Products and Resources Catalog

Available in both English and Español! Los cuidados de salud mental culturalmente sensibles e informados en trauma, son dos enfoques que se reconocen cada vez más como necesarios para brindar servicios de forma eficaz y equitativa. Las comunidades latinas en Ohio enfrentan varios desafíos, incluyendo la accesibilidad limitada a los servicios de salud primarios, en particular los servicios de salud mental, y la falta de clínicos multiculturales y multilingües. La implementación de enfoques culturalmente sensibles y basados en el trauma puede ayudar de manera efectiva a los profesionales de la salud mental a abordar las necesidades de las poblaciones hispanas y latinas en Ohio. Al brindar atención accesible, sensible y personalizada, los profesionales pueden promover la búsqueda de ayuda, sanación, resiliencia y de bienestar dentro de estas comunidades.      

This is a recording of the Pacific Southwest MHTTC's Back to School Workshop 1 entitled, “Study Session: A Practical Guide for Implementing a Trauma-Informed Approach,” on August 9, 2023. In this kickoff session, PS MHTTC School Mental Health Field Director Leora Wolf-Prusan and Trauma Informed Educator Network founder Mathew Portell facilitated an interactive study session to familiarize participants with SAMHSA’s June 2023 release of the updated and expanded practical guide from the 2014 Concept of Trauma and Guidance for a Trauma-Informed Approach Resource.  This session's audience includes educators, school site leaders, school mental health professionals, youth advocates, trauma-informed professionals, and anyone interested in gaining a deeper fluency in trauma-informed language. Viewers of this video can benefit from the following learning objectives:  Define trauma, trauma-informed care, and connected terminology Identify resources to support a trauma informed approach to school mental health work Explore the guide’s case study of Fall-Hamilton Elementary School in Nashville, TN 

ABOUT THIS RESOURCE The focus of this webinar is to help current and future leaders develop a more holistic and compassionate approach to leadership in the mental health field. They will learn how to increase their capacity for leadership to better develop others, through effective communication and self-reflection. Participants will also acquire information to better recognize how personal issues may impact their leadership. The goal is to help them create improved workplace cultures that promote holistic wellness while achieving identified performance outcomes. Offered in collaboration with Lewis Family Consulting. Learning Objectives:  Communicate information effectively to generate value and empower others to achieve programmatic goals. Describe how personal issues and traumas, past experiences, as well as systemic and cultural barriers impact their ability to model consistent self-care for themselves and others. Develop ways to increase functional support and promote a workplace culture of collective wellness through innovative engagement methods and practical tools. Identify opportunities to promote equity to address access to care and service provision inequalities.   ADDITIONAL RESOURCES Presentation slides Lewis Family Consulting The Four Stages of Competence Self Compassion with Dr. Kristin Neff Trauma Informed Leadership by Dr. David Tweedy   Further reading recommended by Lamarr Lewis: Mindset by Carol S. Dweck, PhD The Leader Who Had No Title by Robin Sharma QBQ! The Question Behind the Question by John G. Miller Leadership on the Line by Ronald Heifitz and Martin Linksy Find Your Why by Simon Sinek The 15 Laws of Invaluable Growth by John Maxwell Principle-Centered Leadership by Stephen Covey Yes, And by Kelly Leonard & Tom Yorton Siddhartha by Herman Hesse Meditations by Marcus Aurelius Letters from a Stoic by Seneca The Greatest Salesman in The World by Og Mandino The Gifts of Imperfection by Brené Brown, PhD Help is On the Way by Kountry Wayne Man's Search for Meaning by Viktor Frankl   FACILITATOR   Lamarr Lewis, MA LAPC CPRP Lamarr Lewis is a dedicated advocate, author, and agent of change. With a focus on community-based mental health, he works with diverse groups including individuals living with psychiatric disabilities, people in recovery from substance abuse, and at-hope youth (He does not use the term at-risk). He is an alumnus of Wittenberg University graduating with a Bachelor of Arts in Sociology with minors in Africana Studies and Religion. He later received his master’s degree in clinical mental health counseling from Argosy University. His career spans over twenty years with experience as a therapist, consultant, and human service professional. He has been a featured expert and trainer for such organizations as; Boeing, Fulton County Probate Court, Georgia Mental Health Consumer Network, Mississippi Department of Health, the Mississippi Band of Choctaw Indians, Region IV Public Health Training Center, the Ruby Neeson Diabetes Awareness Foundation, and more. His lifelong mission is to leave the world better than how he found it.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Welcome to Dreams, Dilemmas and Dialogues, a podcast produced by the Pacific Southwest MHTTC, that explores thought-provoking discussions between educators and school mental health providers on issues that impact our schools, classrooms, and communities.    In this four-part podcast co-hosted by Oriana Ides and Candice Valenzuela, and with guests throughout, we cover a rich tapestry of themes, ranging from fostering a positive school culture that empowers both students and educators, to the importance of centering compassion and empathy in the classroom, and creating spaces where learning and personal growth intertwine.   Join us as we dive into the realm of staff development, uncovering strategies to help educators continuously enhance their skills and ignite their passion for teaching. We also look at cultural shifts in education, examining how societal changes shape our classrooms and influence the way we educate the next generation.   Whether you're a school mental health provider, educator, parent/caregiver, student, or anyone curious about the future of education, these episodes are here to inform, inspire, and ignite conversations to inform our practices and policies. Tune in for fresh insights, and thought-provoking conversations that allow us to question and contemplate. Welcome to Dreams, Dilemmas and Dialogues—where every episode is a journey into our own and collective hope and healing.   Listen to each episode below, or click the "View Resource" button above to subscribe on Spotify!     Episode 1 - What Informs Us and Our Work? Reflection and Action: An Introduction to Liberation Psychology In this opening episode, hosts Candice Valenzuela and Oriana Ides explore their foundational values and formative experiences as healing centered practitioners in education.  Their conversations elevate some of the tenets and practices that have been most transformative in their individual and collective efforts to build school communities rooted in hope, healing and liberation.        Episode 2 - Interrupting Grind Culture; Shifting Professional Development, Pedagogy and Practice to Center Staff and Student Wellness Episode 2 features longtime classroom teacher Giulio Sorro, and co-hosts, Candice Valenzuela and Oriana Ides who steer the dialogue to how educators can uplift frameworks and orientations that support professional development where learning and personal growth intertwine. This episode illuminates the possibilities and practices for fostering a school culture that centers humanity, justice and empathy in the classroom.        Episode 3 - No Missed Steps; Laying the Groundwork for Healing and Restoration in Schools Episode 3 welcomes Stephanie Cariaga, professor of Teacher Education and Tatiana Chaterji, Restorative Justice (RJ) visionary, into an honest conversation that quickly moves beyond the implementation of programs and initiatives towards the possibilities of embodying the principles of RJ and building entire infrastructures rooted in its indigenous, culturally sustaining values. Together we witness, uplift and celebrate one another’s experiences of joy, righteous rage and safety as a pathway towards healing and visioning.        Episode 4 - Honoring Praxis; The Intentional Practice of Reflection and Action In this final episode, Candice Valenzuela and Oriana Ides reflect upon their decades in education and the ways in which they’ve consciously and unconsciously created culture in school sites and beyond. In the spirit of trailblazers and change-makers, this episode celebrates the abolitionists of traditional educational norms. Our podcast invites you to join the conversation on revolutionary approaches to teaching and learning, and to explore the transformative potential of anti-racist pedagogy.         Meet the Podcast Co-Hosts   Oriana Ides, MA, PPS, LPCCI (she/hers) is the School Mental Health Training Specialist at CARS, who approaches healing the wounds of trauma and oppression as core elements of social justice.  She has worked with young people across the life course from elementary school to college, and has served as teacher-leader, school counselor, classroom educator and program director.  She is committed to generating equity within school structures and policies by focusing on evidence-based mental health techniques and institutional design.     Candice Valenzuela MA, MFTI, YT-200 (they/them) is a proud Afro-Latinx native of Watts, California. They have worked at the crossroads of education and healing for 17 years. Candice earned a Bachelor of Arts in Humanities and a minor in Philosophy at Loyola Marymount University, earned a secondary teaching credential from Alliant University, and a Master of Arts in East-West Psychology at the California Institute for Integral Studies. Candice is certified as a trauma-informed yoga and mindfulness instructor through the Niroga Institute and has training in mesoamerican indigenous healing practices through Ancestral Apothecary in Oakland, California. Candice is currently training as a Marriage and Family Therapist in Denver, Colorado.  Candice believes that ancestral, community and ecological healing are the most urgent issues of our time. They coach administrators, train teachers and lead professional development at schools throughout the nation in addition to providing gender affirming therapy as an Intern Therapist at Queer Asterisk in Denver, Colorado . When they are not working or studying, Candice enjoys sharing their enthusiasm for nature with their 6 year old child.       Meet the Guests   Giulio Sorro is a father of three as well as a son, brother, uncle, teacher and learner. He is forever in search of balance between the stars above and the concrete streets he walks. The Bronx, Enssogologo, Africa, San Francisco and June Jordan School for Equity serve as his official classes and continue to provide rich opportunities for learning and growth.  Even as a classroom teacher, he believes we must find our way out of these four walls and turn liberation theology into practice.  His bougie tendencies are loose leaf tea.     Stephanie Cariaga has served the wider Los Angeles community for sixteen years as a high school and middle school literacy teacher, founding member of the People’s Education Movement and co-organizer of the People’s Education Conference, and now an assistant professor in teacher education at California State University, Dominguez Hills. Rooted in radical feminist ways of knowing that center the body, wholeness, and justice, her teaching and research examines the intersections between trauma/healing-informed pedagogies, critical literacy, and critical teacher sustainability.       Tatiana Chaterjee is an educator, trainer, and restorative justice practitioner working at the borders of criminalization, intergenerational trauma, structural violence and youth empowerment. With over a decade of experience in schools, prisons, re-entry, juvenile justice, and community settings, I bring deep commitment to peacebuilding, violence prevention, and healing. ​Using personal narrative and embodied practice, I deepen conversations across difference and cultivate humanizing relationships. I integrate tools from multiple traditions to recover human connection between people at multiple ends of historical injustice. I seek opportunities for dialogue and accountability regarding systemic oppression and the way it manifests in interpersonal relationships. I mobilize my survivorship from violence for radical love, with an eye toward (dis)ability, disrupting power & hierarchy, and stopping harm.    

At the New England MHTTC, we believe that agencies and organizations can benefit from applying a racial equity lens to their structure and activities. “A racial equity lens is a set of questions we ask ourselves when we are planning, developing or evaluating a policy, program or decision. It helps us assess if we are taking in the perspectives of the racially diverse people and communities we intend to serve, and whether our policies and programs are resulting in equitable or inequitable outcomes. An equity lens helps us see where challenges and opportunities exist, so that we can make intentional steps to ensure more equitable outcomes for all individuals and communities.” Asking meaningful questions is key. In order to compile the questions for consideration below, the TTC Network conducted a review of approximately 50 organizational and community assessment tools and resources available from the website, Racial Equity Tools. We pulled and synthesized questions from these materials, as well as direct resources from the New England MHTTC, to determine questions most applicable for our work. By providing this resource, we are not signifying that this is a complete list of questions to consider in order to achieve racial equity. We aim to spur thinking and action among the agencies, organizations, and collaborators in our community and we acknowledge that this is just one step in a longer, more integrated and comprehensive process.

Compassionate Listening is... A personal practice – to cultivate inner strength, self awareness, self regulation and wisdom. A skill set – to enhance interpersonal relations and navigate challenging conversation. A process – to bring individuals or groups together to bridge their differences and transform conflict A healing gift – to offer a compassionate listening session to a person who feels marginalized or in pain.   These principles, adapted with permission from the Compassionate Listening Project,, guide the engagements of the New England MHTTC's Racial Equity and Advancing Cultural Humility (REACH) for Organizational Change Learning Collaborative. We encourage you to use these principles as you engage in frank and honest conversations in the workplace. The principles are designed to keep the dialogue grounded so that you can focus your energy on cultivating compassion and respect for others; serving as a witness to another's truth; and listening and speaking from the heart.  

Issues stemming from race and other cultural matters are broad and varied. Individuals and organizations will find that they are quite knowledgeable and proficient in some aspects of cultural competence, and yet, may neglect asking crucial questions in another area. For instance, we may be acutely aware of making focus group (or other) accommodations for the hearing impaired community, but may not have a cache of options to make public health programs accessible to non-native English speakers. When you begin to consider your approach to engagement with diverse communities, you can gauge how and why mainstream strategies have a lower effectiveness and work from a more culturally responsive foundation. Ultimately, the more your work stems from relevant aspects of racial and cultural identity, the greater your chances for effective outcomes and increased, sustainable engagement from a broader, more diverse community. In assessing your agency/organization's capacity for cultural responsiveness, it is useful to have a tool that is focused on core ways to interpret the wide range of behaviors and attitudes that are expressed in the policies and practices of an organization. Our Process of Gaining Cultural Competence represents a continuum into which we can place behaviors, attitudes, policies, and practices. This is intended to be a dynamic tool, since there is always room for growth and development in individuals, organizations, and institutionalized policies and practices.

Counselors have the privilege of working with individuals and families from various backgrounds; intersecting identities; and cultural values, beliefs, and traditions. Deliberately incorporating culturally responsive care in mental health settings can help ensure that individuals have access to treatment that meets their needs. This guide was created by WAFCA with funding from the Great Lakes MHTTC and is based on material presented by Dr. Patricia Arredondo on February 17, 2022, for WAFCA-CE. WAFCA serves as the Wisconsin partner for the Great Lakes MHTTC. 

This is a recording of the Closing Session in the Aging Out or Growing Together? Flipping the Youth Services Paradigm to Better Support Young Adulthood series. This final session took place on July 26, 2023 and featured special guests Rudy Corpuz, Executive Director of United Playaz; Associate Director John Torres of Youth ALIVE!, and Mariaynez Carasco, Program Coordinator of Mission Neighborhood Centers. Region 9's Technical Assistance and Training Specialist Oriana Ides facilitated a discussion to address how organizational values, program design, implementation strategies, and long-term visions for young adults can expand to support their evolving needs. This session is designed for agencies and individuals that serve transition-aged youth and young adults and explore themes specific to the needs of this age group.

This is a recording of Session 4 in the "Creating Safe Spaces for Peer Support Providers" series entitled, “Peer Support Series, Session 4: Career Paths for Peer Support Specialists,” that took place on June 28, 2023. In session 4, the Pacific Southwest MHTTC's Technical Assistance and Training Specialist Evelyn Clark facilitated a forum with special guests Jason Clark, Lindsey Burton-Anderson, and Stacey Thompson who shared their lived experiences and discussed burnout, trauma and compassion fatigue along with cultural, structural and individual risk and protective factors. 

Ronitia Hodges and Ashley Stewart discuss the importance and benefits of fostering an authentic and inclusive environment in the workplace. This podcast episode is sponsored by the New England Mental Health Technology Transfer Center Network (MHTTC).  

  The Great Lakes ATTC, MHTTC, and PTTC are dedicated to integrating cultural responsiveness into all our training and technical assistance offerings. We aim to help develop workforce competencies to provide equitable and inclusive care to all. Download this guide to learn more about our growing inventory of evidence-based trainings designed to improve the delivery of culturally-responsive prevention, treatment, and recovery approaches!   If you have questions about the culturally-responsive trainings we currently offer or suggestions for additional culturally-responsive trainings that would support the behavioral health workforces in our region, please contact:  Alfredo Cerrato, Senior Cultural & Workforce Development Officer ([email protected])

The UW SMART Center Speaker Series brought esteemed scholars virtually to elevate our understanding of issues related to school mental health and critical topics in education. This year's speaker series on Equity-Centered MTSS and Implications for School Mental Health was a success, leaving participants inspired and eager for more. The event showcased a diverse range of experts, engaging discussions, and practical insights into implementing equitable MTSS in educational settings. "More of it! This presentation was FANTASTIC!!!" "Loved the whole series of Equitable MTSS. Would love more next year!" "I liked how it was thoughtful and balanced, not only supporting students but also supporting staff in doing important work. I liked the emphasis on collecting data to inform decisions and cultural wisdom or sensitivity." "Thank you for this. I am in my studies to be a school counselor and this has given perspective!" "Great reminders to utilize data through an equity lens, and to remember that behind the data is a student"   The school mental health supplement to the Northwest MHTTC co-sponsored the UW SMART Center's 2023 Virtual Speaker Series. Full Series details can be accessed here. Learn more about the UW SMART Center here.   Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

The New England MHTTC is one of 10 regional Centers funded by the Substance Abuse and Mental Health Services Administration (SAMHSA). Our mission is to support the dissemination of evidence-based mental health practices across Health and Human Services (HHS) Region 1, which includes the states of Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont. Our team is led by the Yale Program for Recovery and Community Health, in partnership with the Harvard Department of Psychiatry, and C4 Innovations. Our activities are guided by a robust advisory team consisting of people with lived experience, direct care practitioners, family advocates, and organizational and state leaders. Collectively, these partnerships support our efforts to address mental health priorities across the lifespan in a manner that is responsive to the needs of all stakeholders.   This report describes our work in Year 4 from August 15, 2021 thru August 14, 2022

By actively promoting and supporting diverse educators, we can create inclusive learning environments where all students, regardless of their background, feel seen, understood, and represented. School communities are enriched and strengthened when all educators can bring their unique perspectives, experiences, and cultural competencies to the classroom. In addition to encouraging representation and inclusivity, supportingdiverse educators also plays apivotal role in addressing the mental health needs of our students. This is particularly important for students who experience identity-based marginalization, which can lead to depression, anxiety, isolation, and victimization. When diverse teachers are supported, they help break down stereotypes and biases, and foster student empathy and understanding. This cultivates an inclusive and equitable school environment where all students are able to achieve academically and socially.   This product is part of the Mental Health Matters Lead with Equity series. Check out other products in this series:     Supporting LGBTQ Students in Schools   Equitable School Practices to Support Youth Mental Health

Fostering inclusivity in our schools means recognizing, valuing, and celebrating the unique cultural, racial, and socio-economic backgrounds that each student brings to the classroom. This is a foundational principle to supporting the delivery of an anti-racist curriculum that illuminates the value and importance of racial equality and justice and highlights the richness and uniqueness of diverse histories. Educators can encourage critical thinking and nurture empathy by challenging stereotypes and expanding the perspectives of their students. Additionally, accessibility to quality education for all students, irrespective of their race, ethnicity, or socio-economic status, is vital for the growth and success of both individual students and the larger society. It requires equipping underrepresented students with adequate resources and support.   This product is part of the Mental Health Matters Lead with Equity series. Check out other products in this series:   Supporting LGBTQ Students in Schools   Supporting Diverse Educators

This is a recording of Session 2 of Rising Practices & Policies Revisited - Uplifting Supports, Strengths, and Healing for Refugees from War. The session was held on June 12, 2023. In this session, Region 9’s Technical Assistance Specialist, Oriana Ides, facilitated a panel that focused on trauma informed and sensitive approaches to service for clients and students who are refugees from current and previous crises. The panel included speakers across our region who have lived experience with the impact of war and whose practices and policies reflect attunement to war-recovery needs. These special guests included José Patiño, Dr. Natalya (Natasha) Bogopolskaya, and Stephanie Noriega, who all shared strategies for working with individuals who have survived wars and navigated the ensuing primary, secondary, and vicarious traumas that resulted from this experience. In this session, we explored the following questions and more: What are fundamental elements of providing care and services to those who are war impacted? What are ways that experiencing secondary or vicarious war impacts survivors’ recovery (e.g., how does seeing the war in Ukraine impact the mental health of Afghani refugees in California, Ecuadorian asylees in Arizona, or native Pacific Islanders in Guam)? How can therapists, peer specialists, social workers, and other providers adapt services to ensure cultural humility and responsiveness? What practices and policies have emerged in the past year to help us help?

This is a recording of Part 1 of the Trans 101 Workshop Series - Foundations of Knowledge & Action on May 17, 2023. In Part 1, the trainer, Arc Telos Saint Amour reviewed common terms and explored examples of how anti-transgender prejudice intersects with other forms of oppression. The session modeled how to navigate conversations with transgender and non-binary people using up-to-date and affirming language. The trainer reviewed essential guidelines for supporting transgender and non-binary people in all spaces. Viewers of this recording will learn strategies that can be implemented immediately for affirming of the transgender and non-binary community! Learning objectives include: An accurate explanation on the difference between sex assigned at birth, gender identity, gender expression, and sexual orientation. Examples of affirming and supportive language, and examples of language that can be considered disrespectful, a microaggression, or non-affirming. Potential strategies for personally and professionally being able to better support transgender and non-binary people.

ABOUT THIS RESOURCE Learn about the research briefs, practice briefs, articles, and other publications from the Northwest MHTTC.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

ABOUT THIS RESOURCE Learn about the free online courses from the Northwest MHTTC and from our wider MHTTC network on topics relevant to people working in the behavioral health field. Course topics include Cognitive Behavioral Therapy, Assertive Community Treatment, suicide prevention, clinical supervision, pharmacology, substance use disorders and treatment and more.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

ABOUT THIS RESOURCE Based on adult learning principles, our learning communities provide opportunities to learn new skills and process shared learning, featuring interactive sessions, engaging activities and follow-up reminders of key concepts and skills. After training and supporting the workforce through the COVID-19 pandemic, we were determined to offer learning opportunities that would enhance the virtual learning experience with greater connection between people-- knowing that teams will continue to face new stressors. Results from our tailored evaluations show that these virtual learning communities are well-received and provide interactive learning opportunities for participants. Learn more about the learning community model we offer and our past learning communities in this document.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

This event is part of the UW SMART Center's 2023 Virtual Speaker Series. Learn more and register for upcoming events in the series here.  Transformative Systems through Equity - What are your powers? Description: A large component of transformative systems change is dependent upon an adopted foundational framework. MTSS is the framework to leverage equitable practices. This session will describe the power of equity, inclusion and belonging to create positive student outcomes. Objectives: Participants will identify the ways MTSS, as a framework for systems change, can be leveraged from a human-centered approach.    Materials & Resources: PowerPoint Presentation About the Presenter: Nikole Y. Hollins-Sims, Ed.D. Nikole Y. Hollins-Sims, Ed.D., is an educational consultant & strategist. She currently serves as a technical assistance coordinator for the Midwest PBIS network. Dr. Hollins-Sims is a former Special Assistant to the Secretary of Education at the Pennsylvania Department of Education (PDE). She has previously served as an educational consultant for the Pennsylvania Training and Technical Assistance Network (PaTTAN)-Harrisburg Office, where she was the co-statewide lead for the Learning Environment & Engagement initiative. Dr. Hollins-Sims is a Pennsylvania certified school psychologist and has conducted research around caregivers of children of incarcerated parents and their motivation to engage in family-school partnerships. Dr. Hollins-Sims has been awarded as a Moral and Courageous Leader for Education by Cabrini University in 2021, the 2021 American Psychology Association (APA) Anti-Racism School Psychology Emerging Professional Award and was named the 2021 Pennsylvania School Psychologist of the Year. In 2022, Dr. Hollins-Sims served as the lead author of the book titled: Creating Equitable Practices in PBIS. Dr. Hollins-Sims has also recently launched her own business, Hollins-Sims Consultation.       Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

This event is part of the UW SMART Center's 2023 Virtual Speaker Series. Learn more about the series here.  Doing the work! Ensuring Equity and Cultural Responsiveness in Urban Implementation within the MTSS framework Description: Equity and student mental health needs must be considered when utilizing the Multi-tiered system of supports (MTSS) framework. Doing the work requires educators to be aware of inequities within data and the present mental health needs of the students they serve. Intentionally connecting all available information when making decisions is key to successful  implementation of tiered systems. This presentation will address the need to incorporate equitable and culturally responsive practices when implementing systems to support students. Objectives: Explain the importance of educating the educator on student mental health. Discuss the importance of disaggregating data for disparity. State the importance of involving stakeholders in making decisions to action plan. Materials & Resources: PowerPoint Presentation   About the Presenters: Tynara Blount, M.S Director of Culturally Responsive Positive Behavior Intervention and Supports (PBIS) at The School District of Philadelphia Tynara Blount is the Director of Culturally Responsive Positive Behavior Interventions and Supports (CR-PBIS) for the School District of Philadelphia. In this role, Tynara leads a team of 20 district-level CR-PBIS coaches who support over 100 public schools in their implementation of CR-PBIS. Her post graduate career began in the Criminal Justice system where she also volunteered to teach students at a local high school the techniques required to debate a court case. It was this experience with students that inspired her to enter the education field. Fully committed to students, teachers, and leaders, Tynara has dedicated the past 19 years to  education to ensure equity and belonging are central to our collective work. Her past experiences include working as a School Transformational Facilitator at Johns Hopkins University. She also brings a wealth of knowledge from her tenure as a Director of Education, high school advanced placement teacher, District CR-PBIS Coach, Lead CR-PBIS Coach, and Assistant Director of CR-PBIS. Tynara earned a BS in Criminal Justice with a minor in Communications from West Chester University and a MS in Criminal Justice Administration from St. Joseph's University. She is a loving mother and a wife, happily married to her husband of nine years. Tynara is a champion and community-centered leader, committed to the daily support of ensuring schools work collaboratively with students, families and community members.    Tianna Bilal, M.S Assistant Director of Culturally Responsive PBIS at The School District of Philadelphia Tianna Bilal has been working in the education field for the past seven years. Prior to working in education, she spent 15 years working in the substance use/mental health field in various roles. Tianna attended The Pennsylvania State University, where she received her undergraduate degree in 2003, majoring in Human Development and Family Studies. She received her Master’s of Science degree in Criminal Justice in 2013. Tianna currently works as the Assistant Director for Positive Behavior Intervention and Supports (PBIS) for the School District of Philadelphia. In this role, she supports the implementation of PBIS in over 100 District schools.       Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

This event is part of the UW SMART Center's 2023 Virtual Speaker Series. Learn more about the series here.  The Climate of Educator Bias-based Beliefs Effect on MTSS Implementation Description: The environment of schools comprises features of practice, policies, procedures, and beliefs. This presentation will discuss the types of bias-based beliefs educators bring into school that complicate the ways in which promising practices are implemented. Specific attention to elements of MTSS implementation that can be compromised by educator bias-based beliefs.  Objectives: Understand bias-based beliefs present in educational practice. Understand ways to interrupt bias-based beliefs. Understand ways to improve MTSS implementation through interruption of bias-based beliefs.   Materials & Resources: PowerPoint Presentation   About the Presenter: Edward (Eddie) Fergus, Ph.D. Professor of Urban Education in the School of Arts and Sciences at Rutgers University – Newark Dr. Edward (Eddie) Fergus is Professor of Urban Education in the School of Arts and Sciences at Rutgers University – Newark. Prior to joining Rutgers University – Newark, Dr. Edward Fergus was Associate Professor of Urban Education and Policy at Temple University (2017-2022) and Assistant Professor of Educational Leadership and Policy at New York University (2013-2017), and Deputy Director of the Metropolitan Center for Urban Education at New York University (2004-2013).  As a former high school social studies teacher, program evaluator, and community school program director, Dr. Fergus is continuously approaching research with an attention to its application within educational settings. Dr. Fergus’ work is on the intersection of educational policy and outcomes with a specific focus on Black and Latino boys’ academic and social engagement outcomes, disproportionality in special education and suspensions, and school climate conditions. He has published more than four dozen articles, book chapters, evaluation reports, and five books including Skin Color and Identity Formation: Perceptions of Opportunity and Academic Orientation among Mexican and Puerto Rican Youth (Routledge Press, 2004), co-editor of Invisible No More: Disenfranchisement of Latino Men and Boys (Routledge Press, 2011), co-author of Schooling For Resilience: Improving Trajectory of Black and Latino boys (Harvard Education Press, 2014), author of Solving Disproportionality and Achieving Equity (Corwin Press, 2016), co-editor of forthcoming book Boyhood and Masculinity Construction in the US (Routledge Press, forthcoming), and Unpacking the Cultural Shopping Cart: The Cross-Cultural Lives to Challenge School Segregation (Corwin, forthcoming). Fergus has worked with over 120 school districts since 2004 on educational equity and school reform, specifically addressing disproportionality in special education and suspension. Fergus partners with state education departments such as California, Maryland, Connecticut, North Carolina, and Texas and serves on various boards such as NY State Governor’s Juvenile Justice Advisory Group (2010-present), appointed in 2011 to the Yonkers Public Schools Board of Education (2011-2013 and 2019-2021), National Center on Learning Disabilities (2020-present), and is an expert consultant for the U.S. Department of Justice Civil Rights Division on Educational Opportunities (2014-2016), New York State Attorney General’s Office (2022), and NAACP Legal Defense Fund (2018).  Dr. Fergus received a bachelor’s degree in Political Science and Secondary Education – Broad Field Social Studies from Beloit College and a doctorate in Educational Policy and Social Foundations from the University of Michigan.  Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.