Indiana’s Educating the
Whole Child Summit
Social • Emotional • Academic
Dr. Jennifer McCormick, Indiana’s Superintendent of Public Instruction
Dr. Jennifer McCormick is Indiana’s 44th Superintendent of Public Instruction. A nationally-recognized educator and innovator, Dr. McCormick has served at every level of the K-12 education system. She has been a secondary special education and language arts teacher, elementary principal, assistant superintendent, and served as superintendent for seven and a half years.
As Indiana’s education system leader, Dr. McCormick is an energetic and tireless advocate for children, dedicated to improving educational outcomes. A sought after speaker, Dr. McCormick serves as a devoted ambassador for ensuring all stakeholders are working together for student success in Indiana.
Dr. McCormick has served on a number of community boards and makes her home in Indianapolis with her husband, Trent, a public school science teacher. They have one son, Cael, who attends West Point Military Academy.
Tyrone Marinez-Black, Policy and Practice Specialist for the Collaborative for Social
and Emotional Learning (CASEL)
Tyrone Martinez-Black works in the Collaborating States Initiative to support state teams as they foster conditions that promote social and emotional learning for students and adults. He is also deeply involved in district level explorations of SEL as a means to increase equity in schools.
Before coming to CASEL, Tyrone was a teacher of middle school math and science, an instructional coach for those subjects, and an assistant director of mathematics curriculum. In addition, he has designed and delivered professional learning in the Chicago metropolitan area and across the nation. Especially applicable to his work at CASEL, Tyrone has been a member of projects addressing youth development during summer school, design thinking within schools, and integrating SEL competencies with the Standards for Mathematical Practice.
Dr. Elizabeth Connors, Director of Quality Improvements at the Nation Center for School Mental Health (CSMH), University of Maryland
Dr. Elizabeth Connors, Assistant Professor, Yale University and Director of Quality Improvement at the National Center for School Mental Health, University of Maryland. She received her Ph.D. in child-clinical/community psychology and her dissertation focused on studying the impact of different training methods on school-based mental health clinicians’ knowledge of, attitudes toward, and use of evidence-based interventions. Dr. Connors' research and clinical work focuses on improving access to and quality of mental health care for underserved children and families. In her role at the Center for School Mental Health, Dr. Connors provides training, technical assistance, and evaluation supports to mental health agencies, schools, districts and behavioral health systems at local, state and national levels. Dr. Connors is a licensed clinical psychologist and has worked as a school-based mental health clinician, and now supervisor, in numerous Baltimore City Public Schools.
Christy Berger, Indiana Department of Education
Christy Berger is the Assistant Director of Social, Emotional, and Behavioral Wellness at the Indiana Department of Education. Christy has been with the Department of Education since September 2008. Christy graduated from Anderson University (2006) with her Bachelor degree in Social Work and worked for a year as a case manager before returning to school to obtain her Masters degree. Christy received her Masters in Social Work from Indiana University Purdue University Indianapolis (2018). After graduation she worked in Center Grove Schools for six years at the elementary level. In 2015 Christy went back to obtain her Post Master certificate in School Counseling from Indiana Wesley and worked at the middle school level for four year until starting her career at the Department of Education. Christy is passionate about creating positive whole-child focused school environments for Hoosier students.
Bethany Ecklor, School-Based and Community Specialist, Indiana Division of Mental Health and Addictions
Bethany Ecklor is the School and Community Based Programs Director for the Indiana Division of Mental Health and Addiction. She oversees DMHA Youth Services’ school-based grants, contracts and agreements implementing evidence-based practices across the state. Bethany has served DMHA in multiple roles including Community Liaison with the Office of Provider Quality & Performance and most recently as the Bureau Chief of Youth Services. Bethany received a Bachelor of Arts in Sociology from Indiana University in 2012 and began her career in direct services for youth receiving residential mental health treatment and outpatient services at multiple community mental health centers.
Charlie Geier, Indiana Youth Institute
Charlie leads Indiana Youth Institute’s Impact and Data Solutions division, statewide engagement and advocacy efforts. Prior to joining IYI, Charlie served as Director of Early Learning and Intervention for the Indiana Department of Education. He led the agency’s efforts in the state and federal programs for English language learning, migrant education, school improvement grants, and early learning. He has also worked as a teacher, instructional coach, department chair, and district administrator. In addition, he serves on the board of directors for multiple organizations, facilitates professional development, and regularly presents at state, regional, and national conferences. Charlie earned his undergraduate degree from Indiana University and his master’s degree from Butler University.
Elizabeth Avery, MA, Vice President of School Based Services, Burrell Center
Elizabeth Avery has a Master’s in Clinical Mental Health Counseling and is a Licensed Mental Health Counselor Associate. She is the Vice President of School Based Services for Burrell Behavioral Health in Springfield, Missouri. Elizabeth has worked for mental health centers in both Indiana and Missouri striving to integrate behavioral health services in school settings. School mental health programs have been implemented in both rural and urban settings providing unique experiences in how to efficiently address mental health need in a variety of ways.
Susan Phelps, Director of Neuroeducation for Evansville Vanderburgh Schools
Susan Phelps is the Director of Neuroeducation for the Evansville Vanderburgh School Corporation. During her 8 years with the EVSC, she has directed the implementation of Culturally Responsive – PBIS in 36 schools, developed an alternative to suspension program for students in grades 4 through 8, helped develop and implement evidence based programs for self-contained classrooms, district programs, and the alternative middle school that includes providing mental health therapy for traumatized students, and more recently helped develop GAIN – Growth in Academics through Innovation in Neuroeducation. GAIN is a framework that utilizes research from neuroeducation to inform instructional practices with the goal of maximizing learning and outcomes for all students through the development of the whole child. As part of GAIN, Susan developed the Comprehensive SEL framework that is now in its third year of implementation in all EVSC schools.
Susan obtained her master’s degree in clinical psychology from Murray State University in 1995. Prior to working with the EVSC, Susan held similar positions in schools in Kentucky where she also worked directly with middle and high school students in alternative schools and self-contained settings. She also had her own private practice and worked in inpatient and outpatient mental health settings where she provided counseling and completed psychological and neurodevelopmental assessments for children and adolescents. These early work experiences in schools and clinical settings were integral to the development of GAIN and an understanding of the systems needed to support its implementation.
Dr. Lori Desautels, Butler University
Dr. Desautels is an Assistant Professor at both undergraduate and graduate programs at Butler University. Before coming to Butler, Lori was an Assistant Professor at Marian University in Indianapolis. Lori taught emotionally troubled students in the upper elementary grades, worked as a school counselor in Indianapolis, was a private practice counselor and co-owner of the Indianapolis Counseling Center. Lori was a behavioral consultant for Methodist Hospital in Indianapolis on the adolescent psychiatric unit.
Lori graduated with a BS in Special Education from Butler University, an MS in counseling education from Indiana University and earned her Ph.D. in philosophy with an emphasis in early adolescence/ thought formation from Indiana University and AIHT. Lori's website is at www.revelationsineducation.com.
Dr. Brandie Oliver, Butler University
Dr. Brandie Oliver is an Associate Professor in the School Counseling Program at Butler University. Prior to her current role, she worked as a middle school counselor but also has experience at the elementary and high school levels. Brandie sees her role as a resource and support for Professional School Counselors as well as an advocate and source of positive change for all students, parents, and educators. To do this work, she presents at state, regional, and national conferences, provides professional development to educators, and collaborates with other educational fields to emphasize the importance of working across disciplines for compelling and long-term change. Her specific areas of interest include the development of comprehensive school counseling programs, school culture and restorative practices, culturally responsive practices, suicide prevention/intervention ,and implementing social-emotional learning within a MTSS framework. Dr. Oliver is dedicated to the training and professional development of all educators that strive to be change agents in PK-12 education.
Dr. Oliver has also served families at Brooke’s Place for Grieving Young People as a support group facilitator for grieving teens and as an individual grief counselor in the Therapy Services program. She is involved both at the national and state level, serving on the Evidence-Based School Counseling Advisory Board, the Indiana School Counselor Association Board, and served on the Presidential Advisory Board for the American Counseling Association
Brooke Lawson, Mental Health and School Counseling Coordinator, Hamilton Southeastern Schools
As the Mental Health and School Counseling Coordinator for Hamilton Southeastern Schools, Brooke oversees and helps coordinate mental health services and school counseling for the school district. She works closely with more than 40 school counselors, providing supervision related to mental health and student support. Brooke works with students and staff to create stigma-free environments in their school and community regarding mental health. She is also a resource to support teachers and staff on social emotional learning and trauma informed practices. She is also active in making connections between the school district and community to create systems of support for students and families.
Prior to joining Hamilton Southeastern Schools Brooke worked for a Community Mental Health Center for 8 years in their school based program. She graduated from Purdue University with a Bachelor's Degree in Youth, Adult, and Family Services and obtained her Master’s Degree in Social Work from Indiana University. Brooke currently serves on the board for The Peyton Riekhof Foundation for Youth Hope and Fishers Youth Assistance. She lives in Fishers with her husband and two children.
Mayor Scott A. Fadness, City of Fishers
As Deputy Town manager and Town Manager, Mayor Scott Fadness took office as Mayor of the City of Fishers on January 1, 2015. With his vision to develop Fishers as a smart, vibrant, and entrepreneurial city, Fadness has spurred new development, grown Fishers’ employment base, and focused on quality-of-place initiatives to make Fishers the best city to live, work, and play in the Indianapolis metro.
Scott holds a Master’s degree in Public Affairs from Indiana University and lives in Fishers with his wife, Aunna, and son, Lincoln.
Dr. Cathy Pratt, Director, Indiana School Mental Health Initiative
Dr. Cathy Pratt, BCBA-D, is the Director of the Indiana Resource Center for Autism located at the Indiana Institute on Disability and Community, Indiana’s University Center for Excellence in Disabilities. Most recently, Dr. Pratt has become the director of the Indiana School Mental Health Initiative. Dr. Pratt serves on numerous Advisory Boards, including the Advisory Boards of Maap Services, Inc., the Temple Grandin/Eustacia Cutler Autism Fund, the Autism Society of Indiana and the College Internship Program. In the past, she served on the Board of the national Autism Society and is the Past Chair. Dr. Pratt also serves on the Panel of Professional Advisors for the Autism Society. In addition, she is a member of the National Autism Leadership Collaboration. She also served as a member of the expert working group on services and as a member of the public review committee for the Research Roadmap of the Interagency Autism Coordinating Committee and in 2010 was invited to the White House to provide feedback on the president’s initiatives on autism spectrum disorders. Dr. Pratt has been honored by the Autism Society with the Individual Achievement Award, with the 2005 Princeton Fellowship Award, and with various awards through NYFAC (New York Families for Autistic Children, Inc.), including recognition from the United States House of Representatives. In 2008, Dr. Pratt was awarded with the Distinguished Service Award by the Indiana Council of Administrators of Special Education. Dr. Pratt was the Shibles Distinguished Visiting Professor in the College of Education and Human Development at the University of Maine. In 2016, Dr. Pratt was awarded with the Charles Heineman Allied Professional Award through the Indiana Psychological Association. She writes and presents internationally on the following topics: autism spectrum disorders, functional behavior assessment/positive behavior supports, applied behavior analysis, instructional approaches, evidence-based practices, systems change, and policy.