Leadership Profiles

LAnderson.jpgLuke Anderson Ed.S., BCBA is the Director of Prevention Supports and Services for the Placer County Office of Education. Within this role, Luke supports school districts and county offices of education in installing data-driven school-wide systems and practices that aim to support the social/emotional, academic, and behavioral well-being of all students. Luke's role also includes facilitating the Differentiated Assistance process. Luke is a statewide SWIS and I-SWIS Facilitator Trainer. Prior to joining the PCOE team, Luke worked as a special education teacher, behavior analyst, school psychologist, and PBIS Trainer for one of the largest school districts in California.  He has also worked as a lecturer in the School Psychology and Special Education programs at CSU, Sacramento where he taught courses on academic and cognitive assessment. In addition to presenting at numerous state and national conferences, Luke has been an invited speaker at the Mind Institute's Summer Institute, the Northern California LD Association Conference, the CSUS School Psychologist Conference, and the PBIS National Leadership Forum.  
Dori Barnett, Ed.D. is a school psychologist and PBIS Coordinator. at the Orange County Dept. of Education. Dr. Barnett coordinates PBIS training activities and provides consultation and technical assistance for over 200 schools participating in Tier 1, Tier 2, Tier 3, and a Sustainability Schools Network. Dr. Barnett is a certified trainer for TIPS (Team initiated Problem Solving), School-wide Information Systems (SWIS/CICO) and Restorative Practices (International Institute of Restorative Practices). She has over two decades of experience working with youth with behavioral and emotional difficulties in general comprehensive,  alternative, and juvenile correctional education settings.
Susan Barrett (1).jpgSusan Barrett is the Director of the Mid-Atlantic PBIS Network at Sheppard Pratt Health System in Baltimore Maryland.  She has a Masters in Counseling Psychology and certification in Special Education, having served as a teacher, administrator and coordinator with Sheppard Pratt Health System since 1993. Ms. Barrett is working with the OSEP Technical Assistance Center on PBIS as an implementer partner.  She assists with large-scale implementation of SW-PBS by providing training and technical assistance to states and districts across the country.  She works with Johns Hopkins University, University of Virginia and University of New Hampshire to evaluate the impact of PBIS on students, school staff and school communities. She also serves on the Association of Positive Behavior Supports Board of Directors. She co-leads the development of the Interconnected Systems Framework, a mental health and PBIS expansion effort as well as serving on a National Coaching workgroup to develop systems coaching materials, tools and curriculum. Susan has been published in the areas of large-scale adoption of SW-PBS, mental health, cost-benefit analysis, advanced tier system development, and adoption of evidence-based practices in schools.
Shinay Bowman has served in the field of education for 15+ years as a middle school English and History teacher, Program Facilitator in charge of intervention programs, Program Specialist for the Department of Equity and Targeted Student Achievement responsible for providing cultural proficiency training and support, Academic Coach providing instructional coaching on Common Core for English and History teachers, and a middle school Assistant Principal. She currently serves as a PBIS program manager for San Bernardino County Superintendent of Schools. In her current role, she manages a team of 9 who provides training, coaching, evaluation and technical assistance to 13 districts and 160+ schools throughout San Bernardino County in order to fulfill the county's mission to transform lives through education for students cradle to career. 

rebecca m.pngDr. Rebecca Celes Mendiola is the Director of the Safe and Healthy Schools department for the Santa Clara County Office of Education (SCCOE). Dr. Mendiola currently directs efforts throughout Santa Clara County supporting positive school climate and student health and wellness. She also directs the SCCOE Positive Behavior Interventions and Supports (PBIS) Technical Assistance Center building capacity and assisting districts and county offices of education to create systems alignment using the Multi-tiered Systems of Supports framework for behavioral and social support. Dr. Mendiola has been able to guide and assist in scaling up PBIS efforts in over 200 school sites, school districts, and county offices of education throughout Northern California. She has 19 years of experience working with children and families as an Educator, Social Worker, Mental Health Therapist, and Behavior Specialist. Dr. Mendiola is a member of the California State Superintendent of Public Instruction School and Community Safety Advisory Committee. Her experience includes implementation and scaling up of evidence based practices and is currently a member of the steering committee for the California PBIS Coalition. A large part of her current role is to coordinate and collaborate with local and state agency partners the integration of Multi-tier System of Supports (MTSS) for social and emotional wellness.

Cindy Chaffee, Ed.D. is a Consultant III, PBIS, Community Health and Safe Schools Unit, Division of Student Services at LACOE. Cindy was LACOE’s first PBIS Consultant, and now coordinates LACOE’s PBIS team.  Cindy and her team train and provide technical assistance to more than 325 schools in 32 Los Angeles County school districts. As a core member of the California PBIS Coalition, Cindy collaborates with other PBIS leaders and specialists from across California and the U.S. In Dr. Chaffee’s thirty-five plus years as teacher, administrator and regional Autism program coordinator, she has “lived” the PBIS implementation process from Tier one to sustainability. Cindy’s doctorate in Educational Leadership includes expertise in school and systems change. In addition to her educational career Cindy is a veteran, having served in the Vermont National Guard and the US Army Reserves, where she was twice awarded the Army Achievement Medal.  

Cristy Clouse has over sixteen years of experience consulting, training and coaching PBIS scaling up efforts at regional, district and school site levels across California. She is currently the Director for the California Technical Assistance Center on Positive Behavioral Interventions and Supports (CalTAC-PBIS, Inc.) and serves as an External PBIS Coach with the Irvine Unified School District supporting Early Childhood and High School PBIS implementation.  She is the co-developer for PBIS SkillbuildersTM , a professional development series, and Voices for Positive ChoicesTM , a web-based resource platform for Bully Prevention-PBIS campaigns (www.bullypreventionpbis.org). For the last six years, Cristy has partnered with the National Center on PBIS as a trainer for the Schoolwide Information System Facilitator Certification training in California.

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Ken Fitzgerald is the Director of Student Services and Support for the Prevention Programs Department at the Stanislaus County Office of Education.  With more than a decade of experience in prevention and health education, Ken provides training and technical assistance to schools to help support students and strengthen school climate.  Areas of expertise include Positive Behavior Intervention and Supports, school safety and crisis response, bullying prevention and student mental wellness. 

Corinne Foley, MA is currently the Program Manager for Regional Services for the Desert/Mountain SELPA and Charter SELPA in Apple Valley, CA.  She has been serving in the field of education for 30 years, working in San Bernardino County for the past 23 years. Corinne has worked as a special education teacher with inclusive programs and as a first grade teacher working in a Positive Behavior Intervention and Supports (PBIS) school. Under her direction, the high desert has continued to provide support to PBIS school sites by coordinating the third annual Interconnect-Multi Tiered Systems of Support Symposium.  She has also provided professional learning and leadership to school sites in research-based teaching strategies, inclusive programs, and PBIS in Tiers 1, 2 and 3.  Corinne currently is a part of the PBIS training team for the Desert/Mountain SELPA and Charter SELPA and has provided leadership and training in Early Childhood PBIS. 

Steve Gonzalez, Ed.D. is currently a Director of Pupil Services for a school district in the central valley and trainer/consultant with the California Technical Assistance Center on PBIS. He has over 20 years of experience as an educational leader with expertise in integrating learning supports and academic and behavior/mental health systems in schools. Under Dr. Gonzalez’s leadership, the Central Valley Consortium successfully completed the initial implementation of PBIS for schools across five counties in Central California. Dr. Gonzalez has provided technical assistance and has presented at the local, state, national, and international level (Japan – Hosei University). As an administrator for a county office of education, Dr. Gonzalez was also the lead trainer for behavior intervention case managers, was a certificated non-violent crisis intervention trainer, and created systems to integrate effective behavioral and mental health supports in schools.  Dr. Gonzalez’s research and expertise is focused on social, emotional, behavioral, and effective leadership practices using organizational systems change methods. Most recently, he contributed to the first annual California Evaluation Report on PBIS (2014).  Dr. Gonzalez’s research was accepted and presented at the American Education Research Association (2009), the Central California Research Symposium (2009), and the Graduate Studies Research Symposium (2009). In recognition of his achievements, Dr. Gonzalez received the Graduate Studies Merit Research Award (2009), Mental Health Services Act-Prevention and Early Intervention Grant (2011), and the California Services Technical Assistance Training, Regional Institute Award (2011). He is an active member of the Association of Positive Behavior Supports.  He is a core member of the California PBIS Coalition leadership and a regional coordinator on PBIS.
Josh Harrower, Ph. D., BCBA-D is the Lawton Love Distinguished Professor of Special Education in the Department of Teacher Education at California State University, Monterey Bay. Dr. Harrower has coordinated a number of state and federal grants providing in-service training and consultative services to schools and districts in the area of functional assessment, behavior intervention and school-wide positive behavior interventions and support. Currently, Dr. Harrower coordinates the Special Education Credential Programs and the university’s certificate program in behavior analysis. Additionally, Dr. Harrower serves as the Principal Investigator and Director of Project STREAM, a grant funded by the US Department of Education’s Office of Special Education Programs to provide a professional development scholarship program utilizing technology and mentorship to support candidates pursuing a Moderate to Severe Special Education Credential. In total, Dr. Harrower has been awarded over $5 million in external funding for personnel development and school climate transformation projects. Dr. Harrower received his doctoral degree from the University of California, Santa Barbara and holds certification as a Board Certified Behavior Analyst-Doctoral. His primary areas of scholarly interest include positive behavior interventions and support, autism spectrum disorders, applied behavior analysis, pivotal response treatment, functional assessment and behavior intervention. Dr. Harrower is an Associate Editor for the Journal of Positive Behavior Interventions and a member of the Editorial Board of Focus on Autism and Other Developmental Disorders. His scholarly work has been published in scientific journals including the Journal of Positive Behavior Interventions, the Research and Practice for Persons with Severe Disabilities, Preventing School Failure and Exceptionality.
Ginny Joseph has nine years of experience in public education and has worked for TUSD since 2008. She began her career as a school psychologist and currently provides training and technical assistance to the district for Positive Behavioral Interventions & Supports (PBIS) implementation, evaluation, and sustainability. Ginny is knowledgeable about Multi-Tiered Behavioral Frameworks, function-based behavioral supports, using data for decision-making, Bully Prevention in PBIS, and group-based behavioral support planning. She is a School-Wide Information Systems (SWIS) facilitator and PBIS Assessment coordinator for the district as well. Ginny is passionate about prevention science, social emotional learning, and providing a safe school climate for students at school. Ginny holds a Master's degree in Special Education and her Ph.D. in School Psychology, both from the University of Oregon. In her spare time, Ginny enjoys reading, watching sports, and laughing/doing crafts/being active with her family. 
Barbara Kelley has 25 years of experience as a School Psychologist, Behavior Expert, Therapist, and Educational Consultant for grades pre-k through 12. Mrs. Kelley is currently the California Positive Behavioral Interventions and Supports State Coordinator and is an associate of the National Positive Behavioral Intervention and Supports Technical Assistance Centers at the University of Oregon and Connecticut (pbis.org) (cber.org). She has been a PBIS consultant, trainer, and coach for over 12 years; facilitating PBIS scaling up efforts at regional, district and school site levels across California. She is an international trainer for the School-wide Information Systems (SWIS) Facilitator Trainings and a national School-wide Information Systems (SWIS) trainer for schools. Her background training includes educational psychology, neuro-psychology, behavioral science, gestalt therapy, organizational systems theory, and professional development strategies for adult learners. Currently, her professional focus is educational reform, the scaling up of evidence-based practices, cultural proficiency and organizational systems change. Areas of expertise include High School implementation of PBIS, secondary and tertiary tier support systems, data for decision-making, and facilitation of District leadership teams.
Michael Lombardo is the Executive Director of Prevention Supports and Services for the Placer County Office of Education.  In this position he works throughout California in leadership in early prevention, student wellness, social-emotional support for students, breaking down barriers to education, collaborative strategy development and family/youth involvement.  Michael is a member of the California Student Mental Health Policy Workgroup.  He has extensive experience in the implementation and scaling up of evidence based practices and currently coordinates the California Positive Behavior Interventions and Supports Coalition (CPC).  A large part of his current role is to coordinate and collaborate with local and state agency partners to facilitate the integration of Multi-tier System of Supports (MTSS) for social and emotional wellness.  Michael is currently guiding the development of PBIS in over 250 schools, several alternative education settings and two Juvenile Institutions.

Kami Murphy has been an educator for the past 19 years as a teacher, school counselor, District PBIS Coach, Principal, and is currently working as the PBIS Coordinator for Desert Mountain SELPA. She coordinates trainings, coaching and provides consulting services to districts. She has been an active member of school site PBIS teams, district PBIS teams, regional PBIS implementation and an active member at the state level of PBIS implementation. She has been a conference speaker on numerous topics, such as Early Childhood Transition, PBIS Implementation, Mental Health and PBIS Integration, and Community Collaboration to name a few topics.  Currently, she is a PBIS Assessment Coordinator, School-Wide Information Systems (SWIS) Facilitator, District Capacity Assessment (DCA) Administrator, and Restorative Practices Trainer (International Institute of Restorative Practices.) Her PBIS team provides data, coaching and consulting support to over 30 LEAs.  The PBIS team at Desert Mountain SELPA has a current focus to build up our district’s capacity to implement PBIS effectively using implementation science.

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Melissa A. Speck Ed. D., is a Consultant II, PBIS, Community Health and Safe Schools Unit, Division of Student Services at LACOE. Melissa currently provides training, coaching and technical assistance to schools and districts across the county in the area of Positive Behavior Interventions and Supports and (PBIS).  Melissa formerly served among district leadership teams as the Senior Director of Student Services, a Director of Special Education, the Director of Human Resources, and a Director of Alternative School Programs/ROP/Adult Education. She has served as a district elementary and secondary teacher, coach and administrator.  Her experiences in education have supported critical work in safety, student service and interventions, the study of school culture and district marketing. Melissa’s doctorate in Educational Leadership shares an expertise in parent education and involvement. 


Stephanie Tague, MSW, currently serves as the coordinator for SCCOE’s Safe and Healthy Schools Department and for the regional Positive Behavior Interventions and Supports (PBIS) Technical Assistance Center. She received her degrees from the University of Pittsburgh, Pennsylvania, and completed post-graduate work at San Francisco State University, California. Stephanie has served the educational system in a variety of capacities and roles during her tenure. In her spare time she acts as an adjunct professor for California State University Monterey Bay College of Education.

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Dr. Rob Horner is Professor of Special Education at the University of Oregon. His research has focused on behavior analysis, positive behavior support, instructional strategies for learners with severe disabilities, and systems change. He has worked for the past 15 years with George Sugai in development and implementation of school-wide positive behavior support (SWPBS). Over 21,000 schools are implementing SWPBS nationally. Research, evaluation and technical assistance outcomes from this effort indicate that investing in the development of a positive social culture is associated with improved behavioral and academic gains for students. Dr. Horner has been the editor of the Journal of the Association for Persons with Severe Handicaps, co-editor of the Journal of Positive Behavior Interventions, and associate editor for both the Journal of Applied Behavior Analysis and the American Journal on Mental Retardation.