Mildred Browne, Ed.D.

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