California Safe and Supportive Schools

Talent Is Universal, Access Is Not: Why Partnerships Matter

California Center for School Climate

Talent Is Universal, Access Is Not: Why Partnerships Matter

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It’s more than just partnerships, it’s uniting power and purpose. Together, we can close the opportunity gap and remove the “red tape” to affording equitable and transformational access for all youth. Through partnerships, we can level the playing field by removing barriers and bringing new resources, opportunities, and experiences to communities, facilitating access and support for the whole child.  

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Session Speaker:

Jessica Ochoa, M.Ed., is an accomplished public education and civic sector trailblazer with nearly two decades of diversified experience with a commitment to leadership and service. She is currently the executive director of communications and community relations with the Inglewood Unified School District and serves on the board of directors for the California Association of Latino Superintendents and Administrators (CALSA). Her prior experience includes leading public education initiatives with the California Department of Education. As a leader in education, Jessica understands the importance of access, and has an unwavering commitment to social justice. She aims to deepen the impact of partnerships for the benefit of our deserving youth from all backgrounds. Jessica was recently recognized by CALSA as 2022 Region 5 (Los Angeles County) Classified Management of the Year. She enjoys playing golf in her free time. 

Session Moderator: 

Nakanya Magby (she/her) serves as a Technical Assistance Provider for the California Center for School Climate.

Nakanya Magby (she/her) is a Senior Program Associate in WestEd’s Resilient and Healthy Schools and Communities (RHSC) area. In this capacity, she provides coaching, training, and curriculum development in areas related to school climate and culture, trauma-informed practices, and equitable supports. Currently, she supports the California Center for School Climate and the Connecticut Department of Education. Most recently, she served as a school climate and culture specialist at the state level in Washington, DC, providing professional development, technical assistance, and coaching for a safe and supportive school climate to include multi-tiered systems of support and trauma-informed and equitable supports. Nakanya joins WestEd with over 20 years of experience in education and mental health, having previously worked as a special educator, school counselor, dean of students, and district- and state-level specialist. Nakanya believes that all students should have access to a quality educational experience both academically and emotionally.

Making Waves: Transforming School Culture through Student Mental Health Clubs

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Dive into this workshop on high school mental health clubs, uncovering lessons that prompt a fresh perspective on school mental health strategies. Learn seamless methods to integrate student-led mental health clubs into your school environment, fostering a culture of understanding, connection, and resilience. Explore innovative approaches to secure funding for sustained club support, equipping educators with tools to cultivate a more compassionate and supportive high school community. 

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Session Speakers: 

Kym Barber has worked in public education for over 25 years, having spent the last 11 years with the Stanislaus County Office of Education, supporting homeless and foster youth education, school safety, PBIS, and programs across the MTSS framework. In her current role as the youth programs coordinator, she has developed a unique collaboration with NAMI On Campus Clubs throughout Stanislaus County High Schools. Kym is a graduate of Chapman University, receiving her bachelor of arts degree in organizational leadership and completing two years of graduate work in education. She is passionate about helping students find their full potential, develop a sense of community, and celebrate their unique abilities. Kym also loves celebrating holidays and has a separate Pinterest board for each one!

Jennifer Baker, M.A., M.Ed., LMFT, is a licensed marriage and family therapist and trainer with over 30 years of experience specializing in family systems, early childhood mental health, suicide prevention, and trauma-informed practices. She has worked in settings from public mental health and private practice to K–12 education. Jennifer is dedicated to supporting student and educator mental health and wellness and applying trauma-informed approaches to education, operating through a framework in which public health, mental health, and education intersect. As a multi-tiered systems of support coordinator at the Stanislaus County Office of Education, she supervises the Project Cal-Well AWARE grant and the Student Behavioral Health Incentive Program while also providing mental health consultation for other projects. She is a member of the California Department of Education Student Mental Health Policy Workgroup and the Statewide Suicide Prevention Partners. She is thrilled that the work she supports aligns with her mission of moving people toward mental well-being through education and the transformative power of a reflective lens. Jennifer loves the summertime, a good book, and cuddling up on the couch with her family and three spoiled cats while watching their favorite shows. 

Brittney Clark, Library/Media Clerk, is the sole Library staff at Orestimba High School in Newman, California. She is also one of three advisors for Orestimba’s National Alliance on Mental Illness (NAMI) club, the NAMI Warriors. This club works hard to provide safe spaces for students to talk about mental health, decrease its stigma, and do regular community outreach. She also coordinates the NAMI Needs Shelf, which provides hygiene items and clothing to students in the district, the Apprentice/Career Expo that invites career representatives to the school to talk to students about post-graduation options that may not need a college track, and Red Cross blood drives. In her free time, she is president of her local labor union and spends time lobbying in Sacramento for public education. She is also a full-time student working on her Master’s degree in Counseling/Marriage, Family, and Child Therapy.

Session Moderator:

Kenwyn Derby (she/her) serves as a Technical Assistance Provider for the California Center for School Climate.

As a Senior Research Associate at WestEd, Kenwyn partners with educators, policymakers, and other stakeholders at local and state levels to understand contextualized problems of practice, to prioritize needs, to collect and analyze qualitative and quantitative data, and to apply evidence to increase equity and improve the experience and outcomes of students and others in human service systems. She provides coaching and technical assistance in contexts ranging from schools to cross-sector collaboratives, with an emphasis on supporting those in traditionally underserved communities. Her expertise includes facilitating and managing projects to improve youth well-being and mental health, to ease transitions for students, to reduce chronic absence and school dropout, to increase student and family engagement, and to create and sustain culture change.

Balancing Acts: Nurturing Educator Wellness for Sustainable Impact

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This workshop was designed for educators seeking to prioritize their well-being while making lasting impacts in their school communities. Through examples from the field, interactive activities, and practical strategies, participants explored the importance of self-care, stress management, and resilience. In this recording, explore the significance of finding small moments for self-care amidst the daily hustle, and strategies to cultivate collective and systemic cultures of care. 

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Session Speakers:

Dr. Rachel Vatannia serves as the Coordinator of Education Services in the San Leandro Unified School District. With an unwavering commitment to fostering inclusive and equitable learning environments, Dr. Vatannia works in areas related to whole-child learning, multi-tiered systems of support, college and career readiness, student and family engagement, and the cultivation of student agency. Her work is grounded in pedagogical intricacies of child and adolescent development, with an emphasis on equity and inclusion. Her intentional focus underscores her dedication to ensuring that educational practices not only meet high standards of effectiveness, but are also inclusive and prioritize the diverse needs of every student. 

 Dr. Vatannia’s commitment to expertise and excellence reached new heights with the completion of a doctorate in educational leadership for social justice. This theoretical knowledge, combined with a wealth of hands-on experience, means that she is adept at navigating complexities and implementing strategic solutions. In additional to her doctorate, Dr. Vatannia holds a bachelor of arts in child and adolescent development and a master’s degree in education and curriculum design.  

Jenny Betz (she/they) serves as a Technical Assistance Provider for the California Center for School Climate.

Jenny is also a Senior Program Associate in the Resilient and Healthy Schools and Communities content area at WestEd providing coaching, training, and technical assistance to support client efforts to assess and improve school climate and wellness, with an emphasis on equity, trauma-informed practices, SEL, partner engagement, youth leadership, bias-based bullying, LGBTQ students, data use, and sustainability. With more than 20 years of experience in the nonprofit sector, Jenny has worked with hundreds of SEAs, LEAs, government agencies, professional associations, community organizations, and corporations, focusing on creating and sustaining safe, inclusive, and equitable learning environments for all students.

Antoinette Miller (she/her) serves as Technical Assistance Provider for the California Center for School Climate.

Antoinette is also a Program Associate in WestEd’s Resilience and Healthy Schools and Communities area. In this capacity, she provides coaching, technical assistance, and professional learning to schools, districts, and county offices of education. Antoinette’s expertise is grounded in school climate and culture, mindfulness, healing-centered and restorative practices, social emotional learning and diversity, equity, and inclusion. Antoinette comes to WestEd with two decades of knowledge and experience in education, having previously worked as a general and special education teacher, districtwide intervention specialist, and a Multi-Tiered Systems of Support (MTSS) coordinator. Antoinette is dedicated to supporting the growth and development of all students and adults.

Session Moderator:

Arturo Chavez (he/him) serves as a Technical Assistance Provider for the California Center for School Climate.

Arturo is also a Program Associate with Resilient and Healthy Schools and Communities in which he supports local and state communities with mental and behavioral health initiatives. He provides support and guidance to child-, youth-, and family-serving agencies in areas of school-based mental health, licensing, credentialing, and community and family engagement. Arturo brings experience working within a K–12 context as an LCSW, PPSC-School Social Worker, Foster and Homeless Liaison, Family and Community Liaison, Clinical Supervisor, Social–Emotional Learning Coordinator, and Coordinator of School Climate and Conditions.

Keynote: A Climate of Healing

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In a changing educational landscape, how do we adapt to the times?

The need for fostering a cultural climate of healing within K-12 school environments has never been more crucial. The students and adults in our education systems are struggling, and we can’t ignore that these systems reside within a larger reality of politicized disagreement situated in a historical context of inequality. If we are in survival mode, we can’t connect in community, grow together, and learn. In order for us to pivot toward healing school climates to create sustainable safe and supportive schools, it starts with us as individuals then as a collective to foster the magic at an institutional level that allows us to co-create and reimagine our ecosystems for learning. Together we will accept the invitation to pivot from the problems in school climate to the possibilities rooted in action toward tangible change. If our students, our young people, our communities are to thrive, then we must heal the roots and culture of our educational ecosystems by starting with us. Let’s talk about creating conditions for change, define healing for ourselves, and remind ourselves that together we flourish.

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Welcome: Tom Herman, Administrator, School Health and Safety Office, California Department of Education

Keynote: Lee Porscha Moore, EdD, LCSW, Senior Trainer, Flourish Agenda 

Dr. Lee Porscha Moore (pronouns: she/her/ella) is a senior trainer at Flourish Agenda, where she supports youth development and other organizations to enact a healing-centered engagement approach. She is a fun-loving lifelong learner committed to walking with children, youth, and families as they reconnect with their inner superhero. Porscha lives in her intersectionality and navigates this world as a Black cisgender woman. Outside of facilitating and guiding trainings, Porscha juggles many hats, which include her role as a Licensed Clinical Social Worker providing individual and group therapy, and as an instructor at various universities and colleges throughout the Bay Area. Porscha is a proud first-generation college graduate who has earned a bachelor’s degree in psychology from California State University San Bernardino, a master’s degree in both social work with an emphasis in community mental health and in communications from Cal State East Bay, and a doctorate in education from San Francisco State University.  

Session Moderator:

Rebeca Cerna (she/her/ella) serves as the Director for the California Center for School Climate.

As an Area Director at WestEd, Rebeca supports districts, schools, and community partners in centering equity and improving educational, prevention, and health outcomes. Rebeca’s areas of expertise include health and wellness, school culture/climate, partner voice, data use, and cross-sector collaboration. She has extensive experience in working with communities that have been challenged by infrastructure deficiencies and in lifting the voices of all community members. Rebeca has also worked with diverse settings, including rural and urban communities, recent and mixed-status immigrant communities, and alternative education.

Culturally Responsive Pedagogy: A Case Study in Successful Educational Systems

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Culturally Responsive Pedagogy allows for learning to go beyond the surface level and create significant and meaningful learning experiences for all students. It moves past the “what” and into the “why” of education and allows students to have their daily experiences validated through learning. In this recording, two practitioners with experience addressing the challenges of centering race and culture alongside their partners at the district and school levels will illuminate ways to overcome what can feel like overwhelming odds in this work. Through the case stories, work is highlighted where advocacy and activism are taking place, as well as lessons learned around crowdsourcing and developing equity-centered solutions that promote culturally responsive and sustaining systems.

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Presenters:

Rawlin J. Rosario, Senior Program Associate, WestEd

Rawlin J. Rosario is a Senior Program Associate for the Talent Development and Diversity team at WestEd. He delivers technical assistance; develops research and evidence-based tools and resources; and provides research and policy support with state, regional, and local education agencies to help build more equitable and culturally responsive systems.

Before joining WestEd, Rawlin was a middle school ELA teacher, instructional coach/leader, and administrator in Gaston, North Carolina; New Haven, Connecticut; and The Bronx, New York. In those roles, Rawlin was able to model outstanding culturally responsive instruction and deliver professional development to teachers and staff on instruction, systems change, classroom management, and culturally responsive practices. In addition to his experiences in K–12 spaces, Rawlin also contributed to the development and implementation of the New York State Education Department statewide framework for Culturally Responsive-Sustaining Education—the first of its kind in the nation.

In 2018, Rawlin earned his master’s degree in educational leadership, policy & advocacy from New York University Steinhardt’s School of Culture, Education and Human Development. As a first-generation college student born in the Dominican Republic and an English Language learner, Rawlin is motivated to do racial equity work because he believes in the power of creating educational systems that reflect and honor the diversity of the communities they serve. He is dedicated to dismantling racist systems of oppression to ensure our Black and Brown students can discover their best selves and contribute to their communities in the ways they see fit.

Timothy Ojetunde, School Climate Program Associate, WestEd

Timothy Ojetunde is a Program Associate at WestEd on the Resilient Healthy Schools and Communities team, focusing on school climate and data use. He supports districts and schools in centering equity and improving educational outcomes for all. Timothy’s expertise is grounded in school culture and climate, restorative practices, SEL, and trauma-informed practices, as well as diversity, equity, and inclusion.

Timothy comes to WestEd with over a decade of knowledge and experience across multiple spaces and communities having been a teacher, advisory and school culture specialist, school administrator, and DEI consultant. In his work, he has coached school administrators, presented to leaders, and facilitated sessions for hundreds of educators and learners across multiple conferences. He is extremely passionate about creating equitable outcomes and is dedicated to supporting students and adults as they grow, develop, and find success.

Timothy was born and raised in Los Angeles and is a graduate of UCLA with master’s degrees from Arizona State University and California State University, Dominguez Hills. He also enjoys music, sports, film, and television. 

Centering Relationships and Data for Informed Decision Making

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To make informed decisions that are reflective of your school community and all educational partners, robust relationships are core to have powerful data conversations. Relationships allow educational partners to feel comfortable sharing varying options with their peers and school staff. Additionally, showing care in how data are collected, shared, and used to make improvements further strengthens trusting relationships among staff, students, families—the entire school community. In this recording, you’ll hear two district examples of how engaging a range of role groups in transparent processes were key for implementing decisions to improve school climate that were reflective of the school community.

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Panelists:

Dr. Jennifer Edic Bryant, Ed.D., Education Consultant, Azusa Unified School District

Dr. Jennifer Edic Bryant has worked in California public education for over 31 years. She began her career as a classroom teacher in a Title I school in Los Angeles County, serving historically underserved students and families. From the beginning of her education career, Dr. Bryant has focused on ensuring equitable, comprehensive education for all students in partnership with families and communities. Today, as a full-time consultant, her mission is to use her extensive K–12 public education experience and capacity to provide opportunities for students and families to access the best education outcomes possible, resulting in empowerment, a sense of fulfillment, and lives that reach their full potential. She is part of the State of California’s Community Engagement Initiative, which builds district and community capacities to collaborate, with a focus on improving student outcomes through effective engagement and partnerships.

Mayra Rico, Family Member, Azusa Unified School District

Mayra Rico is a proud parent of three daughters who attend Azusa Unified School District schools. As she became a parent volunteer, she noticed the need for parent involvement and became a big advocate for it. She understands that many parents want to be involved, but can’t because they are working hard to put food on the table; therefore, she needed to also be their voice and advocate for their children.

Rico currently serves on various committees in the Azusa school district. She is President of the School Site Council at Azusa High, parent representative for the Student Attendance Review Board, parent representative for the Superintendent’s Round Table, parent representative for the Parent Advisory Council, and a member of the Executive PTA Board. She works closely with the community liaisons at Azusa school sites to help facilitate the Families in Schools program. She also supports the Azusa School District orchestra and Mariachi by volunteering her time to help beginner string players. ” Because of the experience Mayra gained while being an active parent, she now works for the Community Resources Department with the City of Azusa, is the President of the Rotary Club of Azusa, and is a board member of Azusa Beautiful and Azusa Leaders for Learning Education Foundation.

Dr. Jennifer Martin, Assistant Superintendent, Improvement and Analytics, Hemet Unified School District

Dr. Jennifer Martin has served Hemet Unified School District as an educational administrator since 2012. Most recently, she was
Assistant Superintendent of Student Services and has held various administrative positions within Hemet Unified, including serving as Director of Special Education and Principal at Valle Vista Elementary and Dartmouth Middle Schools. Dr. Martin, under her new title of Assistant Superintendent of Improvement and Analytics, plays a key role in supporting the work the district is engaged in to improve student learning outcomes from a systems perspective and applying a scientific approach to continuous improvement. Personally, Dr. Martin is a mother of two sons and wife to a fellow educator. Dr. Martin is positioned and actively working to further Hemet Unified’s vision: To design a system that leads to equitable educational outcomes for all students, including and especially those who have been kept furthest from opportunity, we EMBRACE and EDUCATE students in deeper learning competencies that EMPOWERS each student for college, career, and life.

Kimberly Romeril, Principal, Hemet High School, Hemet Unified School District 

Kimberly Romeril is the Principal at Hemet High School. Prior to this position, she served as an administrator at Cawston Elementary, Acacia Middle School, and Hamilton High School in Hemet Unified. Kim is committed to collaborative relationships with students, families, staff, and other community members on the path to equity and excellence for all students. She has been an integral part of the Hemet Unified School District’s journey of improvement and learning. Her three children are all proud graduates of Hemet High.