally recognized presenter, with over 35 years experience, providing practical training to professionals interested in UDL, assistive and inclusive technology. Mike serves on the CAST Center on Inclusive Technology and Education Systems (CITES) Advisory Board and is an adjunct professor at Ramapo College of New Jersey (NJ) teaching Masters level educators in Assistive Technology and Universal Design for Learning. Mike is one of the co-authors of the book Inclusive Learning 365: Edtech Strategies for Every Day of the Year and the Tips for Inclusive Learning Quick Wins card deck.
Summary
The roundtable will not focus on assistive technology tools! Instead the conversation will center on the AT service delivery process. Key discussion topics will follow the Indicators created by QIAT (qiat.org): AT Consideration, AT Assessment, AT in the IEP, AT Implementation, Evaluation of Effectiveness. We will go through each section and discuss best practices - how are we doing these things in our schools? What is working? What needs to be strengthened?

FAMILY TRACK - Building Your Support Network: Resources for Individuals with Disabilities and Their Families

Workshop #2

Location
Conference I
Summary
The Arc of New Jersey is the largest statewide Advocacy organization here in New Jersey. We are dedicated to supporting individuals with intellectual and developmental disabilities through advocacy, education, and community based programs. Our services include family support, employment assistance, housing guidance, and recreational opportunities designed to promote independence and inclusion. Today you will learn about services offered through the Arc of New Jersey and its local chapters. We will discuss each program and discuss programs throughout the state that can help families and their loved ones navigate the system of care.

Community-Based Instruction (CBI) Overview

Workshop #2

Location
Conference BC
Speakers
  • Jessica DiPane
    Jessica DiPane is a Training and Consultation Specialist for the Community-Based Instruction (CBI) Project at The Boggs Center on Disability and Human Development. She provides training and technical assistance on best practices for implementing, managing, and sustaining CBI. Prior to her work at The Boggs Center, Jessica was an educator, transition coordinator, and special education supervisor. Throughout these experiences, she educated and empowered students and their families through individualized, person-centered supports. She is a dedicated professional focused on systematic change and improved student outcomes through best practices in transition. Jessica earned her Master of Arts degree in Special Education and Bachelor’s degree in psychology from The College of New Jersey. Additionally, she earned her Supervisor’s Certificate from Kean University. She is a certified Elementary Teacher, Teacher of Students with Disabilities, Grades K-5, and Supervisor.
Summary
Community-Based Instruction (CBI) is an evidence-based instructional practice that supports students with disabilities during the transition from school to adult life by promoting positive post-school outcomes in the areas of community living, postsecondary education, and careers. When the community is used as a learning environment, it provides practical, meaningful opportunities for students to develop skills through authentic experiences, thus promoting greater independence, interdependence, and an enhanced quality of life once reaching adulthood. Participants will gain a fundamental understanding of what Community-Based Instruction entails and the potential benefits it offers students through its instructional approach.

Fix the System, Not the Student: A Leadership Framework for Dismantling Deficit Thinking in Special Education

Workshop #3

Location
Garden State Ballroom
Speakers
  • Bobby Morgan
    Bobby Morgan has served in K-12 education as a classroom teacher, coach, dean of students, assistant principal, principal, and member of the board of education. He currently leads Memorial Middle School in Willingboro, NJ, where his work centers on systems-level school transformation, restorative practices, and culturally responsive leadership. Through NextPhase Schools, he provides professional development and consulting to schools and districts across the region. His doctoral research focuses on restorative practices and neurodivergent learners. Bobby speaks at state and national conferences on equity-driven leadership and building school systems that serve every student, including those with complex needs.
Summary
When students with complex needs struggle, schools too often ask, 'What's wrong with this student?' The better question is, 'What's wrong with this system?' This session challenges special education leaders to examine how school structures, not students, produce failure. Drawing on the Equity Compass Framework, participants will audit their current systems for discipline, IEP implementation, and culture, and leave with a concrete action plan to shift from reactive compliance to proactive, community-centered leadership. This is not a theoretical conversation. Participants will work through real scenarios, pressure-test their current practices, and identify the specific system changes they can make immediately.

Part One: Estate Planning, Special Needs Trusts, Guardianship, and Related Considerations

Workshop #3

Location
Conference I
Speakers
  • Alex Hilsen , Esq., LL.M.
    Earned his J.D. at Widener University School of Law in Wilmington, Delaware, his B.S. at Nyack College, in Nyack, NY, his Master of Laws (LL.M.) degree in estate planning from The John Marshall Law School in Chicago. He is a member of the New Jersey and Pennsylvania State Bar. Mr. Hilsen has financial services and advisory experience at Fortune 500 companies such as Merrill Lynch and Citigroup, where he monitored and advised clients on all avenues of investing and financial planning. He was previously licensed as a General Securities Representative, current Investment Advisor, and Life Insurance Advisor. He is familiar with a broad array of investment strategies. At Sussan, Greenwald & Wesler, Mr. Hilsen uses his financial expertise to help guide our clients in estate issues, including Special Needs Trusts, Wills, and General Estate Planning.
Summary
Estate Planning for Individuals with Special Needs. We will cover the importance of pre-planning one’s estate. We will discuss protecting and providing for one’s spouse and children. We will talk about avoiding family conflicts and leaving a lasting legacy. We will discuss a broad definition of one’s estate. It will discuss the fundamentals of comprehensive estate planning including: wills, trusts, special needs trusts, power of attorneys and the care-giver letter. We will also discuss selecting an appropriate trustee and the role of siblings in the decision making process. The presentation will have a large focus on the Special Needs Trust (SNT) and its implications. We will cover the costly mistakes people make when planning for their child with special needs. We will discuss the three kinds of SNTs; the self-settled SNT, the third party SNT and the pooled SNT. We will discuss how to choose a trustee that will care for the child and has the ability to manage assets and has the time and energy for the job. We will discuss the presence of a professional trustee and whether that option is a good one for the particular set of circumstances. We will touch on guardianship in the state of NJ. We will briefly discuss the guardianship process and the best ways to designate and select a guardian for a child with special needs. We will discuss the new Achieving a Better Life Experience Act (ABLE) and its usefulness for special needs planning and estate planning. TIME-ORDERED AGENDA: 5 min. - Overview of what an estate is and what areas need attention 20 min. – Special Needs Trusts 20 min. – ABLE Account 10 min – Ancillary documents (DPOA, Healthcare POA, Living Will, Letter of Intent) 15 min. - Questions LEARNING OBJECTIVES: Participants will understand the types of Special Needs Trusts Participants will be better able to select a trustee and a guardian Participants will understand the ABLE Act Participants will understand the next steps to be taken

Leaping Ahead of the Behavior Before It Starts: Bringing Out the Best in People

Workshop #3

Location
Conference A
Speakers
  • Nefertiti Victor
    a District Board Certified Behavior Analyst (BCBA) with over 10 years of experience in behavior analysis. I currently support Mount Holly School District across all three buildings, providing consultation, program development, and individualized behavior plans. I am dedicated to high-quality RBT supervision and training, ensuring consistency and effectiveness across teams. I am passionate about helping students thrive through targeted, evidence-based interventions and am committed to implementing practical systems that improve outcomes without increasing staff burnout.
  • Cristina Emmolo
    serves as Jump Ahead Pediatrics’ primary liaison for school clients, where she expertly aligns recruitment strategies with each district’s unique culture and needs. Leveraging over a decade of experience in education, curriculum design, and client engagement, Cristina enhances the hiring experience through responsive communication, active problem-solving, and collaboration. Bilingual in English and Italian and holding credentials in International Studies and Special Education, Cristina blends instructional insight with marketing acumen to support sustained client partnerships and organizational growth.
Summary
This interactive presentation focuses on a proactive, strengths-based approach to behavior, emphasizing the importance of understanding why behaviors occur rather than simply reacting to them. Traditional overreliance on consequence-based strategies, such as rewards and punishments... often addresses behavior after it happens, without solving the underlying cause. Instead, the presentation highlights the value of identifying early warning signs and triggers that signal a behavior is about to occur. By recognizing these precursors, educators and caregivers can intervene earlier, preventing escalation and promoting more positive outcomes. A key theme is that behavior is communication. When we take the time to understand the function or purpose behind a behavior—whether it’s seeking attention, avoiding a task, or responding to sensory needs—we can respond in more meaningful and effective ways. The approach encourages: Building strong, trusting relationships Creating supportive and structured environments Teaching replacement skills and coping strategies Adjusting expectations based on individual needs Ultimately, “leaping ahead” means shifting from reactive discipline to proactive support... bringing out the best in individuals by meeting their needs before challenging behaviors arise.To actively engage participants, I will incorporate a mix of reflective discussion, real-life scenarios, and interactive problem-solving. Participants will be presented with common behavioral situations and asked to identify possible triggers, functions, and proactive strategies before consequences are applied. I will also use quick “turn-and-talk” moments, where attendees briefly discuss prompts with a partner or small group, followed by sharing insights with the larger group. I will integrate brief self-reflection opportunities, encouraging participants to connect the content to their own settings and experiences.

Collaborative Conversations - Supporting families with the transition from school age to adult services

Workshop #3

Location
Regency DEF (Ballroom)
Speakers
  • Stacy Klein
    Stacy Klein is a strategic and mission-driven executive with over 15 years of cross-sector leadership in disability services, education reform, and nonprofit innovation. She currently serves as Senior Director of Program Development and Family Support at The Arc Mercer, where she leads system-wide initiatives that support individuals with disabilities and their families through the transition from school-based services to adulthood. With a professional foundation in education, Stacy began her career in school-based settings, shaping her deep expertise in special education systems, IEP development, and transition planning. She holds a Bachelor of Arts in Political Communication from George Washington University and a Master of Science in Teaching from Fordham University, and is a certified teacher in both New Jersey and New York. Stacy’s expertise spans transition planning, Medicaid and DDD systems navigation, program design, regulatory compliance, and cross-system collaboration with schools, service providers, and state agencies. In addition to her leadership role, she is the founder of Transforming Together, a consulting practice focused on strategic planning, advocacy, and systems navigation for individuals and families across the lifespan. Through her work, Stacy has secured multimillion-dollar funding, led high-performing teams, and developed sustainable models that advance independent living, employment pathways, and family engagement. She is widely recognized for translating complex systems into clear, actionable strategies that improve access, equity, and long-term outcomes.
Summary
This interactive roundtable will explore how educators can support families before, during, and after the transition from school-based services to adult services. Topics will include navigating the Division of Developmental Disabilities (DDD) system, selecting service providers, person-centered planning, and strategies for helping families prepare for adulthood. Participants will have the opportunity to discuss real-world scenarios, share experiences, identify common challenges and family concerns, and collaborate on practical solutions. Drawing on proven strategies and firsthand experience supporting individuals with disabilities and their families, this session will provide actionable guidance to help educators, transition coordinators and other school staff better support successful transitions to adult life.

Designing Schools that Meet the Whole Child

Workshop #3

Location
Brunswick AD
Speakers
  • Chelsea Traina
    Chelsea Traina, LADACIN Network, Schroth School Principal, 5 years experience in administrative role ; 10 years teaching in various roles, BA in Education/Psychology & MA in Administration in Education
  • Lori Cordasco
    Lori Cordasco, LADACIN Network, Supervisor of Instruction/Assistant Principal, MA School Administration, Master of Science, 15 years' experience as Reading Specialist, adjust professor at Brookdale Community College, 6 years' experience as Title 1 preschool teacher
Summary
Reviewing/discussing what does 'whole child' mean? Why does it matter? Considerations for Designing systems, not just programs, integrating supports along curriculum (therapeutic, mental health, etc) in efforts to address 'whole child', exploring measuring success differently, vision for future. Participants should gain a better understanding of importance of supporting 'whole child' & examples of how to do so

Designing for All Learners: Using AI to Support Inclusive Lesson Planning

Workshop #3

Location
Brunswick BC
Speakers
  • Mike Marotta
    • Mike Marotta is a RESNA Certified Assistive Technology Professional and the Director of the Richard West Assistive Technology Advocacy Center, NJ’s AT Act program. Mike is a nationally and internationally recognized presenter, with over 35 years experience, providing practical training to professionals interested in UDL, assistive and inclusive technology. Mike serves on the CAST Center on Inclusive Technology and Education Systems (CITES) Advisory Board and is an adjunct professor at Ramapo College of New Jersey (NJ) teaching Masters level educators in Assistive Technology and Universal Design for Learning. Mike is one of the co-authors of the book Inclusive Learning 365: Edtech Strategies for Every Day of the Year and the Tips for Inclusive Learning Quick Wins card deck.
Summary
This session explores how educators can use AI as a thought partner to design inclusive, engaging lessons for diverse learners. Participants will learn practical strategies for leveraging AI to generate creative lesson ideas, differentiate instruction, and align activities with Universal Design for Learning (UDL) principles. In this new AI world, educators must maintain professional judgment and keep learner-centered decision-making at the forefront when executing AI supported lessons. Through real-world examples, guided demonstrations, and hands-on exploration, educators will experience how AI can streamline the planning process while enhancing instructional quality. Participants will examine ways to use AI to anticipate learner variability, offer multiple means of engagement, representation, and expression, and proactively reduce barriers that may limit student success. In addition, the session will address important considerations such as ethical use, data privacy, and the role of educator expertise when integrating AI tools. Educators will leave with practical, ready-to-use strategies and prompts that can be immediately applied in their own contexts. By the end of the session, participants will feel more confident using AI as a thoughtful and responsible partner in lesson design which will lead to more inclusive, accessible learning experiences for all students.

From Educator to Executive: Developing Leadership Capacity in Special Education

Workshop #4

Location
Garden State Ballroom
Speakers
  • Danielle Taylor
    Dr. Danielle Taylor, Psy.D., is a licensed psychologist and nationally certified school psychologist with over 15 years of leadership experience in special education across public, private, and clinical settings throughout the Northeast. She currently serves as Chief Operating Officer at Spectrum360, a nonprofit organization dedicated to supporting individuals with autism and those who identify as Autistic, where she provides strategic leadership and oversees clinical and educational programming. Dr. Taylor is also the owner and practicing psychologist at Sacred Journeys Therapy, LLC, where she provides integrative, trauma-informed care. Her clinical work is grounded in evidence-based practices and enriched by advanced training in modalities such as Internal Family Systems, trauma-focused therapy, canine assisted therapy, and mindfulness-based approaches . A recognized leader in the field, Dr. Taylor has held multiple executive and clinical director roles and has presented extensively on topics including autism, trauma-informed care, and innovative interventions in schools. She is particularly known for her work in animal-assisted interventions, including school-based canine therapy programs designed to support student engagement, emotional regulation, and overall well-being . Dr. Taylor brings a unique blend of executive leadership, clinical expertise, and holistic, compassionate care to her work, with a deep commitment to improving outcomes for neurodiverse individuals and the systems that support them.
Summary
Session Description: Many leaders in special education begin their careers as exceptional educators, clinicians, therapists, or program specialists. However, success as a technical expert does not automatically translate into success as a leader. As organizations face increasing complexity, workforce challenges, and growing demands for innovation, leaders must develop new competencies that extend beyond their professional expertise. This session explores the critical transition from practitioner to leader and provides practical strategies for developing leadership capacity across special education organizations. Participants will examine the communication, coaching, feedback, conflict management, and strategic thinking skills necessary to lead high-performing teams, foster employee engagement, and drive organizational success. Attendees will leave with actionable tools to support emerging and established leaders as they navigate the challenges of leadership while advancing their organization's mission and impact. Learning Objectives: 1. Identify the key mindset and skill shifts required to transition from technical expert to effective leader in special education settings. 2. Apply communication, coaching, and feedback strategies that strengthen team performance, accountability, and professional growth. 3. Develop approaches for navigating difficult conversations and addressing performance or interpersonal challenges with confidence and professionalism. 4. Examine strategies for building strategic thinking skills that enable leaders to align daily decisions with organizational goals, culture, and long-term outcomes.

The Future of Special Education Is Collaborative: Classroom, Co-Teaching, and Family in Sync

Workshop #4

Location
Brunswick BC
Speakers
  • Melissa Antinoff
    career educator and the creator behind “The Well-Seasoned Teacher,” where she shares practical advice for modern classrooms on social media. The 2019 Burlington County, NJ Teacher of the Year and a 2020 Bonnie Campbell Hill National Literacy Leader, Melissa has spent almost three decades helping students transition from non-readers to avid book lovers. Her expertise is featured in the last four editions of Jim Trelease’s Read-Aloud Handbook. Known for her direct and realistic approach to classroom management, Melissa emphasizes clear boundaries, consistent consequences, and the importance of creating a safe environment where students know exactly what to expect. Melissa earned her Bachelor of Arts degree in Sociology and a Teaching Certificate from Rutgers University.
  • Allison Gollin
    founder of Gollin Educational Consulting Services, LLC, has over 21 years of experience as a New Jersey based school social worker with the Mount Laurel School District. She has the unique perspective of sitting on both sides of the table as a Child Study Team case manager and the mother of a daughter with dyslexia. Allison works with students that have differences including, but not limited to, autism spectrum disorder, learning disabilities, ADHD, anxiety, depression, communication impairments, explosive behaviors and various health conditions. Allison has a breadth of experience in writing strength-based IEPs, interpreting assessments, making referrals to private providers and guiding parents, teachers and administrators through the complex world of special education. She strongly believes that helping teachers to better understand their students' holistic needs - academic, social-emotional and behavioral - will empower them to partner most effectively and positively with families. Allison earned her Master of Science in Social Work from Columbia University and her Bachelor of Arts in Psychology from Lehigh University. She holds an LSW from the State of New Jersey.
  • Jennifer Mazzochi
    founder of Co-Teaching Connection, is a 25 year veteran special educator whose work spans self contained, resource center, and inclusion classrooms. Her expertise in co teaching has helped transform instructional teams from simply functioning to truly flourishing. With experience in both elementary and middle school, and in general and special education roles, she brings a rare, well rounded perspective to the profession. As the 2019 Camden County Teacher of the Year, Jennifer is recognized as a trusted, respected, and highly effective educator whose impact reaches far beyond her own classroom. She currently works in the Gloucester Township School District. Jennifer received her Master of Arts in Curriculum and Instruction from NOVA Southeastern and her Bachelor of Arts degree in Elementary and Special Education at SUNY Geneseo.
Summary
What if shaping the future of special education isn’t about adding more initiatives, but about aligning the adults already supporting students? In this dynamic session, three experienced educators explore how alignment across classroom management, co-teaching, and school-home communication creates consistent, supportive environments where students can thrive. Participants will gain practical, no-nonsense classroom management strategies that emphasize clear expectations, consistent follow-through, and building calm, respectful classrooms. The session also addresses one of the most common challenges educators face: communicating with families when students are struggling. Using a strengths-based approach grounded in the Strengths Spiral framework, educators will learn how to reframe difficult conversations into opportunities for connection, trust, and true partnership. In addition, the session highlights the critical role of co-teaching alignment. When educators recognize and leverage one another’s unique strengths, habits, and perspectives, they create a seamless, collaborative classroom experience that benefits all learners. By aligning these three areas, educators can move beyond isolated efforts to a cohesive, future-focused approach to special education. Participants will leave with practical tools, shared language, and actionable strategies to strengthen adult alignment, helping them shape more effective, collaborative, and student-centered outcomes.

Emotional Regulation Impairment: Best Practices for School-Based Support

Workshop #4

Location
Brunswick AD
Speakers
  • Michael Selbst
    Michael C. Selbst, Ph.D., BCBA-D, LBA, is the Executive Director of Behavior Therapy Associates. He is a Licensed Psychologist in New Jersey and Pennsylvania, Certified School Psychologist, Licensed Behavior Analyst in New Jersey, and Board Certified Behavior Analyst at the Doctoral level. Dr. Selbst also Co-Founded and was the Executive Director of the HI-STEP® Summer Social Skills Program for 20 years. He has expertise in the evaluation and treatment of clients who present with symptoms of anxiety, depression, ADHD, autism spectrum disorder, obsessive-compulsive disorder, mood disorders, oppositional defiant disorder, aggression, social skills deficits, learning disabilities, as well as family and relationship issues, and parent training. Dr. Selbst has extensive experience evaluating and treating pre-school-aged children through adults, consulting with school districts and private schools, helping individuals working through significant life changes and transitions, and has led numerous workshops, including at local, statewide, national, and international conferences. Dr. Selbst assists clients in increasing their psychological flexibility, making meaningful steps toward who and what is important to them. He is co-author of the Behavior Problems Resource Kit: Forms and Procedures for Identification, Measurement and Intervention, the social skills curriculum, POWER-Solving®: Stepping Stones to Solving Life’s Everyday Social Problems, and book chapter “Acceptance and Commitment Therapy” in A. G. Dempsey’s (Ed.) book, Pediatric health conditions in schools: a clinician’s guide for working with children, families, and educators.
Summary
Students experiencing Emotional Regulation Impairment (ERI) often struggle to manage emotions, cope with stress, and sustain appropriate engagement in learning and relationships. These challenges can significantly impact school functioning and highlight the need for coordinated, system-level supports. This workshop provides a practical framework for schoolwide implementation within a multi-tiered system of supports. Participants will develop a clearer understanding of emotional regulation challenges through a skill-based lens, along with actionable strategies to strengthen staff responses, support student coping and resilience, and promote a more supportive school climate. The workshop integrates evidence-informed practices drawn from behavior analysis, cognitive-behavioral approaches, and acceptance-based interventions, with an emphasis on strategies that are feasible in real-world school settings. The workshop also highlights the role of social-emotional learning, explicit instruction in social skills, and strategies to increase psychological flexibility and promote generalization across settings. Through applied examples and guided activities, participants will build skills that can be immediately integrated into existing school structures across grade levels. Content is designed to be relevant for a range of roles, with an emphasis on collaboration and consistency across teams. Participants will leave with practical tools to align supports across tiers and enhance the effectiveness of interventions for students with emotional and behavioral needs.

Structured Literacy for Students with Autism and Complex Learning Needs: Practical Adaptations that Preserve the Science

Workshop #4

Location
Conference A
Speakers
  • Christine Delmas
    Christine Delmas is a Literacy Consultant and CERI Certified Dyslexia Specialist with more than 25 years of experience in education. Her work spans roles as a workshop presenter, literacy coach, curriculum writer, interventionist, Orton-Gillingham practitioner and teacher-trainer, special education teacher, and general education classroom teacher. Christine serves as a facilitator for the AIM Institute for Learning & Research, where she delivers Pathways to Structured Literacy and Pathways to Proficient Reading to educators nationwide. Most recently, she has become a Regional Coach with the New Jersey Tiered Systems of Support for Early Reading (NJTSS-ER), supporting districts in strengthening early literacy systems and instructional practices. In addition, Christine serves on the Board of Directors for the New Jersey Branch of the International Dyslexia Association (NJIDA), advancing the organization’s mission to provide teacher education and increase public awareness of dyslexia across New Jersey. She has presented extensively throughout New Jersey and across the country on dyslexia, Structured Literacy, and data-informed reading instruction. Christine taught students in grades 1 through 6 before earning her Reading Specialist certification, after which she helped establish and coordinate her district’s Response to Intervention (RTI) initiative. In 2012, she was honored as Monmouth County Teacher of the Year. She is also a former national Language Circle Consultant for Project Read. She earned her bachelor’s degree from Seton Hall University and a master’s degree in Reading along with a Supervisor Certificate from Rutgers University. She holds certification as an Orton-Gillingham Practitioner, Teacher-Trainer, and Dyslexia Specialist from Fairleigh Dickinson University. Christine has co-authored a peer-reviewed journal article on reading instruction. A committed lifelong learner, Christine is passionate about providing high-quality professional development that equips educators with the knowledge and tools necessary to ensure all students become proficient, confident readers.
Summary
How can educators maintain the integrity of Structured Literacy while meeting the diverse needs of students with autism and complex learning profiles? This session explores practical adaptations that increase access without lowering expectations. Through real student profiles, participants will learn how to reduce cognitive load, incorporate visual and communication supports, increase opportunities to respond, and use sentence-level instruction to strengthen comprehension. Strategies for supporting students with hyperlexia, executive functioning challenges, language disorders, and AAC users will be highlighted. Participants will leave with immediately applicable tools that honor both the science of reading and the strengths of neurodiverse learners.

Collaborative Conversations - Transition Services Age 18-21 in School Setting

Workshop #4

Location
Regency DEF (Ballroom)
Speakers
  • Stefanie Rinaldi
    Stefanie Rinaldi is a proud graduate of Fairleigh Dickinson University, holding a Bachelor’s Degree in Humanities and a Master’s Degree in Teaching. She began her career working with students who had been hospitalized as a result of mental health problems, and ultimately moved onto a career working with adults with disabilities. Her experience helping adults with disabilities began with developing employment and day habilitation programs, and ultimately expanded to include helping individuals in group homes find employment. Soon, she found herself exploring Transition Support for high school students and ultimately became responsible for developing programs that helped bridge the gap between high school graduation and entering the workforce. Currently, Stefanie is the Assistant Director at The Center School in Somerset, NJ where she works to enhance the school's transition program.
Summary
This interactive roundtable will explore transition services for students ages 18–21 within school-based settings. Participants will engage in a collaborative discussion about the design and implementation of transition programs, including curriculum and instructional approaches, community-based instruction and job development, transportation considerations, and strategies for preparing students for adult life.

Empowering Communication: Best Practices for AAC in Special Education

Workshop #4

Location
Conference BC
Speakers
  • Melissa Donovan
    Melissa Donovan M.S. CCC-SLP, ATP of Garden State AAC Specialists, LLC With 15 years of experience as a speech therapist, Melissa has dedicated her career to helping clients with complex communication needs fully engage in life through the use of tailored AAC systems. She has served clients from 3 to 21 years of age with a variety of diagnoses including Cerebral Palsy, Autism, CHARGE Syndrome, Angelman’s Syndrome, Cortical Visual Impairment, and more. Melissa founded Garden State AAC Specialists to specialize in helping individuals with complex communication needs. She is passionate about providing those who are unable to speak with an alternative way to communicate and offering high-quality trainings to help families and schools implement life-changing AAC systems during everyday activities. Melissa is an expert in both high-tech and low-tech AAC interventions, and she is experienced in working with individuals who communicate through a variety of modalities like touch, pointing, switch scanning, and using eye gaze technology. Her vast training and experience with communication devices from Talk to Me Technologies, Tobii Dynavox, and Prentke Romich - as well as iPad communication applications like TouchChat and Proloquo2go - enables her to determine the ideal communication system for every individual. Melissa received her Bachelor of Science in Special Education from Seton Hall University, and she earned her Master of Science in Speech Language Pathology from Seton Hall University two years later. She then went on to get her Certificate in Assistive Technology from Stockton College in 2013 and became an Assistive Technology Practitioner through RESNA in 2016. In order to further support individuals with communication and visual impairments, Melissa also earned a micro-credential from Perkins School for the Blind in the area of Cortical Vision Impairment in 2017. She is certified by the American Speech-Language-Hearing Association (ASHA) and licensed to practice throughout the state of New Jersey.
Summary
Do you work in a classroom where one or more of your students use an AAC system? This session is for you! Build your confidence in AAC implementation across your school day for all of your students with complex communication needs. Walk away with a virtual toolbox that will provide you with resources to get started in your classroom. Participants will gain a better understanding of how an AAC system should be used and responded to, in order to expand functional communication skills and to increase participation within the classroom. Examples of AAC topics that will be discussed include; a total communication approach, aided language input, descriptive teaching strategies, assuming intention, wait time/pause, declarative statements, vocabulary selection, communication partner buy-in, and the power of robust communication systems!
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