Victoria E. Romero M.Ed
Victoria Romero instructed elementary students in one suburban and two urban school districts and as a principal, significantly improved the academic standing of two schools, one public, the other private. She coaches administrators, directors, and school leadership teams for sustainable school improvement in five school districts. She is the lead author on Building Resilience in Students and Race Resilience. In addition to facilitating professional development based on both works, Victoria facilitates professional development for K-12 educators on culturally responsive strategies, infusing multiple perspectives into regular curriculum, and establishing classroom management systems that promote autonomy, positive well-being, and resiliency. She is a certified trainer for Gary Howard’s Deep Equity process. Victoria most recent keynotes are Deep Equity with Gary Howard -Corwin Institute (Boston 2017) and at the WASA Region 113 Conference (Olympia WA 2018).
Amber Warner LCSW
Amber Warner is a Licensed Clinical Social Worker with experience working in public schools. She facilitated K-6 monthly classroom discussions utilizing Second Step and Character Counts curriculums. In her current position, she provides therapeutic services for families, children, and adults in the Adventist Health System particularly those who have experienced four or more ACEs or are suffering from chronic health conditions. As a School Social Worker, she was part of the school wide Modern Red School House Leadership Team and the Positive Behavior Interventions and Systems Team. Most recently, Amber has been working with healthcare professionals teaching evidence-based self-care practices that lead to improved patient outcomes, experiences, and overall quality of life. She has certifications in TEAM Cognitive Behavior Therapy, Trauma-informed Care and is a Duke University Patient Safety Officer. She facilitates professional development related to staff self-care. Amber developed the Processing for Racial Awareness and Creating a Race Resilient Action Plan- Appendix A in Race Resilience. She also developed a process for recognizing Racial Cognitive Distortions.
Ricky Robertson M.Ed
Ricky Robertson has had the privilege to work with students from pre-K to 12th grade who have persevered in the face of adversity and trauma. As a consultant and coach, he assists schools in developing trauma-informed systems of support and Restorative Practices that foster resilience and success for staff and students. In 2013, Ricky was featured on PBS’s American Graduate, highlighting his work as an educator in one of New York City’s highest performing public high schools. Drawing from experience as a teacher and Behavior Intervention Specialist, Ricky has helped schools develop and implement multi-tiered systems of support that have improved student behavior, academic performance, social-emotional well-being, and attendance. He is a certified trainer for Gary Howard’s Deep Equity Process, has expertise in Restorative Justice practices and Visual Learning. His deep respect for youth, and the educators who serve them, continue to inspire his work today. Ricky’s most recent keynotes are Racial Equity & Culturally Responsive Trauma-Informed Practices at Equity & Discipline Institute (Chicago 2018) and Building Resilience at OAESD Annual Conference (Oregon 2019).
Justin Hendrickson is the principal of a PK-8th grade public school. Ninety percent (90%) of his students are BIPOC of whom, 20% are English language learners, 17% receive Special Education Services. Sixty-six percent (66%) qualify for free/reduced lunch services. The lives of his students intersect with all three realms of ACES- household, community, and environment. Although he has data supporting academic gains in all of the demographic groups, BIPOC students still lag behind significantly. Justin’s staff added two committees, a SEL (social emotional) and RET (racial equity) team to grow staff capacity to develop a trauma-sensitive, race resilient staff.