|||Luke Anderson Ed.S., BCBA is the Director of Prevention Supports and Services for the Placer County Office of Education. Within this role, Luke supports school districts and county offices of education in installing data-driven school-wide systems and practices that aim to support the social/emotional, academic, and behavioral well-being of all students. Luke's role also includes facilitating the Differentiated Assistance process. Luke is a statewide SWIS and I-SWIS Facilitator Trainer. Prior to joining the PCOE team, Luke worked as a special education teacher, behavior analyst, school psychologist, and PBIS Trainer for one of the largest school districts in California. He has also worked as a lecturer in the School Psychology and Special Education programs at CSU, Sacramento where he taught courses on academic and cognitive assessment. In addition to presenting at numerous state and national conferences, Luke has been an invited speaker at the Mind Institute's Summer Institute, the Northern California LD Association Conference, the CSUS School Psychologist Conference, and the PBIS National Leadership Forum. |
|||Susan Barrett serves as the Director for the Center on Social Behavior Supports at Old Dominion University and an Implementer Partner with the National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS). She assists with large-scale implementation of PBIS, partners with researchers to evaluate the impact of PBIS on students, school staff and school communities and serves on the Association of Positive Behavior Supports Board of Directors. She also co-leads the development of the Interconnected Systems Framework, a mental health and PBIS expansion effort. Susan has been published in the areas of large-scale adoption of PBIS, mental health, cost-benefit analysis, advanced tier system development, and adoption of evidence-based practices in schools.|
|||Rhonda Beasley, is the Multi-tiered System of Supports (MTSS) Coordinator for the Santa Clara County Office of Education. In this role, she provides technical assistance to local districts to support their efforts to align tiered academic and behavior systems. Much of her work is focused on using the MTSS framework to establish and sustain equitable practices in our schools. She has worked in education for the past 15+ years as a classroom teacher, Reading First Coach, Teacher on Special Assignment, K-8 Literacy coach, ELA/ELD Coordinator, DIBELS Mentor, Improvement Science Coach, and RSDSS Coordinator. Rhonda earned her B.A. from Pomona College in Claremont, CA and her M.A. in Curriculum and Instruction in Multicultural Contexts from Azusa Pacific University. She is currently a doctoral student in the Organizational Change and Leadership Ed.D. program at the University of Southern California. |
|||Lina Bender is a Coordinator for Learning Support Services at OCDE. She comes with a background as a school psychologist, with a focus on secondary and alternative education settings. Lina currently supports CA MTSS as part of the statewide leadership team along with PBIS, Restorative Practices, and School-based Mental Health practitioners within Orange County.|
|||Audra Casanova serves as a MTSS Project Coordinator for the Stanislaus County Office of Education, Preventions division. As a former foster youth, Audra has dedicated herself to uplifting and empowering marginalized youth and communities. After receiving her Bachelor's from UC Berkeley, she obtained her teaching credential from Mills College, a program rooted in social justice and equity. Previously, Audra worked for Patterson Joint Unified School District as an in classroom teacher and later, a PBIS District-Wide coach and Foster Youth Support. With a focus on foster youth, equity and Trauma-Informed care, she has received her Administrative Credential and Master's Degree from CSU Stanislaus. Audra has previously presented at the California Association of Supervisors of Child Welfare and Attendance State Conference, the California League of Schools School Climate and Culture Conference and has served as a panelist at the CSU Stanislaus event, Socio-Emotional Learning (SEL) Supports for Underserved Populations.|
|Dr. Rebecca Celes Mendiola is the Assistant Superintendent of Student Services and Programs at the San Diego County Office of Education. Dr. Mendiola currently oversees the Student Services and Programs division providing programs and services to students, which includes Juvenile Court and Community Schools, Student Support Services, Early Education Program, Migrant Education, Outdoor Education, and Special Education services. Many of these programs and services are provided directly to students by SDCOE staff (administrators, teachers, and classified support staff). Dr. Mendiola was formerly the Director of the Safe and Healthy Schools department for the Santa Clara County Office of Education (SCCOE). Her efforts include scaling up Positive Behavior Interventions and Supports (PBIS) statewide building capacity and assisting districts and county offices of education to create system alignment using the Multi-tiered System of Supports framework for behavioral and social emotional support. Dr. Mendiola has been able to guide and assist in scaling up PBIS efforts in over 300 school sites, school districts, and county offices of education throughout Northern California. She has also been able to bring community agencies together to create system alignment to provide a coordinated effort to support students, families, and the community. Dr. Mendiola has over 20 years of experience working with children and families as an Educator, Social Worker, Mental Health Therapist, and Behavior Specialist.|
|Cristy Clouse is Vice President of Innovations for the California Technical Assistance Center on PBIS. Cristy has been supporting students and families for the past 34 years as a speech & language specialist, general & special educator, behavior case manager, administrator, program coordinator and PBIS specialist. For the last eighteen years, she has been facilitating MTSS-Behavior scaling up efforts at regional, district and school site levels across California and the Southwest. Cristy co-facilitates Tier 1 and 2 PBIS Leadership Academies, PTR Master Facilitator trainings, Early Childhood PBIS and High School PBIS Community of Practices. Additionally, she is a member of the planning committee for both the CA High School and Early Childhood PBIS Symposiums. She is an affiliate of the National Center for PBIS, a professional member of APBS, a SWIS and I-SWIS Facilitator Certification trainer and an active leader for the California PBIS Coalition Training & Coaching unit.|
|||Russell Y. Coronado is the Executive Director of the San Diego South County Special Education Local Plan Area (SELPA). A highly respected educator with an outstanding reputation for advocating for compliant, student-focused programs, Mr. Coronado has successfully delivered comprehensive special education training and programming throughout the South County Region. As a member of the State SELPA Association Finance Committee and SELPA Coalition Steering Committee, he provides valuable insight into Special Education funding and finances.|
Mr. Coronado guides and advocates for the six member school districts and the San Diego County Office of Education in all facets of special education. He has developed a specific emphasis in the area of second language learners, at-risk youth and under-represented students. He has built a reputation around Positive Behavioral Interventions and Supports, Multi-Tiered Systems of Support, Equity and Disproportionality, Promoting the social and academic well being of children throughout San Diego County.
Mr. Coronado has served as adjunct professor for a local university. He has served on many boards including the Chula Vista Elementary School District Board of Education, YMCA, and the National University Special Education Advisory Board.
“To support and celebrate the personal, social and academic success of every student, every day!”
|||Tina Cunningham has extensive experience in the areas of curriculum, teaching and learning, and leadership through positions held not only in K-12 and university classrooms, but also in administration at the site and district levels. She has served as both an elementary and secondary principal. Within her most recent principal assignment, she was pivotal in implementing multi-tiered positive behavior supports and Restorative Practices to such a degree of success that the entire district followed her lead and widened the implementation district-wide. She also worked as a Curriculum Coordinator at the district level overseeing Federal Program Monitoring, PLCs, RTI, GATE, AVID, and English Learner and Categorical Programs. She has experience working with diverse populations, both highly affluent and economically disadvantaged, and understands their unique educational needs and interests. |
Currently Mrs. Cunningham is beginning her second year at the Los Angeles County Office of Education. She first started at LACOE serving as an Administrative Credential Coach and Contract Consultant for the Center for District Capacity Building unit. She is one of LACOE’s lead trainer for the Multi-Tiered System of Support (MTSS) initiative. Now Mrs. Cunningham is a Coordinator in the department of Student Services with the Positive Behavior Intervention and Support unit.
|||Nancee Davis is the Director of Safe and Supportive Schools, Preventions Department at the Stanislaus County Office of Education. She holds a Master’s Degree in School Counseling, PPS Credential, Administrative Credential, as well as a Multiple Subject Teaching Credential. Throughout her 28 plus years in education she served as a site administrator for over sixteen years at the elementary and middle school level, district counselor, lead teacher and mentor/coach for both administrators and teachers. She works directly with SCOE’s MTSS/PBIS team to provide training, coaching and technical support throughout the region. Throughout her professional career Nancee has worked to develop Multi-tiered Systems of Support at her each of her schools and has extensive experience working with site and district Leadership Teams. In addition to her work in the schools she teaches new and aspiring teachers at the Teacher’s College of San Joaquin where she focuses her instruction on courses that support the whole child!|
|Josh Harrower, Ph. D., BCBA-D is the Lawton Love Distinguished Professor of Special Education in the Department of Teacher Education at California State University, Monterey Bay. Dr. Harrower has coordinated a number of state and federal grants providing in-service training and consultative services to schools and districts in the area of functional assessment, behavior intervention and school-wide positive behavior interventions and support. Currently, Dr. Harrower coordinates the Special Education Credential Programs and the university’s certificate program in behavior analysis. Additionally, Dr. Harrower serves as the Principal Investigator and Director of Project STREAM, a grant funded by the US Department of Education’s Office of Special Education Programs to provide a professional development scholarship program utilizing technology and mentorship to support candidates pursuing a Moderate to Severe Special Education Credential. In total, Dr. Harrower has been awarded over $5 million in external funding for personnel development and school climate transformation projects. Dr. Harrower received his doctoral degree from the University of California, Santa Barbara and holds certification as a Board Certified Behavior Analyst-Doctoral. His primary areas of scholarly interest include positive behavior interventions and support, autism spectrum disorders, applied behavior analysis, pivotal response treatment, functional assessment and behavior intervention. Dr. Harrower is an Associate Editor for the Journal of Positive Behavior Interventions and a member of the Editorial Board of Focus on Autism and Other Developmental Disorders. His scholarly work has been published in scientific journals including the Journal of Positive Behavior Interventions, the Research and Practice for Persons with Severe Disabilities, Preventing School Failure and Exceptionality.|
is an emeritus professor of special education at the University of Oregon. His research has focused on applied behavior analysis, positive behavior support, multi-tiered instructional systems, equity in education, and systems change. He has worked for the past 20 years with George Sugai in development and implementation of school-wide positive behavioral interventions and supports (PBIS). Over 26,000 schools are implementing PBIS nationally. Research, evaluation and technical assistance outcomes from this effort indicate that investing in the development of a positive social culture is associated with improved social, behavioral and academic gains for students. Dr. Horner has been the editor of the Dr. Rob HornerJournal of the Association for Persons with Severe Handicaps, co-editor of the Journal of Positive Behavior Interventions, and associate editor for both the Journal of Applied Behavior Analysis and the American Journal on Mental Retardation. Dr. Horner is an AAIDD Fellow and recipient of the 2002 AAMR Education Award.
|||Marcus Jackson is an Executive Leadership Coach at the South County SELPA with the Equity and Disproportionality Project. He supports school districts with Positive Behavioral Interventions and Supports (PBIS), Culture/Climate and School-Wide Information System (SWIS). His advocacy started as an educational advisor for a federally funded program by assisting first generation college bound students and families with postsecondary education and financial-aid training. He has served as a School Psychologist with the Elementary, Middle and High School populations. In addition, he has worked with students in alternative settings from kindergarten through twelfth grade. Marcus has been a school principal at the alternative and comprehensive school sites where his teams implemented PBIS, social emotional learning, mentorships and leadership groups within the schools to develop and maintain a positive culture. He has worked as an adjunct professor at two San Diego universities, to ensure that school psychology graduate students were able to develop a diverse counseling curriculum and the skills required to best prepare them for success when assessing students, by viewing the “whole child” from her/his home, school and community environments. |
|||Ginny Joseph is Coordinator of PBIS and Mental Health at Orange County Department of Education where she provides training and technical assistance for school teams implementing a multi-tiered framework for behavior supports. She earned her Masters in Special Education and her PhD in School Psychology at the University of Oregon. Ginny is experienced with Multi-tiered Behavioral Frameworks, function-based behavioral support planning, using data for decision-making, and behavioral support planning for small groups of students. She is a PBIS Assessment Coordinator and SWIS Facilitator Trainer. Prior to working at the county level, Ginny worked at the school and district level with PBIS teams. Ginny is passionate about prevention science, social-emotional learning, and providing a safe social climate for students in school settings.|
|Barbara Kelley has 25 years of experience as a School Psychologist, Behavior Expert, Therapist, and Educational Consultant for grades pre-k through 12. Mrs. Kelley is currently the California Positive Behavioral Interventions and Supports State Coordinator and is an associate of the National Positive Behavioral Intervention and Supports Technical Assistance Centers at the University of Oregon and Connecticut (pbis.org) (cber.org). She has been a PBIS consultant, trainer, and coach for over 12 years; facilitating PBIS scaling up efforts at regional, district and school site levels across California. She is an international trainer for the School-wide Information Systems (SWIS) Facilitator Trainings and a national School-wide Information Systems (SWIS) trainer for schools. Her background training includes educational psychology, neuro-psychology, behavioral science, gestalt therapy, organizational systems theory, and professional development strategies for adult learners. Currently, her professional focus is educational reform, the scaling up of evidence-based practices, cultural proficiency and organizational systems change. Areas of expertise include High School implementation of PBIS, secondary and tertiary tier support systems, data for decision-making, and facilitation of District leadership teams.|
|Michael Lombardo is the Executive Director of Prevention Supports and Services for the Placer County Office of Education. In this position he works throughout California in leadership in early prevention, student wellness, social-emotional support for students, breaking down barriers to education, collaborative strategy development and family/youth involvement. Michael is a member of the California Student Mental Health Policy Workgroup. He has extensive experience in the implementation and scaling up of evidence based practices and currently coordinates the California Positive Behavior Interventions and Supports Coalition (CPC). A large part of his current role is to coordinate and collaborate with local and state agency partners to facilitate the integration of Multi-tier System of Supports (MTSS) for social and emotional wellness. Michael is currently guiding the development of PBIS in over 250 schools, several alternative education settings and two Juvenile Institutions.|
|||Dr. Kent McIntosh is a Professor in the Department of Special Education and Clinical Sciences at the University of Oregon and Director of Educational and Community Supports, a research unit in the College of Education. He is Co-Investigator on the OSEP National Technical Assistance Center on PBIS and lead of the Center's Disproportionality Workgroup and has worked as a school psychologist, teacher trainer, and teacher in both general and special education.|
Kami Murphy is the Program Manager of Prevention and Intervention at Desert Mountain SELPA. She helps guide a team of experts who train, support and coach PBIS, Restorative Practices, MTSS, Early Childhood PBIS, Trauma Informed Practices and Interconnected Systems Framework. She is an active member of the Core Leadership team for the California PBIS Coalition (CPC). She has been in the field of education for over 23 years with experience as a classroom teacher, school counselor and site principal. The Prevention and Intervention team at Desert Mountain SELPA utilizes implementation science to build up the district’s capacity to implement PBIS with fidelity while integrating student mental health and wellness in schools and the surrounding communities.
|||Jami Parsons, Ed. D. currently works as an Administrator of the Learning Support Services team at the Orange County Department of Education. She is a member of the Executive team for the CA MTSS initiative. At OCDE, Dr. Parsons leads a dynamic team of Coordinators and Program Specialists who also support CAMTSS and serve Orange County districts in the areas of PBIS, SEL, Restorative Practices, Student Mental Health, Academic Interventions, Special Education, Counseling, McKinney Vento, SARB and Student Services. Dr. Parsons is currently serving as the Co-Chair for the California County Office of Education Leadership for School Counseling (COELSC) committee, is a member of CASCWA, ASCA, ACSA and CASC. She also supports CASC as a member of the CASC Legislative Advocacy task force. Jami has 24 years of experience in education and has worked as both a School Counselor and as a site Administrator. She has experience at the elementary, middle and high school level. She has also served as an Adjunct Professor at several institutions of higher education including CSULB, Chapman and Concordia University in their School Counseling graduate programs. Jami has a Master’s degree in Educational Counseling with a PPS credential, holds a Professional Clear Administrative credential and completed a doctoral degree in K-12 Educational Leadership at the University of Southern California.|
|||Natalie Sedano is a Prevention and Intervention Lead Specialist at Desert/Mountain SELPA. Natalie has been in the field of education for over 13 years. She holds a Masters Degree and PPS credential in Educational Counseling and in School Psychology. Natalie has worked as a special education aide, a school counselor and an intervention specialist for at-risk youth. Natalie has been a school site and district PBIS coach. Enthusiastic and determined, she is passionate about advancing education effectiveness by interconnecting school mental health and school-wide positive behavioral support. She is an advocate for systems and ensuring that the “whole” child is addressed.|
|||Felicia Singleton, M.S, PPS has served as teacher, school counselor. assistant principal and principal throughout all K-12 levels, including alternative education. She served as district administrator for San Diego Unified School District in the Student Services department overseeing student discipline, suspension appeals and student expulsions as well as the School Attendance Review Board (SARB); serving as the hearing officer for both departments. Felicia was appointed as the Program Manager of the Restorative Justice Practices Department in San Diego Unified. There she developed the district wide professional learning and implementation plan, built the infrastructure and lead the shift from a zero-tolerance district to one that is on the path of becoming a restorative district. She joined the San Diego County Office of Education in 2018 as the Coordinator of Student Support Services. |
Felicia is an adjunct professor at Point Loma Nazarene University and a member of several local, state and national professional organizations including; The Association of African American Educators, Delta Sigma Theta Sorority, Incorporated, Association for Positive Behavior Support and a founding member of the Coalition for Restorative Schools. Felicia recently began her journey as a doctorate student at the University of California San Diego where she hopes to research the impact PBIS implementation has on improving school culture and student outcomes in the alternative educational settings.
Stephanie Tague, MSW serves as the coordinator for Santa Clara County Office of Education’s Safe and Healthy Schools Department and for the regional Positive Behavior Interventions and Supports (PBIS) Technical Assistance Center. Stephanie has served the educational system in a variety of roles during her tenure, and in her spare time she serves as an adjunct professor at California State University Monterey Bay College of Education.
Sheari Taylor is a Consultant II, for Positive Behavior Interventions and Supports (PBIS), in the Community Health and Safe Schools Unit, Division of Student Services, for the Los Angeles County Office of Education (LACOE). Sheari currently provides PBIS training, coaching, and technical assistance to schools and districts throughout the County. She has an extensive background as a teacher, in both general and Special Education, staff developer, site administrator in Title I and non-Title I schools, and as Consultant II for the Regional System of District and School Support at LACOE. She is also a Region 11 County Lead and trainer for the California Scaling Up Multi-Tiered System of Support (CA SUMS MTSS) initiative. Sheari is the Director of Curriculum for Forward Progress, a program that she developed for the City of Long Beach court system that is designed to help end the perpetual cycle of recidivism by rehabilitating first-time misdemeanor offenders.