Kristin Brooks, Ed.D., has worked alongside her colleagues to support and motivate educational communities towards inclusion while leading to spectacular outcomes which have influenced the expansion of the SIP project. A seasoned professional, Kristin has dedicated the past 24 years to the education and inclusion of students with and without disabilities.

 

Trained as a speech-language pathologist, she was instrumental in co-creating a pioneering inclusive preschool in southern California in 2005 that continues to thrive today. A true believer in having organizational systems recognize their ‘self-imposed barriers’ while working to eliminate the same via transforming their culture, policies and practices. Kristin inspires and informs audiences by presenting at a range of statewide and national conferences and symposiums. Her diverse range of experience includes serving as a site, district, and county administrator applying research to practice.

 

Always looking to widen impact and maximize benefits for all students, Kristin transitioned to statewide grant work supporting multiple local educational agencies through systems change to build, implement, sustain and scale up services and programs in the name of inclusion and achievement. Kristin earned her master’s degree in Communicative Disorders and her doctorate in Leadership for Educational Justice from the University of Redlands. 

Carmen Hopkins brings both personal and professional commitment to fostering inclusion. Her experiences as a family member, parent, teacher, and leader supporting students with disabilities have shaped her belief that inclusion is a moral imperative—something every student deserves without having to earn it. With over 18 years of commitment to promoting access, equity, and inclusion, Carmen excels at building systems where ALL students can thrive. She holds high expectations for both student achievement and development of the systems of support, ensuring improved outcomes for all students. Her expertise spans roles as Director of Pupil Services and Special Education, School Administrator, Instructional Coach, and Special Education Teacher. At SIP, Carmen collaborates with educational leaders to dismantle barriers, build bridges, and create inclusive environments where all students can reach their full potential. She is also a doctoral candidate in Educational Leadership at Azusa Pacific University, further strengthening her expertise in inclusive education leadership.

PROJECT COORDINATOR

Danny Daher, Ed.D. is an energetic and passionate educator and brings with him nearly two decades of experience. In that time, he has been a school counselor, grade level coordinator, assistant principal, and high school principal.

 

Most recently, Danny worked collaboratively with stakeholders to increase inclusive practices on campus including co-teaching and Universal Design for Learning (UDL). Danny specializes in inclusive mindsets, system shifts for inclusive practices, co-teaching, and social-emotional learning.

 

He earned his Ed.D. in Educational Leadership from USC and is committed to supporting schools to create more equitable and inclusive opportunities for all students.

 

Heather Snipes has over 15 years of experience in early education, ranging from home based childcare, collegiate child development labs, Tribal Head Start, private preschool, and most recently, as the Director of a state preschool program in Northern California.

 

During her time as the Director of Early Childhood Development and Special Education with Eureka City School District, Heather was instrumental in developing a successful inclusive preschool model that has since been scaled up into the elementary grades within the district. She has been an advocate for access to high quality early childhood experiences for all and continues to emphasize the importance of collaboration in order to nurture a strong foundation of trust and partnership between each child’s home and school setting from day one.

 

Heather received her master’s degree in Child Development Administration, Leadership, and Management from Walden University in 2020. Her background in early childhood education, knowledge of the public school system, and experience with the IEP process, allows her to provide a unique perspective on learning environments, student transitions, and relationship building as a cornerstone for quality inclusive practices across the educational continuum.

Sara James has diverse teaching and leadership experience working in urban and rural public charter, LEA/district, county, and court schools. Early in her career, Sara gained her teacher training and leadership experience working in an urban high school in the UK. After coming to America, Sara became a teacher leader that demonstrated innovation and best practices working alongside her team to launch an inclusive high school. She served as a general and special education teacher. Her areas of passion are academic mindsets for success, inclusive pathways to graduation, universal design for earning (UDL), and fostering belonging in the classroom.

 

Sara’s experience spans Pre-K to College, with expertise in supporting students and families from middle school to high school and post-secondary transition planning. Sara believes in inclusive educational communities and is committed to collaborating with teams to ensure equitable opportunities and outcomes for all.

Celese Heron knew at a young age she wanted to become an educator, and she has been dedicated to this life goal for almost 25 years. She is enthusiastic about collaborating with educators to ensure all students have equitable access to a rigorous and engaging high quality education.

 

Celese has served as middle school teacher, Teacher on Special Assignment, Assistant Principal, Elementary Principal, Inclusion Coordinator and Director of Special Education. Her areas of expertise include special education, student services, inclusive teaching and learning, supporting English Learners, Site and District administration professional development and strategic planning. Her focus is supporting educational organizations to create a community of learners which nurtures a growth mindset and positive educational environment.

 

Celese has a Master’s degree in Educational Administration and Administrative Services Credential from Pepperdine University and a Bachelor’s degree in Sociology, Multiple Subject Credential and Education Specialist Credential from California State University, Dominguez Hills.

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 explicit connections between experiences and college course content.

 

Jessica believes in promoting and supporting staff members in providing comprehensive services to all learners. In her recent work, she collaborated with and supported Special Education Local Plan Areas (SELPAs) and Local Educational Agencies (LEAs) throughout California. Jessica provided support focused on data use and governance, continuous improvement methodologies, and high-leverage practices to build the 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.

Megan Gross is an author and educator committed to expanding equitable and inclusive education. For nearly twenty years, Megan has worked in schools across Northern and Southern California, serving students in K-12 grades as an Education Specialist and as a Teacher on Special Assignment (TOSA). In 2017, she was recognized as a California Teacher of the Year for her work in creating a high school inclusive service delivery model for students with extensive support needs, who had previously been segregated in K-8 grades. The joy of witnessing her students work collaboratively on a science lab, register to vote in civics class, or develop authentic relationships with peers, continues to fuel her passion for improving inclusion for the next generation of students.

 

Prior to joining the SIP team, Megan served Poway Unified School District as a TOSA, responsible for leading and supporting district-wide systems change to advance inclusion and equity. She earned her Master’s degree in Instructional Design and Technology from Walden University in 2020 and is an experienced facilitator of professional learning rooted in the principles of Universal Design for Learning (UDL). Her areas of expertise include: master scheduling for inclusive practices, co-teaching, transitioning students from segregated classrooms to authentic belonging in general education, inclusion in secondary schools, UDL, and team building.

Erica Munoz is a Program Assistant for Riverside County Office of Education.

 

She has worked in education for 11 years and has provided assistance in Alternative Education and Special Education Programs including the Foster Youth Coordinating Program and the Transition Partnership Program. 

 

Erica enjoys networking with all our outside organizations, districts and partners to bring awareness for a population who is in need of the support. She's excited to be a part of an empowering and motivational team to guide educational communities on their adventure towards inclusion.

Rebecca Fuller is a Program Assistant for the Supporting Inclusive Practices (SIP) Project at El Dorado County Office of Education. She brings with her 20 years of experience in the private sector of the homebuilding industry. The ability to interact with a diverse demographic has contributed to her stellar customer service skills and ability to work in a fast paced, ever-changing environment.

 

Rebecca also has a valuable and in-depth perspective of the Special Education system advocating for her own daughter for the past 18 years. Together, they have experienced first-hand the benefits of inclusion and innovative school programs. As a mother of a young woman with a disability, Rebecca brings a positive and personal approach to any challenge or task that she encounters.