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Technical Assistance Facilitators

The State Performance Plan-Technical Assistance Project (SPP-TAP) Technical Assistance (TA) Facilitators have been a crucial support component of the SPP-TAP since 2009 as they provide ongoing support to Local Education Agencies (LEAs) in their development and implementation of Comprehensive Coordinated Early Intervening Services. They are a diverse group of professionals spread throughout California with a unique set of skills, knowledge, and experience.

How TA Facilitators Support LEAs

SPP-TAP TA Facilitators can support an LEA utilizing one of the following options.

  • An LEA can select one of the Lead SPP-TAP TA Facilitators to be their sole support provider.
  • An LEA can contract with one of the Lead SPP-TAP TA Facilitators who will bring in additional Facilitators to conduct specific tasks (e.g., data analysis, focus group facilitation, record reviews). The contracted SPP-TAP TA Facilitator will serve as a Lead TA Facilitator and will coordinate support services to the LEA.
  • LEAs can work together, regionally or under a SELPA, to contract with a Lead SPP-TAP TA Facilitator to coordinate a team of TA Facilitators to provide support services to the group of LEAs.

Download the Menu of Services for Technical Assistance Facilitation (DOC).

Selecting a TA Facilitator

Click the names below to explore brief bios, areas of particular interest and expertise, and contact information for each SPP-TAP TA Facilitator. You can find SPP-TAP TA Facilitators by Location. And you can search by Expertise to identify SPP-TAP TA Facilitators who can provide support in a particular topic area.

For your convenience you can download a Contact List that includes names, locations, and contact information for all of the SPP-TAP TA Facilitators.

Lead TA Facilitators – working independently or leading a team of TA Facilitators

 

562-480-7251

artis@educoncepts.org

Home base: Southern California

As a forty-two-year educator, Dr. Artis Callaham-Boston has been a consummate administrator, school psychologist, counselor, teacher, and has always understood that for students to gain equitable access to the curriculum, there must be flexibility within the instructional design. Dr. Callaham therefore, introduced the Universal Design for Learning, a pedagogical concept of designing for few and providing access to all, to her Rossier School of Education (USC) colleagues in 2008, which she has presented at educational conferences and published research on the impact of UDL in schools.

Dr. Callaham has developed effective programs implemented in various schools using multiple means of engagement, representation, and expression. She currently serves as the Director of Special Education and Support Services for Magnolia Public Schools, which operates 10 locations throughout the Los Angeles Valley to San Diego, California. Serving as a member of Dr. Pedro Noguero’s team of professional change agents from 2017 to 2018, Dr. Callaham has offered support to struggling schools in the areas of Special Education implementation and compliance.

As an expert in Cultural Responsive Pedagogy, Dr. Callaham-Boston has supported several LAUSD and charter schools in enhancing their instructional design, through the implementation of Multi-Tiered Systems of Support. For over 40 years, she has provided support to schools as an advocate for inner-city youth, African American, Latino students, and the LGBTQIA populations who are most marginalized students.

In support of the CDE State Performance Program, Dr. Callaham has worked with an excellent FTA to support several schools in addressing Indicator 10 for the over-identification of Latino students for Specific Learning disabilities. Dr. Callaham-Boston’s experience as a psychologist and Language Development Program for African American Students facilitator, provides her the expertise to support schools in addressing the overidentification of African American students for any eligibility and schools who are out of compliance for suspensions and expulsions for any student population.

Areas of Particular Interest/Expertise:

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Gathering Quantitative Data
  • Gathering Qualitative Data
  • Programmatic Self-Assessment
  • Infrastructure Analysis
  • Policies, Practices, and Procedures Review
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population
  • Development of a Theory of Action 
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan
  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions
  • Support implementation monitoring
  • Provide guidance around student tracking requirements
  • Assist with development of Progress Reports
  • Assist in identifying successful activities to continue once CCEIS funds have been expended


818-825-9027

cathie.johnson@icloud.com

Home base: Southern California

Available to work throughout the state

Cathie Johnson has been an educator for over 35 years in both general and special education. She has worked at the district level and school site level, both elementary and secondary. Her roles have included teacher, school administrator, district administrator, parent liaison, college professor and consultant.

Cathie’s work in large urban school districts has framed her commitment and passion for ensuring all voices are heard and are part of the educational process. This includes engaging educational partners in authentic conversations around policies and practices that are equitable and inclusive, and lead to positive student outcomes.  She has an extensive background in developing and providing professional development which includes: Parent Engagement, PBIS, Trauma Informed Practices, Restorative Justice, Social Emotional Learning, English Language Learners, Standard English Learners, Collaborative and Inclusive Instructional Models, Student Support Teams, Multi-Tiered Systems of Support (MTSS), Student Voice, File Review, and the use of data to facilitate decision making.

Cathie has been a grant recipient for Wellness programs with Kaiser and Dignity Health and has supported schools and districts with the implementation of wellness goals that focus on culturally responsive classroom environments built around the social emotional learning domains.  She has participated in community programs that support students and families including the Village Nation program, which focuses on supporting access and success for African American and Latino students.

In 2010, Cathie became a Technical Assistance Facilitator. She has provided assistance to Significantly Disproportionate Districts in their efforts to implement a plan to address disproportionality and to gain a deeper working understanding of the root causes that are leading them to disproportionality. This includes assisting districts with the alignment of their plan to district initiatives and the Local Control and Accountability Plan by utilizing needs assessment protocol to identify root causes, data analysis, family engagement, and facilitating educational partner focus groups.

Areas of Particular Interest and Expertise:

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Gathering Quantitative Data
  • Gathering Qualitative Data
  • Programmatic Self-Assessment
  • Infrastructure Analysis
  • Policies, Practices, and Procedures Review
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population
  • Development of a Theory of Action 
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan
  • Budget Development
  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions 
  • Support implementation monitoring 
  • Provide guidance around student tracking requirements 
  • Assist with development of Progress Reports 
  • Assist in identifying successful activities to continue once CCEIS funds have been expended 

 

559-907-8286

chase@panafricanwellness.com

Home base: Northern California

Available throughout the state

“Seeing requires more than just opening your eyes; it requires the mind to direct the eyes to what it is looking for, as you can be blind to many realities even if it’s staring you in the face.”

– Dr. Amos Wilson

With a profound commitment to changing the trajectory of African Americans through impacting home and school cultures, Dr. Chase Moore brings 15 years of experience as a School Psychologist and educational consultant.

Professional Achievements:

  • Expert in Assessment: Specializing in the assessment of African American youth, Dr. Moore excels in diagnosing Emotional Disturbance and addressing Home School Cultural Incongruence (HSCI), ensuring culturally responsive practices.
  • Leadership in Special Education: Former Director of Special Education for San Joaquin County Office of Education, leading trauma-informed and research-based programs.
  • Recognized Excellence: Twice voted School Psychologist of the Year.
  • Founder, Pan African Wellness Center: Established the Pan African Wellness Center, training mental health professionals in culturally centered and trauma-informed approaches.

Areas of Particular Interest/Expertise:

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Gathering Quantitative Data
  • Gathering Qualitative Data
  • Programmatic Self-Assessment
  • Infrastructure Analysis
  • Policies, Practices, and Procedures Review
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population
  • Development of a Theory of Action 
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan
  • Budget Development
  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions
  • Support implementation monitoring
  • Provide guidance around student tracking requirements
  • Assist with development of Progress Reports
  • Assist in identifying successful activities to continue once CCEIS funds have been expended

(949) 322-2412

dlohnes@cox.net

Home base: Orange County and parts of Los Angeles County

Available virtually in other regions

My 43 year background as a special educator administrator/SELPA /Assistant Superintendent in two large single district SELPAs where I initiated, implemented, and sustained PBIS, Restorative Practices and MTSS have prepared me to address the root causes of significant disproportionality in school districts.

In addition, I benefited from the experience of leading a School Climate team of parents, students, administrators and advocacy groups that tackled multiple issues of concern for students of color.

Since my retirement four years ago, I have assisted school districts in several capacities, but specifically in four significantly disproportionate districts in developing their CCEIS (Comprehensive Coordinated Early Intervening Services) plans. My work involved assisting in the overall planning, coordination of plan components, preparation and participation in Educational Partner meetings, data review, analysis of root causes and review of the CCEIS plan.

Areas of Particular Interest and Expertise

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Programmatic Self-Assessment
  • Infrastructure Analysis
  • Policies, Practices, and Procedures Review
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population
  • Development of a Theory of Action 
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan
  • Budget Development
  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions 
  • Support implementation monitoring 
  • Provide guidance around student tracking requirements 
  • Assist with development of Progress Reports 
  • Assist in identifying successful activities to continue once CCEIS funds have been expended 

925-699-1760

njammer47@gmail.com

Home base: Northern California

Available to work throughout the state

Gary McHenry spent 37 years in public education, starting as a counselor and retiring after serving as superintendent of three different school districts in 2012. During his career he served in the Ravenswood School District as a Counselor, in Mountain View Los Altos (MVLA) as Principal, in Oakland as an Area Superintendent, and in Stockton, Mt. Diablo and Inglewood as Superintendent. He started his career as an instructor at Foothill Community College and later taught in a Teacher Education program at John F. Kennedy University. He  earned his credential as a school psychologist in 1978.  After retirement he served as an alternative education instructor, and since 2018 as a coordinator of an Early College HS program in the MVLA District as well as a Leadership Coach at the University of California Berkeley, School of Education.  

He joined the State Performance Plan Technical Assistance Project as a Technical Assistance (TA) Facilitator in the 2016-17 school year.  He has worked in 12 different school districts, serving as lead TA Facilitator in three.  

Areas of Particular Interest and Expertise

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Gathering Quantitative Data
  • Gathering Qualitative Data
  • Programmatic Self-Assessment

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population

Step 4: Implementing and Monitoring

  • Support implementation monitoring 
  • Assist with development of Progress Reports  

 

(888) 267-6096

Jeyler@clsteam.net

Home base: Southern California

Available throughout the state

Dr. Jon Eyler is the founder and CEO of Collaborative Learning Solutions, an educational services and consulting firm specializing in culture and climate solutions.  Jon’s work focuses on behavior, social/emotional wellness, restorative practices, data, equity, and integrated system change. Dr. Eyler and his team currently support LEAs in developing system-wide structures focused on improvement and restoration as opposed to punitive measures, and on the integration of multiple district initiatives to mitigate disproportionate representation. Dr. Eyler’s work also includes the development of targeted (Tier II) systems and intensive (Tier III) treatment programs for students with a history of significant behavioral challenges. This work has resulted in numerous partnerships with districts and county offices throughout California to improve the quality of Emotional & Behavioral Disability (EBD) programs and has decreased the need for costly nonpublic school and/or residential placements which are often not in the best interest of students.

Dr. Eyler has served as an administrator at both district and county levels. He has worked as a regional administrator for the Riverside County Special Education Local Plan Area (SELPA) where he provided leadership and guidance to 22 LEAs serving more than 30,000 students with special needs. Prior to starting the consulting firm, he also worked for the University of Southern California (USC) where he taught courses in Educational Psychology (Learning Theory and Social Context of Education). Today, he and his team continue to support hundreds of schools and districts across the state with leadership, professional development, and technical assistance around tiered systems of intervention, data solutions, EBD program evaluations, and integrated system change.

Areas of Particular Interest and Expertise

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Gathering Quantitative Data
  • Gathering Qualitative Data
  • Programmatic Self-Assessment
  • Infrastructure Analysis
  • Policies, Practices, and Procedures Review
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population
  • Development of a Theory of Action 
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions 

(949) 293-6658

mbevernick@gmail.com

Homebase: Central and Sourthern California

Available throughout the state

NOTE: Mary Bevernick is currently not available to support LEAs newly identified as significantly disproportionate in 2024.

Over the past 40 years, Mary has served as a special education teacher, school counselor, special education director, assistant superintendent and SELPA director. As a special education director, Mary was in the first cohort in California identified as Significantly Disproportionate. Through that experience, Mary developed respect for the power of using data to analyze, track and monitor systems in order to develop and improve them. She believes that Significant Disproportionality provides a platform for collecting solid data to guide implementation of innovative research-based interventions in general education, powerful student study teams, supporting equity in education, and building inclusive education.

She has had multiple opportunities to work with others on equity issues and using a cultural lens to design and implement systemic change. Truly successful change requires input from all stakeholders before implementation. Significant Disproportionality identification offers impetus to actually implement system changes. Mary believes that changes developed through a cultural lens promote equity and offer success for all students.

Mary has considerable experience in guiding districts to develop strong and effective Student Success teams, MTSS plans3 and positive behavioral supports. She has the tools to guide districts and SELPAs to develop improved systems for serving their students. Whether working directly with leadership, providing professional development, leading stakeholder groups, or break-out sessions at large conferences, Mary consistently demonstrates the use of data to determine needs and to develop effective and efficient responses to those needs.

The work of an SSP-TAP facilitator is to support districts to develop and implement plans that will meet their own specific needs building on the strengths of that district. Mary enjoys the work. She currently lives in the Santa Cruz mountains and has experience working in large urban districts and small rural districts in southern and central California.

Areas of Particular Interest and Expertise

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Gathering Quantitative Data
  • Gathering Qualitative Data
  • Programmatic Self-Assessment
  • Infrastructure Analysis
  • Policies, Practices, and Procedures Review
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population
  • Development of a Theory of Action 
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan
  • Budget Development
  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions 
  • Support implementation monitoring 
  • Provide guidance around student tracking requirements 
  • Assist with development of Progress Reports  

925-368-4193

brownemildred@gmail.com

Home base: Northern California

Available to work throughout the state

Dr. Mildred Browne has spent 30 years as an educator and psychologist assisting and advocating for students and families whose needs fall outside traditional school systems. Holding increasingly responsible positions as director, administrative director, and assistant superintendent at school districts in California and Georgia, she is recognized for her expertise in special education, pupil services, student discipline, and alternative education. She has developed innovative programs, including the Mental Health Collaborative Model, the Counseling Clinic/Wrap Program, and the School Coordinated Care Teams. For several decades, Dr. Browne has shared her knowledge about serving students challenged by barriers impacting their ability to access education opportunities.

As a SELPA Director/Assistant Superintendent in the Mt. Diablo Unified School District (USD), and as a consultant in the San Francisco USD, Dr. Browne has embraced an equity agenda in developing equity plans. Since 2013, she has supported Comprehensive Coordinated Early Intervening Services (CCEIS) Teams in completing over 63 CCEIS Plans. The development of these plans assisted in the identification of appropriate stakeholder groups, incorporated research-based strategies and interventions to address disproportionality, and provided information on best practices around specific disproportionality State Performance Plan Indicators while ensuring an equity lens was used throughout the improvement process.

Over the past ten years, Dr. Browne has focused on her passion of addressing disproportionality as it relates to the over-representation of specific ethnic groups in special education and in regards to suspension and expulsion. She has worked with both rural and urban districts with diverse student populations. In all of her work, Dr. Browne provides organizational support and development for outreach to districts, families, and community-based organizations. She brings her own special expertise to the development of each district she works with so that it is appropriate, State and Federally regulated, sustainable and ensures equitable opportunities for all students.

Areas of Particular Interest and Expertise

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Gathering Quantitative Data
  • Gathering Qualitative Data
  • Programmatic Self-Assessment
  • Infrastructure Analysis
  • Policies, Practices, and Procedures Review
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population
  • Development of a Theory of Action 
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan
  • Budget Development
  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions 
  • Support implementation monitoring 
  • Provide guidance around student tracking requirements 
  • Assist with development of Progress Reports 
  • Assist in identifying successful activities to continue once CCEIS funds have been expended 


949-933-0077

cooperfreelance@gmail.com

Home base: Northern California

Available to work throughout the state

Suwinder Cooper is an Education Consultant specializing in addressing educational disparities. By leveraging her expertise in equity, diversity & inclusion she draws upon her broad-based experience in professional development training in education, the arts, human-relations and cross-cultural counseling to assist Local Education Agencies (LEA’s) across the state in the development and implementation of Compliance and Monitoring (CIM) for Comprehensive Coordinated Early Intervention Services (CCEIS) Plans.

As a Technical Assistant Facilitator, she is involved in all aspects of the four step process and activities in the development and implementation of CIM for CCEIS plans. In addition to her role as a lead TA Facilitator with both urban and rural districts, she also works collaboratively with her collogues to assist with conducting equity walks, empathy interviews, and in the facilitation of focus groups with students, parents and  community members. By conducting a thorough analysis of both “street and satellite data” she is able to assist with the identification of potential root causes, success gaps, measurable outcomes and activities.

Suwinder Cooper is an experienced leader in facilitating transformational change in the area of equity, inclusion and intercultural relations. Her work focuses on a broad range of issues related to social justice, educational equity, socio-emotional learning and wellness. As the Vice President of Professional Initiatives for the Center for Leadership in Equity and Leadership (CLEAR) she provides specialized professional development trainings, coaches and mentors  equity leaders to build capacity with LEA’s statewide.

Suwinder has taught classes in education and counseling at the University of British Columbia, Vancouver Community College, and as an Academic Trainer, trained faculty and teaching assistants at the University of California, Irvine. Suwinder earned a B.A. in Psychology and a M.A. in Education in Cross-Cultural Counseling Psychology from the University of British Columbia, Vancouver, British Columbia, Canada. She is a certified True Colors Trainer and a certified Anti-Bias Trainer with the Anti-Defamation League, Central Pacific Region.

Areas of Interest and Expertise

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Gathering Quantitative Data
  • Gathering Qualitative Data
  • Programmatic Self-Assessment
  • Infrastructure Analysis
  • Policies, Practices, and Procedures Review
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population
  • Development of a Theory of Action 
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan
  • Budget Development
  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions 
  • Support implementation monitoring 
  • Provide guidance around student tracking requirements 
  • Assist with development of Progress Reports 
  • Assist in identifying successful activities to continue once CCEIS funds have been expended 

 

 

323-922-3599

drvictoria@vruffinenterprises.com

Home base: Southern California

Available throughout the state

Dr. Victoria M. Ruffin is an urban educational expert whose interest centers alternative learning environments, special education, K-12 policy/ governance, foster youth, civic advocacy, community engagement, and mentorship.  Raised in both—South Central Los Angeles and the South, Victoria brings a valued lens to the work of dismantling oppressive systems.  As a former emancipated foster youth she credits her village in shaping her purpose. Ruffin believes her integrity and passion to improve public school culture that disenfranchises students is civil rights work nestled in the pursuit of social justice.  

Inspired by gang violence that caused her brother’s untimely death— her 2016 research focused on the ways in which urban African-American adolescent males perceive implicit and explicit messages from their home, neighborhood, and community to influence how they navigate their reality and place value on school. Ruffin is particularly interested in how the intersectionality of the role the bioecological framework and her theory, the cycle of promise, affect the paths of minoritized youth.

The past 25 years she has served as a nonprofit foster care advisor, teacher, counselor, special education coordinator, school psychologist, school-site administrator, adjunct professor teaching cultural diversity, district administrator, board trustee, and current educational consultant. 

Victoria holds a bachelor’s in Psychology from the University of California at Davis (minor in African-American Studies), master’s in Educational Counseling from National University, and doctorate in Urban Educational Leadership with emphasis on K-12 Policy from the University of Southern California.  Her other credentials include Administrative Tier 1 and Pupil Personnel Service credentials in School Psychology, Counseling and Child Welfare and Attendance.

Dr. Ruffin has the heart of a warrior, the vision of justice, and the enthusiasm to serve. Victoria is intentional about moving the educational equity needle in our significantly disproportionality work—aiming to improve the learning communities of the students we serve. 

Areas of Particular Interest/Expertise:

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Gathering Quantitative Data
  • Gathering Qualitative Data
  • Programmatic Self-Assessment
  • Infrastructure Analysis
  • Policies, Practices, and Procedures Review
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population
  • Development of a Theory of Action 
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan
  • Budget Development
  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions
  • Support implementation monitoring
  • Provide guidance around student tracking requirements
  • Assist with development of Progress Reports
  • Assist in identifying successful activities to continue once CCEIS funds have been expended

Team TA Facilitators – providing support as part of a team under one Lead TA Facilitator

 

iamjoannemurphy@gmail.com

Home base: Northern California

Available to work in Northern and Central California

Joanne Murphy is a career educator, student advocate and equity leader working in the San Francisco Bay Area. Her resume includes special education case management for deaf and hard of hearing students, program specialist work covering all aspects of special education student placement and staff professional development, program management of special education paraeducators, program management for intervention strategies and coordination of Multi-Tiered System of Support (MTSS) and Local Education Agency (LEA) compliance.

Her current work includes Alternative Dispute Resolution (ADR), mediation and facilitation for issues regarding special education, assisting parents, school district and school site staff and administrators.  This work is done via direct consultation with the parents and school staff either in the Facilitated IEP process or on an as-needed consultation basis.  Joanne also works collaboratively with school district administrations to develop cohesive equity plans that address district significant disproportionality.  She provides assessment of policies, practices and procedures including qualitative and quantitative data gathering and analysis, transfer of district information to the California Department of Education Continuous Monitoring Plan.  She assists district administrations in establishing root causes of disproportionality, agendas and documents for Educational Partner meetings that address bringing high quality evidence based teaching strategies and district equity policy making to the forefront. 

Areas of Particular Interest/Expertise:

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Gathering Quantitative Data
  • Gathering Qualitative Data
  • Programmatic Self-Assessment
  • Infrastructure Analysis
  • Policies, Practices, and Procedures Review
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population
  • Development of a Theory of Action 
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan
  • Budget Development
  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions
  • Support implementation monitoring
  • Provide guidance around student tracking requirements
  • Assist with development of Progress Reports
  • Assist in identifying successful activities to continue once CCEIS funds have been expended

 

415-828-2063

margaret.farruggio@gmail.com

Home base: Northern California

Margaret Farruggio is a knowledgeable educational professional with 20+ years of district-wide experience particularly with special education and educational services for students on the margins. She has conducted professional development in topics including alternative dispute resolution, inclusive practices, IDEA/Special Education compliance, and facilitated cross-divisional meetings in alignment with federal and state grants. She has served as a Special Education Director, Court Schools Administrator, and special education teacher.

Margaret is a life-long learner who has championed access and equity for students with disabilities and African-American/Black students. Her years of experience are steeped in partnering with parents to build trust and to develop understanding for the African American students’ and families’ experience. She is active with university driven research projects rooted in unpacking the systems, structures and beliefs that resist change and perpetuate poor outcomes for African-American students and students with disabilities. Margaret holds Master of Arts degrees in Education Policy from the University of California, Berkeley and in Curriculum & Instruction from the University of San Francisco, in addition to multiple credentials.

Areas of Particular Interest/Expertise:

Step 1: Gather and Inquire

  • Educational Partners’ Meetings
  • Gathering Quantitative Data
  • Gathering Qualitative Data
  • Programmatic Self-Assessment
  • Infrastructure Analysis
  • Policies, Practices, and Procedures Review
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population
  • Development of a Theory of Action 
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan
  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions
  • Support implementation monitoring
  • Provide guidance around student tracking requirements
  • Assist with development of Progress Reports
  • Assist in identifying successful activities to continue once CCEIS funds have been expended

650-342-0621

650-281-9445 (cell)

702-456-5734 (fax)

mbacon6538@aol.com

www.marymbacon.com

Home base: Northern California

Mary Bacon’s journey from the projects in the South and tenements in the Northeast to the role of consultant was a varied and exciting one. These experiences make her uniquely prepared, both personally and professionally, to address issues related to achieving equity for those who are racially, ethnically, and socio-culturally different, as well as those who come from the challenging circumstances. Educated in elementary and secondary parochial schools in New Orleans and Harlem, she became the first one in her family to graduate from elementary school and understands the challenges of overcoming obstacles to achieve success. Mary earned a B.A. in Secondary Education from Fordham University majoring in Spanish; an M.A. in Guidance and Counseling and a Ph.D. in Social Psychology from Stanford University. An experienced teacher, university instructor, counselor, psychologist and school administrator in a variety of educational institutions, Mary has also served as a Probation Officer and as a Field Deputy in the California State Attorney General’s Office.

For the past four decades, she has conducted keynote addresses and seminars for thousands of educators nationally and internationally and has served as a consultant to many school districts related to serving the most challenged and challenging youth and families in our educational systems. Her firm, Images of a Culture, has had single event to multi-year contracts with school districts on a variety of related topics that provide strategies for fostering institutional change that ensures equity and equal access to educational opportunities for all. In her capacity as a State Performance Plan Technical Assistance Facilitator since the program’s inception, Dr. Bacon has been providing services in areas related to eliminating disproportionality, adopting an equity agenda and culturally responsive educational service delivery to several districts including but not limited to: Mt. Diablo, San Francisco, West Contra Costa, San Francisco, Vallejo, Alameda, Berkeley and a host of others over the years. With an emphasis on issues related to equity and incorporating a socio-cultural lens in identifying appropriate interventions to serve culturally diverse students and families, Dr. Bacon emphasizes the identification of needed systems change that can impact the quality of services available to challenged and challenging clients.

Areas of Particular Interest and Expertise:

Step 1: Gather and Inquire

  • Gathering Qualitative Data
  • Infrastructure Analysis

Step 2: Data and Root Cause Analysis

  • Prioritizing Factors Contributing to Significant Disproportionality

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions 
  • Support implementation monitoring 

213-316-6249

paul.luelmo@gmail.com

www.paulluelmo.com

Home base: San Diego

Available in Southern California

Paul Luelmo, Ph.D. is an Assistant Professor in the Department of Special Education in the area of Mild/Moderate disabilities at San Diego State University. His research focuses on addressing inequities in special education by working with families, teachers, and under-resourced racial and ethnic minority communities. His current research projects include a parent-to-parent advocacy intervention employing community-partnered participatory research to address autism service disparities in the Individualized Education Program (IEP). Additionally, he is working on improving special education paraprofessional training and he is currently employing improvement science methods to develop and refine a culturally responsive teacher candidate observation and feedback protocol. Dr. Luelmo is the Equity Implementation Research and Practice Coordinator for the San Diego LEND program. 

Paul received his B.A. in Political Economy from the University of California, Berkeley, in 2006. He received a teaching credential from San Diego State University in 2009. He received his M.A. in Special Education from California State University, Los Angeles in 2013 and a Ph.D. in Special Education from the University of California, Los Angeles in 2018.

Areas of Particular Interest/Expertise:

Step 1: Gather and Inquire

  • Gathering Quantitative Data
  • Gathering Qualitative Data
  • Infrastructure Analysis

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality

Step 3: Plan for Improvement

  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Provide guidance around student tracking requirements 

626-695-2841

anerts@yahoo.com

Home base: Southern California

Available throughout California

Trena Spurlock’s career in education has spanned over 45 years. Ms. Spurlock has served as a Special Education Department Director/Special Education Local Plan (SELPA) Director, a State Performance Plan Technical Assistance (SPP-TAP) Facilitator, an independent educational consultant, and university adjunct faculty member.

As a SELPA Director/Special Education Director for the Pomona Unified School District SELPA, Ms. Spurlock designed effective evidenced based educational programs that supported students with disabilities including an inclusive infant and preschool program, programs for students with Autism and a community based program for young adults. Additionally, as part of establishing the Pomona Unified School District SELPA, Ms. Spurlock was instrumental in building collaborative partnerships with the parents in the district and members of the Community Advisory Committee (CAC).

Over the past nine years, as a SPP-TAP Facilitator, Ms. Spurlock has worked with over thirty districts across the state. Ms. Spurlock’s work has focused on supporting districts by assisting with equity planning centered on the district’s “significant disproportionality” status and the development and implementation of Comprehensive Coordinated Early Intervening Services (CCEIS) Plans. She has expertise in developing systemic reforms that build on establishing policies, practices and procedures designed to interrupt disproportionality.

Ms. Spurlock has also served as an adjunct faculty member in both public and private universities in located in the Los Angeles County area. Ms. Spurlock has designed teacher training courses that address effective teaching strategies that promote diversity, equity, inclusion and belonging for students with disabilities. She has been the university supervisor for aspiring Student Teachers and Interns earning their Special Education Teaching Credentials. Ms. Spurlock has received training on Racial Healing Circles and has acted in the capacity of a Facilitator for Racial Healing Circles. Ms. Spurlock also serves as a mentor for administrative members of the Association California School Administrators (ACSA) organization.

Areas of Particular Interest/Expertise:

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Infrastructure Analysis
  • Policies, Practices, and Procedures Review
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Initiative Inventory
  • Identification of Target Population
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan
  • Budget Development
  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions 
  • Support implementation monitoring 
  • Provide guidance around student tracking requirements 
  • Assist with development of Progress Reports 
  • Assist in identifying successful activities to continue once CCEIS funds have been expended 

(619) 948-7906

SusanBvoth@gmail.com

Homebase: Southern California

Available throughout the state

Susan Bobbitt-Voth, a bilingual educator, has served as the director of three multi-district SELPAs in Central and Southern California.  She has worked with small rural districts to large urban districts.  Mrs. Bobbitt-Voth has served as the co-chair of various State SELPA committees including Alternative Dispute Resolution, New Directors, and Local Plan. 

In all positions, she formed work groups to ensure all districts had a voice, facilitated crucial conversations, and led efforts across the member districts to resolve issues such as equitable funding in a SELPA that downsized, expanding inclusive practices, and CDE performance and compliance I including disproportionality.

In 2021, Susan began working as a TA Facilitator and Alternative Dispute Resolution Coach.  She is dedicated to this meaningful work to disrupt the disproportionality and improve the outcomes for all students.   She works with a team, led by Dr. Mildred Browne, with expertise in all aspects of Significant Disproportionality, plan development and implementation. She believes sustainable change results from the collaborative strategic planning efforts of the TAF and district team.  Susan’s niche areas are quantitative data analysis and file reviews/case studies.  The results provide insight and understanding of the contributing systemic issues, root causes and success gaps. 

Susan is the parent of an adult daughter with special needs. In 2023, Susan published a book, Amber’s Mom: Lessons Learned as a resource guide to assist parents in navigating the various systems along the pathway from early childhood through adulthood. In 2023-24 Susan is a presenter on the topic of Parent Engagement at the Maine Administrators of Special Education Conference as well as the ADR and CARS+ conferences in California.

She currently resides in Southern California and would welcome the opportunity to work virtually with LEAs across California to facilitate efforts to decrease disproportionality and more importantly influence sustainable change and improvement efforts.

Areas of Particular Interest and Expertise

Step 1: Gather and Inquire

  • Leadership Meetings
  • Educational Partners’ Meetings
  • Gathering Quantitative Data
  • Consolidation of Step 1

Step 2: Data and Root Cause Analysis

  • Root Cause Analysis
  • Prioritizing Factors Contributing to Significant Disproportionality
  • Identification of Target Population
  • Development of a Theory of Action 
  • Consolidation of Step 2

Step 3: Plan for Improvement

  • Development of a CIM for CCEIS Action Plan
  • CIM for CCEIS Action Plan Review

Step 4: Implementing and Monitoring

  • Support data collection for evaluating effectiveness of interventions 
  • Support implementation monitoring 
  • Provide guidance around student tracking requirements 
  • Assist with development of Progress Reports 
  • Assist in identifying successful activities to continue once CCEIS funds have been expended 

Contact SPP-TAP

SPP-TAP logo

CDE Information

CDE logo

Equity in IDEA

Ideas that Work

Funding Information

California Department of Education, Special Education Division's special project, State Performance Plan Technical Assistance Project (SPP-TAP) is funded through a contract with the Napa County Office of Education. SPP-TAP is funded from federal funds, (State Grants #H027A080116) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.