Mindy Fattig serves as the Deputy Executive Director for the California Collaborative for Educational Excellence (CCEE).

While supporting CCEE Executive Director, Matt Navo, her primary role is leading and supporting the CCEE Center of Transformative Systems for Equitable Educational Outcomes and efforts to build capacity and improve accessibility within the CA Statewide System of Support.

Fattig brings decades of experience in education. Beginning as a paraprofessional for a student with significant needs which led to her love for teaching middle school as a general education and special education teacher. She has created co-teaching inclusive programs which received national and state-wide recognition and was an educational consultant and presenter nationwide on effective program design. Her leadership expertise includes being a site principal in Alternative Education, Director of special education for two county offices of education and SELPA (Special Education Local Plan Area) Executive Director.

Fattig supported over 34 school districts in two counties as well as served on numerous statewide workgroups and advisory panels. Her expertise has led to redesigning mental health programs and services across agencies and focusing on increasing meaningful inclusive practices. She has held the role of Chair for the State SELPA Administrators Association of California, an adjunct Professor at Cal Poly Humboldt, was recognized as the Humboldt County Teacher of the Year and is a published author on differentiation and inclusive practices.

Wendy Little, PhD, serves as an Education Programs Consultant in the System of Support Office, Student Achievement and Support Division, at The California Department of Education.  She supports the CA Statewide System of Support in partnership with CCEE and SBE and works closely with the Geographic Lead Agencies and Equity Leads to support their statewide efforts. Wendy also collaborates with the County Office of Education Differentiated Assistance Teams in their improvement efforts.   Wendy has served in the field of education for over 20 years, teaching and leading students and families in preschool settings to college and career.  Wendy's background in Developmental Psychology has grounded her educational career in keeping human growth and development central to the learning process.  

Michael Funk joined the California Department of Education (CDE) in 2012 to serve as the director of the Expanded Learning division. Mr. Funk oversees over $800 million in state and federal grants supporting over 4,500 afterschool programs, serving over 900,000 children and teens statewide. He also leads the newly created $4 billion Expanded Learning Opportunities Program, which funds every local educational agency in California.Under his leadership and vision, a statewide system of support composed of members of the CDE, County Offices of Education, and statewide contracted technical assistance providers, was born and continues to thrive and evolve through a partnership with the Center for Systems Awareness, and the introduction of the Compassionate Systems Framework.Michael has long-championed Social Emotional Learning (SEL) in the state of California, touting the need for transformational versus transactional leadership, and living by the mantra: Learn – Lead – Love.

Jen Taylor is an Education Programs Consultant in the Expanded Learning Division for the California Department of Education (CDE) in Sacramento, California. She currently provides support to expanded learning programs within Sacramento County and the nine surrounding counties. In addition to coaching programs through the lens of quality, Jen leads the System of Support for Expanded Learning project. The System of Support for Expanded Learning is a statewide network of County Offices of Education, statewide contractors, and the CDE that provide support to expanded learning programs across California. 

Frederick D. Buggs holds the position of Education Program Consultant at the California Department of Education. In his role as the Education Programs Consultant in Region 9, he offers support to expanded learning grantees in Orange, San Diego, and Imperial County. His assistance ensures compliance and aids in the development of high-quality programs for young people. Fred also serves as the Lead EPC for Summer/Supplement funding and the Before and Afterschool Advisory Committee. Moreover, he is tasked with bolstering the CDE’s STEM Hub programming within Region 9.

Lunden Dueñas is the District Coordinator for Expanded Learning (ASES/ELO-P) with Marysville Joint Unified School District. With more than two decades of experience as a classroom teacher, special education teacher, and school administrator, Lunden has dedicated her career to supporting students’ growth and success. In her current role, she is committed to making Expanded Learning an essential part of academic support by creating engaging, hands-on experiences that spark curiosity, build skills, and make learning fun.

Dr. Sherrie Vann serves as the Director of Community Schools for Esparto Unified School District and brings over 20 years of experience in K–12 education. She leads efforts to strengthen student success through integrated supports, collaborative partnerships, and family engagement. With a deep commitment to equity and access, Dr. Vann works to ensure that schools are community hubs where academics, wellness, and enrichment come together to meet the needs of the whole child.

In her role, she has developed systems that align Expanded Learning programs with Community Schools initiatives, ensuring that students and families benefit from coordinated services both during and beyond the school day. Dr. Vann also brings experience in grant writing, professional development, and implementation of Positive Behavioral Interventions and Supports (PBIS). At the Connecting California Conference, Dr. Vann is co-presenting with the California Department of Education Expanded Learning Division Team to provide an overview of the System of Support for Expanded Learning and the Expanded Learning Opportunities Program, highlighting the opportunities for collaboration between Expanded Learning and Community Schools settings.

Dr. Carmen Hopkins brings a powerful blend of personal and professional experience to her role as Director of Supporting Innovative Practices from the Riverside County Office of Education. A former special education teacher, parent, and system-level leader, she believes inclusion and belonging is a moral imperative,something every student deserves without having to earn it. With 22 years of service in education, Carmen is unwavering in her commitment to student outcomes, equity, and access. Her leadership has spanned roles including Director of Pupil Services and Special Education, School Administrator, and Instructional Coach. She excels at designing systems where all students thrive, grounded in high expectations and sustainable supports. At SIP, Carmen collaborates with educators across California to dismantle barriers and build inclusive, future-ready systems. She leads with the belief that all students can succeed—and that we must approach this work with both urgency and unwavering conviction.

Jessica Maiorca-Nunez, Ed.D. is a life-long learner who was an early childhood special education teacher for 15 years. With her existing foundation of knowledge and understanding of the significant aspects of how children learn and develop, she guides and facilitates adult learners in making clear connections among experiences and college course content. Jessica believes in facilitating and supporting staff members in providing comprehensive services to all learners. In her recent work, she collaborated and supported Special Education Local Plan Areas (SELPAs) and Local Educational Agencies (LEAs) throughout the state of California. She provided support focused on data use and governance, continuous improvement methodologies, and high-leverage practices in order to build capacity of educational systems. Through the lens of social justice she strives to provide support that encourages educational systems’ partners to improve outcomes for students with disabilities.

Michelle earned her Bachelor's and Master's Degree in Special Education at California State University, San Marcos.  She holds credentials in K-12 Special Education: Mild/Moderate and Moderate/Severe, K-8 Multiple Subjects, Single Subject English, and in Administration.  Michelle was a Special Education teacher for 8 years in the Escondido High School District before becoming a Program Specialist for Poway Unified.  Since she has joined PUSD, she has supported multiple schools through Inclusive Practices work and facilitated numerous trainings to staff to continue improving our support of students.  She has supported our State Testing, DRDP, and ELD departments with state-mandated assessment protocols and training. She has also been overseeing the Extended School Year program for the last two years. She has been a Program Specialist for 5 years and a Special Education Coordinator for 3 years. In addition to her work in Poway Unified, she teaches courses at the SDCOE and SCCOE.

Kevin Schaefer is currently the Director of, Supporting Innovative Practices (SIP) project through the El Dorado COE. In this role, Kevin works to improve educational outcomes for students with disabilities through the provision of high-impact leadership to the CDE and LEAs throughout the state. Additionally, he provides organizational support by promoting continuous improvement processes and alignment of initiatives that focus on creating environments of belonging that honor the diversity of learners. His varied background as a special education teacher, administrator, and national/state technical assistance provider has led to expertise in systems change.

Leah Padilla is a Coordinator of Facilitated Improvement and Support for the Open Access project. In this position, her responsibilities include developing and implementing an integrated, coherent system of resources, interventions, and support in the areas of Universal Design for Learning (UDL) and Continuous Improvement. She previously was Program Specialist at Placer County SELPA, supporting districts, parents, teachers and students with a range of supports. Leah has over 20 years of experience supporting students in a variety of settings as a teacher, in both general and special education. She has expertise in the area of literacy and enjoys teaching prospective teachers in best practices for literacy instruction. Leah loves to develop learner agency and support the ability it gives our learners to be successful on their own terms.

Rachel Fauver currently serves as the Director of School and District Support for the Santa Barbara County Education Office supporting continuous improvement efforts across a wide range of programs and initiatives including coordination and delivery of Differentiated Assistance support, focused literacy improvement, and designing Multi-Tiered Systems of Support. Having worked early in her career as a special education teacher in elementary, junior high, and juvenile court and community schools, Rachel moved into leadership as a coordinator of special education serving LEAs throughout Santa Barbara County. In her current role, Rachel aims to center the outcomes, experiences, and needs of students with disabilities in the systems-level change efforts she is engaged in at local and statewide levels. 

Shawn Carey serves as a Director of School and District Support for the Santa Barbara County Education Office supporting continuous improvement efforts across a wide range of programs and initiatives such as coordination of support for the development and approval of Local Control Accountability Plans (LCAPs), delivery of Differentiated Assistance, support for Community Schools implementation, and support for History-Social Science including the implementation of Ethnic Studies and Personal Finance.  Prior to her current role, Shawn served as a high school teacher, assistant principal, and principal as well as the Assistant Superintendent for Secondary Education at Santa Barbara Unified School District. In her current role, Shawn aims to serve LEAs throughout Santa Barbara County by facilitating deep inquiry and strategic planning to strengthen the coherence of efforts to yield equitable student outcomes.

Naomi Reeley serves as the Count Play Explore Program Coordinator within the Early Care and Education Department at the Office of the Fresno County Superintendent of Schools. In this role, Naomi collaborates with key partners to ensure the initiative’s statewide efforts reflect the strengths and meet the diverse needs of early childhood educators and young learners. Naomi supports the initiative’s professional development opportunities for early care and education professionals and leads key projects, including Family Engagement efforts, the STEAMWORKS project, and CPE messaging strategies. She is dedicated to developing and promoting resources that foster playful, engaging, and meaningful math and science explorations for children.

Passionate about integrating learning into everyday experiences, Naomi focuses on providing practical tips and creative ideas for incorporating math and science into daily routines.

Jon Dueck helps coordinate Count Play Explore as a part of the Fresno County Early Care & Education Team. Jon works with teachers and administrators to build programs that promote a worthwhile and optimistic view of math and science, and helps show families and the community that math and science are all around us. As a part of the Count Play Explore, he leads professional learning experiences, coaches preschool and primary teachers, and supports community STEAM events. Jon leads STEAM initiatives in the region while supporting schools and districts with comprehensive program tools. Jon has spoken at local, state-wide, and international conferences about building strong math and science understanding and deepening those concepts in daily lessons. He has worked in preschools, TK-12 schools and at the secondary level. Jon enjoys talking about numbers with young children.

Rod Garcia is the Computer Science and Digital Learning Program Coordinator for the Monterey County Office of Education, supporting computer science and digital learning initiatives across California. He serves on the CISC CS & DL Leadership Team and is the Computer Science Content Lead and Co-Chair of the CS Steering Team for the CAL-MSCS professional learning partnership. A strong advocate for expanding access to computer science education, Rod actively collaborates with organizations including CSTA, CSforCA, CSforALL, and CUE, and is recognized as a statewide leader in advancing innovative and equitable CS learning opportunities.

Megan Smith is a STEM Coordinator at the San Joaquin County Office of Education, where she leads the California Mathematics, Science, and Computer Science Partnership (CAL-MSCS), a statewide initiative advancing sustainable professional learning opportunities for educators. She oversees fiscal management and program implementation across all 58 county offices of education and co-leads the Science branch of CAL-MSCS. A former high school science teacher, Megan holds an M.Ed. in STEM Education and is pursuing her Ed.D. in Organizational Leadership. She also teaches at Teachers College of San Joaquin and serves as President-Elect of the California Association of Science Educators.

Dr. Shari Dickstein-Staub is an experienced educator who works with school systems and nonprofits to strengthen public education. She launched her teaching career in NYC over 25 years ago, turning her focus to educator preparation & development over time. After spending a decade building and nurturing a vast network of district, university, & nonprofit partnerships at the National Center for Teacher Residencies, she began consulting for the CA County Superintendents to support the expansion of then privately-funded STEM educator networks across the state. Her leadership and advocacy helped transform these networks into the now state-funded CA Partnership for Mathematics, Science, and Computer Science (CAL-MSCS), a system of support for STEM professional learning for which she serves as Multidisciplinary Coordinator and Science Co-Lead. She is also a founding architect of the California Teacher Residency Lab at CDE Foundation, and helps coordinate the CA Mathematics Education Collaborative (CMEC), an intersegmental group of educators and professionals working to improve TK-16 mathematics education. Shari has a doctorate in education from Harvard University, and is driven by a core belief that all students deserve access to relevant, challenging, and meaningful learning opportunities.

Dr. Laurie Balsano Wright is the Coordinator of Facilitated Improvement and Support at PCOE. Her essential responsibilities include developing and implementing an integrated, coherent system of resources, interventions, and support in the areas of Universal Design for Learning (UDL) and Continuous Improvement. Prior to being a Coordinator for PCOE, Laurie was a site principal of a program improvement school within a district identified for Differentiated Assistance, International Baccalaureate Coordinator, Intervention Teacher, facilitator of professional development, and teacher. Laurie brings knowledge and experience from her work at school sites on instructional leadership, student access and engagement, and collaborative practices. She holds a Doctorate in Organizational Innovation from National University. Her impact as a change agent has resulted in sustained performance improvement by strengthening organizational culture and whole systems thinking focused on continuous improvement within the educational setting. Laurie strongly believes in educating the whole child, understanding individual student needs and development, and encouraging staff growth by supporting professional development, building capacity, and facilitating positive change.

Aubrie Fulk is the Director of Student, Family, and District Support for the Tehama County Department of Education and Special Education Local Plan Area (SELPA). She is also a Licensed Educational Psychologist. Aubrie oversees the SELPA’s model school-based mental health program for students with disabilities. She supported the Alternative Dispute Resolution and Prevention processes and created a continuum of support for families and districts in Tehama County. Aubrie is part of the Statewide System of Support as a member of the Special Education Resource Lead (SERL) in Alternative Dispute Resolution. The Pathways to Partnership consortium includes Tehama and Ventura County SELPA, Tehama County Department of Education, and Ventura County Office of Education. Pathways to Partnership has established and experienced leadership in designing model programs in Dispute Prevention and Resolution. Aubrie graduated from the Straus Institute for Dispute Prevention, Pepperdine University, School of Law. She obtained her Master of Science in School Psychology and Administrative Services Credential from National University. She loves living in beautiful Northern California and enjoying all it has to offer. Her origin in education was as a school psychologist for preschool students and an early start intervention specialist for infants with disabilities.

Sujie Shin serves as the Deputy Executive Director for the California Collaborative for Educational Excellence (CCEE). In this role, Shin works closely with Executive Director Matt Navo, oversees agency operations, spearheads specific statewide initiatives, and helps to lead Direct Technical Assistance efforts. She oversees research and evaluation initiatives within the agency, centered around the implementation of systemic practices within districts and schools aimed at equitable access, opportunity, and outcomes for students. Prior to joining the CCEE, Shin served as the Co-Director of Research for the Standards, Assessment, and Accountability Services program at WestEd, where she managed the National Center on Standards and Assessment Implementation. In this role, she provided technical assistance and research support to states and districts in the implementation and evaluation of their new standards, assessments, and accountability systems, focusing on the alignment of standards to assessments and instructional practice. Shin also previously worked as the Deputy Chief of Assessment and Accountability for the District of Columbia Public Schools, where she oversaw the development and administration of assessments and accountability metrics for the district. She has held educational assessment and research positions in Washington, D.C., Philadelphia, and New York. Her career in education began as a teacher at Norwood Elementary School in the Los Angeles Unified School District.

Dwight Bonds, is the Executive Director of the California Association of African American Superintendents and Administrators (CAAASA). This organization consists of educational leaders committed to identifying and addressing the critical issues in education relative to the status and performance of African American students in California.

Mr. Bonds has been an educator for over 40 years and has worked in many capacities including School Administrator with Los Angeles County Office of Education (LACOE). He also served as an Associate Director for a federal education teacher training program at the University of Southern California.  As an employee of LACOE he established meaningful educational programs including Hollywood Entertainment Museum Arts Academy. This High School was created to provide adjudicated students with career preparation and employment in the entertainment art industry. Mr. Bonds also established work partnership programs for students with disabilities including Target stores, Vons Company, Johnson & Johnson companies, Paramount Studios, and McDonald's national and state corporate offices. Mr. Bonds has spent most of his professional career working with challenged student populations including incarcerated youth, students with disabilities, and students in alternative settings. He is a member of the Board of Directors for the National Alliance of Black School Educators Foundation (NABSEF), serves as the Executive Director of the National Coalition on Education Equity (NCOEE), and engages with many other educational and civil rights organizations.

Dr. Jennie Wright is a Senior Advisor for the Teaching, Learning, and Leading for the CCEE. In this role, Dr. Wright helps support and coordinate the Direct Technical Assistance (DTA) that local educational agencies (LEAs) receive from the CCEE. Prior to joining the CCEE team, Dr. Wright was a capacity building coach with InnovateEd providing support and facilitation to LEA’s across California implementing Fullan & Quinn’s coherence framework, as well as continuous improvement processes and practices for district leaders, site leaders, site leadership team and Professional Learning Communities within and across schools and districts. Additionally, Dr. Wright served as a principal of middle and elementary urban schools where she led efforts to implement continuous improvement and data driven best practices. Dr. Wright also led efforts implementing social emotional learning best practices and PBIS to support whole child development and school climate and culture building for improved student outcomes. Dr. Wright has developed teams and built leadership capacity of educators in all roles in the system to engage in continuous improvement practices and collaborative cycles of inquiry to address academic and social emotional needs of students. She received her Bachelor of Science degree in Secondary Education from Indiana University at Bloomington, her Master of Arts in Educational Administration from California State University, Dominguez Hills, and her Doctorate in Education from Pepperdine University Graduate School of Education and Psychology.

Dr. Stephanie Gregson serves as the Deputy Executive Director for the California Collaborative for Educational Excellence (CCEE). In this role, Dr. Gregson works closely with Executive Director Matt Navo, overseeing the Direct Technical Assistance efforts focusing on school turnaround centering on improving teaching and learning within districts and schools aimed at equitable access, opportunity, and outcomes for students.

Prior to joining CCEE, Dr. Gregson was appointed Chief Deputy Superintendent of Public Instruction at the California Department of Education (CDE) from March 2020 – September 2021. She was responsible for the overall operations and administration of eight branches where she served as lead learner, convener, and facilitator, ensuring all students in California are well supported and well prepared for the future. Prior to being appointed Chief Deputy Superintendent, Stephanie held multiple key roles at CDE, including serving as the Deputy Superintendent of the Instruction and Measurement Branch and Director of the Curriculum Frameworks & Instructional Resources Division.

Stephanie has more than 24 years of experience in public education and started her career as an elementary school teacher in the Sacramento City Unified School District. As a teacher, principal, and district leader in curriculum and instruction, she anchored her decision making upon the belief that every student deserves the opportunity to thrive in an ideal learning environment.

Dr. Rocio Gonzalez-Frausto is a Senior Advisor for the Teaching, Learning, and Leading center for the CCEE. In this role, Gonzalez helps the team develop, support, and coordinate the Direct Technical Assistance (DTA) that local educational agencies (LEAs) receive from the CCEE. Gonzalez, provides support in other state-wide initiatives; she is the lead for the Instructional Leadership PLN, and the Charter Direct Technical Assistance. Before joining the CCEE team, Gonzalez was a Regional Superintendent providing academic and systemic support to TK-12 Title I schools in the Bay Area. Gonzalez supported school site leadership to implement continuous improvement practices to drive their instructional practice in this work. In addition, Gonzalez served as a principal of middle and elementary urban charter schools, where she was a founding member. Gonzalez led efforts to implement continuous growth and development cycles for educators and students alike. Gonzalez also supported and helped develop the systemic processes and procedures to support student academic and social-emotional development. Throughout her career in education, Gonzalez has led teams and collaborated with others to create educational opportunities for all students by supporting and developing school administrators and teachers. Gonzalez began her educational career as an upper elementary and middle school teacher serving students in Richmond, CA. She received her Bachelor of Arts degree in English from the University of California, Los Angeles, with a minor in Education Studies. She also holds a Master of Arts in Urban Education from Loyola Marymount University and a Doctorate in Organizational Leadership from the University of La Verne.

Melanie Hertig received her undergraduate and graduate degrees from Azusa Pacific University in California. She started her career working with young children with disabilities as an early intervention ABA home program provider in the San Gabriel Valley. This experience led her to a career as a School Psychologist where she provided district wide support for assessments in the area of autism as well as determining eligibility for preschool special education. Melanie has held positions as an elementary and preschool School Psychologist, Preschool Special Education Administrator and Special Education Director in Riverside County. After 10 years as the Executive Director-Special Education/SELPA supporting Irvine USD in Orange County, she is now the Co-Executive Director for the California Early Childhood Special Education Network (CalECSE) a California Department of Education funded technical assistance project.

Laura Clarke has served children with disabilities and their families in a variety of capacities for over 30 years, including as an Instructional Aide, Teacher, Teacher on Special Assignment, Coordinator of Special Education, Director of Special Education, Elementary School Principal and Program Specialist for Community Schools.  Meeting the needs of all learners, their families and our community has always been her passion.  She received her Bachelor's Degree and Multiple Subject Credential from Azusa Pacific University, her Master's Degree and Special Education Credentials from California State Polytechnic University Pomona and her Administrative Credential from the University of LaVerne.  Laura believes deeply and is totally committed to the work of removing barriers for teaching and learning and building collaborative communities to support best practices.   

With over 18 years of experience in the field, Sara is a dedicated Special Education Administrator who brings a diverse background across a variety of roles, including paraprofessional, inclusion specialist, general education teacher, teacher on special assignment, SELPA program specialist, and Preschool/Early Intervention coordinator. Throughout her career, Sara has developed a strong passion for fostering inclusive learning environments that provide every student with equitable opportunities for success. Holding a Master’s in Educational Leadership, an Administrative Services Credential, and certifications in Special Education and Assistive Technology, Sara is deeply committed to continuous improvement. She believes that every child deserves access to high-quality education and works tirelessly to support both students and educators in achieving this goal. Her approach is rooted in collaboration, innovation, and a drive to improve educational outcomes for all learners.

Erika St. Andre is an Education Programs Consultant in the Professional Learning Support Division at the California Department of Education (CDE). Since 2020, Erika has led the work of California’s Comprehensive Literacy State Development (CLSD) Grant, now totalling nearly $80 million in federal grant funds. The CLSD Grant is intended to to leverage and expand existing statewide infrastructure, guidance, and expertise to bring coherence to the system of literacy supports to improve student outcomes. In California, the CLSD Grant has resulted in hundreds of thousands of books in classroom and home libraries, hundreds of teachers across the state engaging in professional learning on evidence-based literacy instruction, and improved student literacy outcomes for thousands of students in those classrooms.  Prior to taking her current position at the CDE, Erika was a classroom teacher, intervention specialist, English Language Development specialist, and site administrator over the course of 20 years. Her focus has always been on ensuring that the academic and social-emotional needs of all students are met through equitable systems that allow each students’ strengths to shine through. Her strong belief that literacy is the foundation for prepared and engaged community members and citizens guides every aspect of her work. 

Dr. Elizabeth Norris serves as the Director of District Support Services for the Kings County Office of Education, where she oversees Alternative Education, Community Schools, Curriculum and Instruction, and the Kings County Office of Education team co-leading the statewide equity grant known as The Genius Initiative. Her work centers on building trauma-responsive, student-centered, and equity-driven systems that elevate belonging and achievement for California’s most vulnerable students. She has served in the field of education for over two decades, teaching and leading in traditional and alternative settings throughout Central California. Dr. Norris’s background in literacy and leadership grounds her work in human connection, student voice, and the belief that every learner possesses genius worth cultivating. Her research, “Those Who Know Them Best,” focused on collaborative school design for justice-impacted youth, and she continues to present statewide on trauma-responsive leadership, storytelling, and equitable systems of support.

Zara Sims is a passionate educator and program designer who believes systems should work for young people, not against them, and she's made it her mission to help make that happen—with heart, humor, and a lot of real talk. Originally from Philadelphia, Zara brings over 15 years of experience in education, nonprofit leadership, and trauma-informed

reentry programs for youth and adults alike. Before moving to California, she led workforce development programs for opportunity

youth and people impacted by incarceration with the Pennsylvania Horticultural Society and PowerCorpsPHL. She went on to serve as Director of the H.O.P.E. Initiative, Rising Scholars 2.0, and the Juvenile Justice Program at Lemoore College, in Kings County, where

she built programs rooted in equity, cultural competence, and student transformation. She’s managed multimillion-dollar grants, advised executive leadership, and—most importantly—created spaces where justice-impacted and historically marginalized students could thrive.

She holds a Bachelor’s in Human Services, a Master’s in Education, and a post-master's certificate in Diversity, Equity, and Inclusion. Zara is also a Qualified Administrator of the Intercultural Development Inventory (IDI), helping individuals and teams grow in their cultural competence and conflict management. Recently, she served as Associate Director of the statewide Rising Scholars Network, supporting over 90 California community colleges in designing student-centered, equity- driven programs for justice-impacted learners. But enough about titles—Zara shows up with her own lived experience, a deep belief that

education can change lives, and a serious love for food, quiet mornings, good people, and the 2025 Super Bowl Champion Philadelphia Eagles! When she’s not facilitating trainings or writing curriculum under her company East 2 West Solutions, she’s singing, traveling, or chasing joy in Oakland, CA with her partner Walt—who aƯectionately calls Oakland “Philly with palm trees.” Zara is here to remind us all that brilliance lives in every student—we just have to build systems that empowers educators and experts to plant, cultivate and harvest it.

Dr. Rocio Gonzalez-Frausto is a Senior Advisor for the Teaching, Learning, and Leading center for the CCEE. In this role, Gonzalez helps the team develop, support, and coordinate the Direct Technical Assistance (DTA) that local educational agencies (LEAs) receive from the CCEE. Gonzalez, provides support in other state-wide initiatives; she is the lead for the Instructional Leadership PLN, and the Charter Direct Technical Assistance. Before joining the CCEE team, Gonzalez was a Regional Superintendent providing academic and systemic support to TK-12 Title I schools in the Bay Area. Gonzalez supported school site leadership to implement continuous improvement practices to drive their instructional practice in this work. In addition, Gonzalez served as a principal of middle and elementary urban charter schools, where she was a founding member. Gonzalez led efforts to implement continuous growth and development cycles for educators and students alike. Gonzalez also supported and helped develop the systemic processes and procedures to support student academic and social-emotional development. Throughout her career in education, Gonzalez has led teams and collaborated with others to create educational opportunities for all students by supporting and developing school administrators and teachers. Gonzalez began her educational career as an upper elementary and middle school teacher serving students in Richmond, CA. She received her Bachelor of Arts degree in English from the University of California, Los Angeles, with a minor in Education Studies. She also holds a Master of Arts in Urban Education from Loyola Marymount University and a Doctorate in Organizational Leadership from the University of La Verne.

Franchesca provides programmatic and team support including process improvement, material design and development, and project management within the Teaching, Learning, and Leading Center (TLLC). Franchesca supports the implementation of Direct Technical Assistance (DTA) for the TLLC team alongside partner local education agencies (LEAs). She also supports the Charter DTA team, the Instructional Leader Professional Learning Network, and CCEE's work in Special Education. Prior to joining the CCEE team, Franchesca served as program manager with a non-profit performing arts organization to provide equitable, enriching, and culturally relevant arts education to majority Title-1 schools in Sacramento and abroad. She worked closely with principals, teachers, school staff, families, and students to provide theatre arts education programs and arts integrated curriculum for teachers using the arts as a teaching and assessment tool in the classroom. Throughout her educational career, Franchesca has been an advocate for equitable education and interactive learning. Her desire to serve the needs of all students and to support improvements in education state-wide has led her to CCEE. She received her Bachelor of Arts degree in Communication and Dramatic Art from the University of California, Davis and a Master in Education in Curriculum and Instruction with a specialization in Integrated Teaching through the Arts from Lesley University. 

As the Senior Vice President for Education at Deveau Burr Group, Gina entities within the education sector on policy and technical assistance.  

 Before joining Deveau Burr Group, Gina played pivotal roles in policy and regulatory capacities, notably serving as the Vice President of Regulatory Affairs and Special Education at the California Charter Schools Association. Over a decade-long tenure, she was the primary liaison for all special education issues, providing guidance and support to educational entities across California and nationally. Her expertise spans a range of areas, including state and federal special education programs and funding, facilitating smooth regulatory compliance, and spearheading advocacy initiatives. Gina's dedication and expertise led to her appointment by Governor Jerry Brown to the Advisory Commission on Special Education (ACSE), where she served as Chair from 2011 to 2019.  Gina earned her undergraduate degree and Master's in Special Education from the University of San Diego. She holds Multiple Subject Clear Teaching and Special Education Credentials.students facing significant mental health and behavioral health challenges.

Ting Lan Sun is Co-founder of the Sacramento-based Natomas

Charter School (NCS) and served as its Executive Director from

2013-2019. She has more than 35 years of experience in the field

of education as a teacher, administrator, researcher and

policymaker. Prior to her tenure as Executive Director of NCS,

Ting was the school’s Educational Programs Director, leading

curriculum, instruction, and professional development. From

1997–2000, she was an Educational Programs Consultant in the

California Department of Education’s Charter Schools Unit where

she participated in the development of charter school administrative policies and regulations, and the administration of the federal public charter schools grant program. Ting was Vice President of Leadership and Quality for the California Charter Schools Association from 2003-2006 where she developed and implemented the Association’s quality assurance strategy and initiatives, including standards articulation, quality site visits and program reviews. Ting currently works with the Sacramento County Office of Education’s School of Education as a leadership coach and faculty member, and she a lead Professional Expert with the California Collaborative on Educational Excellence. In 2015, Ting was appointed to the California State Board of Education (SBE) by Governor

Jerry Brown, where she served until 2022. Ting also served on California’s Commission on Teacher Credentialing (CTC) from 2007-2011 and was Chair of the CTC from 2009-2011. In her local community, Ting volunteers on several non-profit boards, and she is a board member of the Golden 1 Credit Union. She was named a Woman Who Means Business by the Sacramento Business Journal in 2017.

Ting received her bachelor’s degree in Latin and English from Austin College, a master’s degree in education from Stanford University, and a doctorate of education from the University of California at Davis.

Ashley MacGavin serves as a Coordinator with the System Improvement Leads (SIL) Project. The SIL Project works collaboratively within the Statewide System of Support to build capacity of LEAs, SELPAs, and COEs in the areas of data best practices, continuous improvement, and high-leverage change ideas. With a background in special education and 15 years of experience serving in various roles, Ashley partners with LEAs to strengthen systems that improve outcomes for students with disabilities. Her work focuses on data literacy and continuous improvement, with a commitment to making systems change approachable, actionable, and student centered.

Amanda Bean is Director of Career Preparedness Systems Framework (CPSF) Implementation in the Anaheim Union High School District, leading efforts to align academic and career pathways that help students discover their purpose. A champion for systems thinking and equity, she advances student voice, 21st-century skills, and technical competencies through Career and Technical Education pathways, Exclusive Pathways, Dual Enrollment, 6-Year Plans, and Google Career Certificates. With 24 years in education; from classified staff to teacher, counselor, assistant principal, and now district director, Amanda brings a holistic K-12 perspective. A two-time awardee (Curriculum & Instruction Administrator of the Year and Central Office Administrator of the Year), she has presented at the California Coalition of Early and Middle Colleges, California Association of Black School Educators, and National Council for Community and Education Partnerships. She’s been married 29 years and is a proud mom and grandma.

Sean J. Howland, Ed.D., serves as an Education Programs Consultant for the California Department of Education, Special Education Division. Dr. Howland provides Focused Monitoring and Technical Assistance to Families and Local Education Agencies throughout the state of California. He has served the field of education for over 20 years as a classroom teacher, site administrator, and education programs consultant. 

Jack C. Brimhall, Ph.D., has dedicated nearly 25 years to the field of education. He began his career as a high school English teacher and has since served in a variety of leadership roles, including Instructional Coach, elementary school principal, high school principal, and adjunct college professor. His doctoral dissertation, “The Effects of Individual Communicator Styles on Perceived Faculty Trust,” received the Contribution to the Profession award for its impact on educational leadership. Since 2012, Dr. Brimhall has been a valued member of the California Department of Education, where he continues to support and advance educational initiatives across the state.

Antonio Mora better known as Tony, is a District Advisor with the Multilingual Education and Global Achievement Team of the Learning and Leadership Services Division at the San Diego County Office of Education.  He’s one of the 11 Regional English Learner Specialist for California Department of Education.  Tony represents Region 9 (San Diego, Orange & Imperial Counties and supports districts and charters with Title III plan development, implementation, and evaluation.  Tony provides coaching and professional development to improve outcomes for English learner (EL)/Multilingual learner students.  Additionally, he supports local educational agencies (LEAs) with EL/multilingual learner policy, education code, and compliance items (such as California EL Roadmap implementation, reclassification, OPTEL, ELPAC, ELD, and EL Master Plans, and more).   At the state level Tony has been part of the English Learner Indicator Workgroup working on the English Learner Progress Indicator (ELPI).  He was selected to State Superintendent of Public Instruction Tony Thurmond’s Improving Data Collection Workgroup Transition Team as well as the Dual Language Instruction Workgroup Transition Team.  Tony is a former a site administrator, district English Learner/Bilingual Resource Teacher, ELD Site Coordinator, middle school teacher and bilingual RSP teacher.  Tony has been awarded the California League of Middle Schools (CLMS) Region 9 Educator of the Year Honoree: Service Award as well as SDCOEs School Counselor Administrator of the Year Award. Tony is actively involved in his community as sits on the board of directors for Vista Community Clinic, Encuentros Leadership, and North San Diego County Promise.

Lisa has served the field of education for 21 years in a variety of roles. Currently, Lisa is an administrator of Assessment Accountability and Continuous Improvement within the Riverside County Office of Education. Her areas of expertise are state, federal and English learner programs. She serves as one of the state’s Regional English Learner Specialists (RELS) in which she provides statewide support and guidance relative to key initiatives such as school improvement under ESSA, federal program requirements as measured during an FPM Review, and the implementation of the Practitioner’s Guide for Educating English Learners with Disabilities. Prior to her county office service, Lisa has served in the capacity of Director of State and Federal and English Learner Programs, Literacy Coordinator, Principal, EL Coach, and Bilingual Teacher.

As the Director of Specialized Student Support for the Shasta County Office of Education, Jeremy focuses his efforts on Improvement Science and human-centered systems design. He applies this expertise to provide training, consultation, and coaching, guiding leaders and teams through the complexities of organizational innovation and effective implementation throughout California. Informed by a variety of leadership capacities locally and statewide, Jeremy brings a comprehensive perspective to creating sustainable systems.

Nick Syrrist serves as a Director for District and School Support for the Shasta County Office of Education where he supports district compliance response and continuous improvement efforts, including those through Differentiated Assistance (DA) and Compliance and Improvement Monitoring (CIM). He started as a special education teacher, working in Resource and SDC classrooms. He then spent five years working as a program specialist for the Shasta County SELPA, before transitioning to the County Office of Education. Nick believes the next challenge, the next performance gap, the next decision to make is always coming, and a system-based framework by which we can improve our response to make sustainable, socially significant impact is the only way forward. 

Nancy Parachini has served as a bilingual classroom teacher, principal and district administrator for LAUSD prior to becoming the director of the UCLA Principal Leadership Institute in 2006. The UCLA alumna (B.A., Psychology/Sociology; Ed.D., Teacher Education Program, Educational Leadership Program) has distilled her vast experiences across K-12 education into her role as associate director with the 21st Century California School Leadership Academy (21CSLA), a statewide partnership between the UCLA School of Education & Information Studies, the UC Berkeley School of Education, and the California Subject Matter Project under the leadership of Rebecca Cheung, associate dean of the Berkeley School of Education. Dr. Parachini also serves as the leader of TK-12 international partnerships at UCLA.

Steven Sterling Mitchell is the Senior Advisor, Strategic Initiatives at the CCEE. In this role, he co-leads the Community Engagement Initiative (CEI) within the CA System of Support. The CEI is focused on building the capacity of communities, school districts, and county offices of education (COEs) statewide to engage each other more meaningfully in the Local Control Accountability Plan (LCAP) development process.

With over 20 years serving in various roles in public education settings in the United States and abroad, he is dedicated to continuing the work across various educational organizations both locally and in a global context to foster equity and access for all. A native of Oakland, California, and a multilingual world traveler, Steven has had the opportunity to present at various conferences around the globe related to community engagement, community psychology and school improvement.

Steven completed his Bachelor of Arts in World Language and Culture at California State University, Monterey Bay and a Master of Education in Educational Administration at University of Massachusetts, Boston.

Travon Martin serves as the Senior Manager of the Community Engagement Initiative (CEI) at the CCEE. In this capacity, he plays a crucial role in supporting the CEI, which aims to enhance the collaboration among communities, school districts, and county offices of education (COEs) statewide during the Local Control Accountability Plan (LCAP) development process. With over a decade of experience in community development, public relations, transformational leadership, and corporate communications within K12 education, Travon Martin brings a wealth of expertise to his role. A native of Southern California, he is also an avid traveler who actively seeks out diverse cultures to broaden his perspectives. His passion lies in leveraging education to drive systemic change, aiming to positively impact communities and transform the futures of young people. Travon earned his Bachelor's degree from Cambridge in Multi-Disciplinary Studies. He is a certified meeting and events strategist and holds a Master's degree from Azusa Pacific.

Kelly Bonde is the Assistant Director for Community Engagement for the University of San Diego School of Leadership and Education Sciences. Kelly received her Master of Arts degree  in Literature from San Diego State University and holds a certificate of Catholic School Leadership from Creighton University. Kelly was an experienced middle school English teacher for nine years within the Diocese of San Diego, before transitioning to the role of principal of St. Katharine Drexel Academy (SKDA) for five years. During her tenure at SKDA, the school received two distinguished awards for innovation and inclusion.  Kelly served on the Diocese of San Diego’s Curriculum Leadership Team, the Standards-Referenced Grading Leadership Coalition and has served as a WCEA chair. Kelly and her husband, also an educator, have three children and two dogs, which makes for a lively home!

Julia Menard is a Community Engagement Coordinator at the University of San Diego. In this role, she focuses on program and event coordination of the Community Engagement Initiative. With a background in research and nonprofit organizations, Julia brings expertise in organization, communication and cultural competency. Previously, Julia worked at Scripps Research, where she brought organization and streamlined communication for a grant funded by the National Institutes of Health. She has over eighteen years of professional experience - ten years in education and nonprofit work. Julia holds a bachelor's degree from the University of Redlands, a master's degree from Concordia University Irvine, and a Teaching English as a Foreign Language certificate from the University of California, San Diego. Outside of work, Julia enjoys exploring the outdoors with her family.

Jessie Cuadra serves as Director of Programs & Community Engagement for  Eskolta School Research and Design, born in El Salvador, Jessie began her public education journey in kindergarten and had to learn to navigate the school system as an English language learner. Over the past 17 years, Jessie has been tenacious in engaging families, early childhood educators, and communities in co-designing programs and services for children birth to five and their families. Jessie served as the Family Engagement Manager for a Head Start Birth to Five grantee in Southern California, where she led the development and implementation of a comprehensive transition services system, engaging parents, local school leaders, and community-based organizations in its ongoing iterations. Jessie was a member of LACOE’s transition Workgroup and contributed to the development and rollout of the 1st edition of the Birth to Kindergarten Transition Systems Alignment Framework, now in its 3rd edition. 

Heather Fujita, M.A. proudly serves as a Coordinator and Implementation Specialist for the California Coalition for Inclusive Learning (CCIL), with the Placer County Office of Education. She’s dedicated to forming strategic partnerships with educators at every level to promote equitable access to education for all learners. Through these partnerships she helps to facilitate the effective implementation of Universal Design for Learning (UDL).  Her ultimate goal is to ensure all students have equitable access to a high-quality education. With an enriching 22-year career in special education, her experience includes roles such as a special education teacher, instructional coach, professional development facilitator, curriculum support specialist, and special education administrator. These roles have fueled her passion for cultivating sustainable educational systems, improving literacy instruction, addressing the unique needs of each learner, and advocating for inclusivity to nurture the potential in every student. hfujita@placercoe.org 

Fred Cochran is a Coordinator for Continuous Improvement and Support at San Joaquin County Office of Education. With 26 years of experience as a primary teacher, English Language Development Instructor, Instructional Coach, Adjunct Instructor for Teachers College of San Joaquin and as a Site Administrator, Fred also serves as a San Joaquin County Regional lead for the Multi-tiered System of Support (MTSS). He currently provides professional development on Universal Design for Learning for Early Childhood Education, TK-12 educators and administrators. Fred co-facilitates the UDL Huddle for Capital Central Foothill Area Consortium (CCFAC), CA UDL Coalition Network and is a member of the CA UDL Coalition Steering Committee and actively supports the California Coalition for Inclusive Learning Project (CCIL).

Dr. Bonnie Garcia leads statewide efforts to improve literacy outcomes for California’s students. As the Statewide Literacy Co-Director with over 20 years of experience, she leads strategic initiatives to improve literacy outcomes, including the “Move the Needle” and “Reading by Third Grade and Beyond” initiative. Her work integrates curriculum development, legislative advocacy, and stakeholder engagement, with a strong emphasis on equity and evidence-based practices. Dr. Garcia is a certified Structured Literacy Dyslexia Interventionist through the Academy of Orton Gillingham Practitioners and Educators and has extensive experience in instructional coaching, professional development, and special education. She has served as an adjunct professor at California State University, San Bernardino, where she teaches graduate-level courses in special education and instruction. Her career includes leadership roles where she has developed literacy improvement networks, designed professional development pathways, and supported districts in implementing Multi-Tiered Systems of Support (MTSS). She has presented at numerous state and regional conferences on topics such as dyslexia interventions, Structured Literacy, Universal Design for Learning (UDL), and literacy legislation. Dr. Garcia holds a Doctorate in Education from the University of Southern California, a Master of Arts in Special Education from Azusa Pacific University, and multiple teaching and administrative credentials. Fluent in Spanish, she is also a passionate advocate for culturally responsive education and family engagement.

Nancy Brynelson is a nationally recognized literacy expert and currently serves as Statewide Literacy Co-Director at the California Department of Education. She co-leads California’s literacy initiative to ensure all students read proficiently by third grade and graduate fully literate.

With decades of experience, Brynelson helped author the ELA/ELD Framework and has shaped literacy policy through roles at the CTC, CSU Chancellor’s Office, and CDE. Her work centers on evidence-based reading instruction and equity for multilingual learners. She’s also led the development of the Literacy Performance Assessment for teacher candidates and continues to support educators through initiatives like the “Recentering California’s ELA/ELD Framework Webinar Series.”

Dr. Tracy Rohlfing is an educator with experience as a teacher and school, district, and county  administrator. She began her teaching career in a rural school district in Illinois, teaching K-12 English, Spanish, and Speech as well as adjunct courses at the community college. She began her administrative career in urban St. Louis, MO and spent thirteen years as a school principal working with middle school and alternative education students in a variety of settings. As district and county program administrator in California, Dr Rohlfing facilitated continuous improvement processes to include state and regional project planning, resource alignment, and family/community engagement. Dr. Rohlfing currently leads the Charter School Differentiated Assistance Improvement Network for county-authorized charter schools across the Bay Area Geo Leads Consortium and facilitates the Improvement in Action: African American/Black Student Success Networked Improvement Community. 

Dr. Rohlfing believes in the relational power of collaboration and inquiry to initiate change processes and supports district, charter, and county transformational leaders in capacity building through relationships, structure, and follow up. Dr. Rohlfing enjoys writing and the arts and views every individual as gifted and talented. Her greatest joy is seeing growth in others as they follow their goals and aspirations and she believes in the value of public education to change lives.

Scott Wilbur is a District Improvement and Support Coordinator at the Santa Clara County Office of Education.  Scott is an accomplished TK–12 educator known for advancing academic achievement and innovation. He has a proven track record of transforming underperforming schools into award-winning campuses by leveraging Improvement Science tools and a strong focus on instructional excellence, student voice, restorative practices, and community partnerships. Scott’s educational leadership has resulted in multiple California Distinguished School Awards (2007, 2024), a U.S. Department of Education Blue Ribbon Award (2019), and five Capturing Kids’ Hearts Showcase School Honors (2019–2024). Scott holds a Doctorate in Educational Leadership from UCLA.  

Dr. Hefflin, originally hailing from Pittsburgh, Pennsylvania, brings over thirty-five years of experience in education. Her extensive career includes nine years as a Physics and Calculus teacher, and roles as a Principal across elementary, middle, and high school levels. She has also served as an Assistant Superintendent focusing on Curriculum, Instruction, & Assessment, and has ten years of experience as a Superintendent.

For the past eight years, Dr. Hefflin has supported school districts in the San Diego area as both a Superintendent and Principal. Adapting to the San Jose area, she holds the position of Director of Continuous Improvement and Accountability with SCCOE. Her educational philosophy centers on the belief that every child has the potential to be great. She is passionate about nurturing and supporting school environments that ignite the genius in every student. She is committed to ensuring every child experiences an extraordinary education that prepares them for the future. With a love for engineering, science, technology, and math, and expertise in Curriculum and Instruction, she naturally gravitates towards innovative and engaging learning opportunities for students.

Dr. Hefflin cherishes interacting with children and engaging with families, always striving to make them feel comfortable and safe. Her vision is to collaboratively build a phenomenal future and redefine American education.