Continua Consulting Group

Psychology & Educational Consulting

United States

Our Team

Continua Consulting Group, LLC

Founded by a team of experienced educational leaders and mental health professionals who have dedicated their careers to youth historically underserved by traditional education, our consultants have worked as educational leaders in turn-around schools and school systems P-12, day treatment facilities for children with emotional behavior disorders, and with incarcerated youth.

Continua Group consultants have served as central office administrators, school administrators, school psychologists, mental health counselors, special education teachers and intervention specialists. We have supported students, families, teachers, staff and leaders across several regions. As a team we are dedicated to helping children actualize their full potential as learners, leaders and active participants in their communities.


QUALIFICATIONS:
EdS in School Psychology
MEd in Educational Leadership & Policy Studies
MiT in Teaching Special Education

Chris L. Daikos MiT, MEd, EdS.

Christopher L. Daikos is an experienced educational & psychological consultant, school administrator, special education teacher and school psychologist. He seeks to help school systems develop an egalitarian psychological approach to the educational experience. Trauma Informed Multi-tiered System of Supports (T-MTSS) framework, Positive Behavioral Supports, and School-Based Mental Health are effective means of delivery for these psychological tools. Christopher supports schools to implement sustainable practices for addressing anxiety, depression, self-soothing and a lexicon for communicating psychological needs. Chris has seen that these approaches result in resilient youth, schools and communities.

Christopher’s first position as a special education teacher, at an alternative program serving students with “emotional behavior disorders” no longer welcome in their comprehensive high schools, has driven his entire career in education. There were no evidence-based interventions, mental health services or curricula to support the students’ Individualized Education Plan in this program. Christopher quickly realized that the school functioned as a brief holdover in the school to prison pipeline. He sought to align social services, mental health services, evidence-based interventions, service learning projects and family-school partnerships to support the students with behavioral and academic goals. Christopher’s efforts resulted in a significant reduction of student restraints, increased transitions out of the program and an increased graduation rate.

Christopher’s research interests are in the Function of Behavior, Community Integration and Low Cost, High Yield Behavioral Interventions. Some of Christopher’s published work can be found here. Christopher holds a Bachelor of Science of Arts Degree in Ecological Studies and Philosophy from Seattle University, a Master of Special Education Degree from Seattle University, a Master of Educational Leadership & Policy Studies from University of Washington, an Educational Specialist degree in School Psychology from University of Washington.


QUALIFICATIONS:
P-3 Executive Leadership Certification
MEd in Educational Policy Studies

Courtney Vollan Daikos, MEd

Courtney Vollan Daikos is an educational leader with nearly 20 years of public school leadership experience as classroom teacher, instructional coach, K-12 administrator and as a consultant. She served as an elementary interventionist in Chicago Public Schools and an instructional literacy coach in Seattle Public Schools. Courtney then served as an administrator for Highline Public Schools, just South of Seattle, one of the most ethnically diverse school districts in the United States. Courtney served as Assistant Director for Title 1 & ELL services, High School Assistant Principal and Elementary Principal while in Highline. Courtney's leadership fostered significant improvement for student learning in ELA, language acquisition, STEM, social science, emotional and behavioral learning in the schools and systems she served. Additionally, In 2016-17, as a Partnership Director for Equal Opportunity Schools, Courtney supported 12 high schools in IL, WI and MD to increase enrollment of first time students of color and poverty in rigorous, college-bound coursework by over 1,100 students.

As Chief Operating Officer, Lead Consultant and Co-Founder of Continua Consulting Group, Courtney supports school districts in successfully implementing the Trauma-Informed Multi-Tiered Systems of Support (T-MTSS) framework. Courtney's expertise in instructional design, leadership, child development, culturally responsive pedagogy and systems implementation provide for skillful, strategic consultation to principals, system and teacher leaders. Courtney holds a Bachelor of Science degree in Elementary Education from University of Illinois, a Master of Education Degree in Educational Leadership and Policy Studies from University of Washington, and a P-3 Executive Leadership Certificate from the University of Washington's P-3 Center.


QUALIFICATIONS:
EdS in School Psychology
Nationally Certified School Psychologist (NCSP)
Member of National Association of School Psychologists

Brianne Rokey, EdS

Brianne Rokey is a nationally-certified school psychologist (NCSP) and a former career-ladder school psychologist for Seattle Public Schools. She achieved her Education Specialist (Ed.S) degree in School Psychology at the University of Washington, and a Bachelors of Arts in Psychology from California State University, Long Beach. Brianne's expertise in mental health, learning, and behavior was critical to the development of multi-tiered systems of support to target and address student needs at the elementary and high school levels, as well as the restructuring of elementary emotional-behavior support programs. She also supervised school psychology graduate students and mentored early career school psychologists.

Brianne is passionate about supporting the diverse needs of all learners through positive behavior and school-based mental health supports to improve academic achievement, school climate, and partnerships between families, schools, and communities. The strengths that she brings to the Continua Consulting Group team lie in school-based mental health, behavioral intervention design and implementation, psycho-educational assessment, data analysis, and special education.


QUALIFICATIONS:
Master of Public Administration

Vincent D. Perez, MPA

Vincent’s vocation is dedicated to the art and skill of teaching. Meaningful learning experiences that honor the dignity and identity of participants is his first priority. Vincent serves with the Continua Consulting Group on Trauma-Informed MTSS and with the team at Character Strong.

Vincent currently leads Rethink Manhood (working with men and boys to dismantle patriarchy) and is building the Equity Institute. Vincent’s practice is rooted in experiential education with a focus on culturally responsive pedagogy, ethnic studies, family engagement, healing-centered engagement, juvenile justice reform, Latinx bilingual leadership, near-peer mentorship and systemic change. In addition to long-term consulting, he frequently speaks at schools, facilitates student programs, and trains adult staff to better serve their students. As an educator, Vincent Perez aims to sustain the integrity, courage, and commitment of children, families, and service providers.


QUALIFICATIONS:
MEd in Educational Leadership & Policy Studies
Principal Professional Certification

Chris Cronas, MEd

Chris Cronas is an former teacher, educational leader and student advocate with over 20 years experience in public, private and international education. Most recently, Chris was a principal in Seattle Public Schools where he was responsible for leading transformational changes throughout the Pre-K – 12 system.

As the former president of the Principal Association of Seattle Schools, he advocated for more equitable distribution of funding for schools and the use of trauma-informed, evidence based practices across the district. Chris was named Seattle Schools Elementary Principal of the Year in 2017. In his free time, Chris enjoys spending time with his wife and two children.


QUALIFICATIONS:
Ph.D in Clinical and School Psychology
Member of National Association of School Psychologists

Lauren Ashbaugh, Ph.D, NCSP

Lauren Ashbaugh, Ph.D, NCSP, is a licensed clinical and school psychologist who consults with schools on the implementation of integrated mental health care and Multi-Tiered Systems of Support for PBIS, social-emotional learning, trauma, and restorative practices. She believes strongly in promotion of research-based practices and data-driven decision making.

Lauren received her undergraduate degree in Integrative Biology from the University of California, Berkeley and attained her Ph.D. in Clinical and School Psychology at the University of Virginia. Her education and training experiences provided her a strong foundation in psychoeducational assessment, school-based mental health, empirically-supported treatments, and research and methodology. Lauren has had extensive clinical and teaching experiences in school, urban hospital, juvenile court, therapeutic day school, and outpatient settings.

Clinically, Lauren specializes in evidence-based prevention and intervention for children, teenagers, and families who struggle with trauma, anxiety, depression, executive functioning, and/or behavioral challenges. She has expertise in risk assessment, exposure-based treatment for anxiety and school avoidance, Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT), Trauma-focused CBT, Triple P Positive Parenting Program, Cognitive Behavioral Intervention for Trauma in Schools (CBITS), and Cognitive Processing Therapy (CPT) for trauma.


QUALIFICATIONS:
Special Education (K-12)

Heather Wixom-Sweeney

Heather Wixom-Sweeney is an experienced urban educational leader with 17+ years of public school experience as a K-12 Special Education teacher and system-level program designer and coordinator. She provides extensive knowledge in the use of adult learning principles, integrating data-based practices, implementation of technology systems, and professional development(PD) design and delivery.

She led cross-departmental collaborative work throughout the Seattle Public School District (SPS), a large urban public-school district. On the design team for the SPS MTSS framework, Heather directly supports principals and teacher leaders with understanding the framework and developing their professional learning plan for staff.

Heather brings experience in the design, coordination, and delivery of implementing a system-wide data portal supporting technical and adaptive learning needs from the classroom to central office. She designed and lead the PD plan of a new data system for over 6,000 teachers and administrators in SPS.

Heather led a teacher leader program in SPS that has grown from 29 teachers in 15 schools to 300+ teachers in 100 schools in addition to 30+ central office level positions. In this role, she has developed infrastructure to streamline hiring, stipend activation, and data collection and analysis. She developed a PD continuum to develop distributive leadership directly aligned to both district level initiatives and building-based needs.

Heather’s passion is to increase equity in education through developing adult skills in collaboration and data-driven practice. Heather’s efforts to develop, refine, and strengthen the use of professional time have led to significant improvement for adult relationships and student outcomes.


QUALIFICATIONS:
PhD in Social Work
Masters in Social Work

Brian Smith, PhD

Dr. Smith has extensive experience working in schools as a school counselor, school social worker, and substance abuse counselor. Since receiving his PhD from the University of Washington he’s spent a decade as the primary research scientist behind the development and revision of the PreK -8th grade Second Step Program, the Social Emotional Learning curriculum currently used in 30% of US elementary schools.

Brian is an expert on all aspects of Social Emotional Learning, including program development, implementation support, assessment, and evaluation. Brian is an experienced presenter, trainer, and consultant. Topics include SEL-based Stress Coping for Educators and the intersections between SEL and PBIS, MTSS and Restorative Practices.

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