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.

Ph.D Candidate
EdS in School Psychology
MEd in Educational Leadership & Policy Studies
MiT in Teaching Special Education

Chris L. Daikos MiT, MEd, EdS.

Christopher Daikos is an experienced educational & psychological consultant, school administrator, special education teacher and school psychologist.

He has expertise in the Multi-Tiered System of Supports (MTSS) framework, Positive Behavioral Supports, and school-based mental health. He has a track record of reducing disciplinary exclusions through the use of psychological interventions and restorative practices.

His research interests are System-wide Intervention Implementation, School Administrators Stress Reduction, system-wide Interventions for Emotional Behavioral Disorder and Social & Emotional Learning.

P-3 Executive Leadership Certification
MEd in Educational Policy Studies

Courtney Vollan Daikos, MEd

Courtney Vollan Daikos is an experienced urban educational leader with 17+ years of public school experience as a classroom teacher, instructional coach, K-12 administrator and as a consultant.

She served as an elementary interventionist in Chicago Public Schools, an instructional literacy coach in Seattle Public Schools and as a K-12 administrator for Highline Public Schools as system-level assistant director, high school assistant principal and elementary principal.

Courtney's passion for equitable growth of all students and adults has led to demonstrable change in the schools and systems she has served, including significant improvement for: reading; math; writing; language acquisition; science; social studies; and affective behaviors of students in culturally and economically diverse settings.

As a consultant, Courtney supports school districts in successfully implementing the T-MTSS model. 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 in rigorous, college-bound coursework (AP and IB) by over 1,100 students.

EdS in School Psychology
BA in Psychology
Member of National Association of School Psychologists

Brianne Rokey, EdS

Brianne Rokey is a nationally-certified school psychologist (NCSP) for Seattle Public Schools. She has developed a middle school mentoring program for at-risk youth, facilitated the restructuring of emotional-behavior support programs in urban elementary schools, and helped to establish a multi-tiered system of supports to target and address student needs at a local high school.

She currently supervises school psychology graduate students and mentors early career school psychologists. Brianne's strengths lie in behavioral intervention design and implementation, counseling, and special education compliance. She achieved her EdS from the University of Washington and a Bachelors of Arts in Psychology from California State University, Long Beach.


Vincent D. Perez, AAS, BGS

Vincent Perez serves with Continua Consulting Group on Trauma-Informed MTSS and with the team at Character Strong (SEL curriculum and character education). He earned an AAS in photographic communications at Northwest College and an undergraduate degree from the University of Idaho.

He served as the Latinx outreach coordinator for the Association of Washington School Principals’ (AWSP) student leadership program (AWSL) from 2012-2017. Long-term collaborations include partnerships with XITO (Xicanx Institute for Teaching and Organizing) to inform WA’s conversation on ethnic studies, Lewis County Thrives collective impact efforts, and as Green Hill School’s (state juvenile rehabilitation facility) Latino culture group leader of Group Ollin. Grupo Ollin is exploring Indigenous knowledge and healing ceremonies (la cultura cura), examining the impact of toxic masculinity and violence in our lives, and developing a critical thinking approach to criminal justice reform.

MEd in Educational Leadership & Policy Studies
Principal Professional Certification

Chris Cronas, MEd

Chris Cronas is an experienced urban educational leader with close to 20 years of public and private school experience as a classroom teacher, instructional coach and K-12 administrator. He has served as a middle school teacher, curriculum and instruction coach, and district leader. He has facilitated professional development conferences on the local, national and international levels.

Chris has been a principal in Seattle Public Schools for the last 8 years. He was named Seattle Schools Principal of the Year in 2017 while also serving as president of the Principal Association. Chris' leadership in both high and low performing schools has resulted in sustainable gains in reading, math, writing, language acquisition, and science. His leadership also brought about positive changes in affective behaviors of students in culturally and economically diverse settings.

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.

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.

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