LDI Highlight - Priscilla Parchia

Priscilla Parchia

Program Manager, Expanded Learning

Oakland Unified School District

Priscilla Parchia has worked in the education field since her very first job at a summer camp in Atlanta at age 13. Starting as an unpaid half time camper/half time counselor in training, she further developed her sense of self by being nurtured and truly seen by the adults around her finding a sense of belonging and acceptance to quiet the untrue narratives running unchecked in her subconscious. She began her journey as an artist and an educator and where unbeknownst to her the love of youth development was born.  In this position, she was able to use her strength as a relator and an activator to create belonging for others. Unfortunately, she was one of the few who had this opportunity as a scholarship student. Most families who came paid exorbitant amounts of money to send their children for this once in a lifetime experience. So Priscilla also knew that belonging should not be just for the privileged, elite, or lucky. Everyone deserves a place where they feel safe enough to bring their whole selves. 

While following her dreams of being an artist through her BFA in Musical theatre and traveling as an artist and musician she was never far from her love of youth development. Summer camps, after-school programs, drama workshops, and directing were interspersed in her experience auditioning, touring, and creating. Year after year the one constant was youth development. This is where Priscilla was energized and her cup was filled as she fought to carve a place for herself. This is where she could align her beliefs around equity with her day to day responsibilities.  She worked as an out-of-school time educator across the country as a counselor, drama instructor, choreographer, music director, program director, and stage director. In every position, she strove to recreate that sense of belonging from her first camp experience and harness her strengths of activation, connectedness, and her ability to collect data and strategies for change.  Of course, with the desire for equity, came the constant reminders of this nation’s inescapable truth. The decks are stacked and the house just keeps winning at the expense of the limitless potential of our youth of color. Priscilla knew that she needed to continue to do the “real” work even though there was no true roadmap for change.  

In 2008, music brought Priscilla to California. For the past 12 years, she’s worked in the Bay Area with Oakland Unified School District as a youth developer, assistant coordinator, literacy specialist, teacher, instructional leader, and curriculum specialist. Leveraging her strength to see the potential in others, she supported a school in East Oakland for 12 years before moving to her current position where all her strengths and experiences merge. Priscilla currently supports programs across the district as a Program Manager for the Expanded Learning Office in the Department of Community Schools and Student Services. She works to interrupt oppressive systems by supporting and collaborating with a network of professionals truly dedicated to social justice and youth empowerment.  

““The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.””

— Dr. Martin Luther King Jr.

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Top 5 Strengths:

Activator | Connectedness | Input | Relator | Belief

LDI Highlight - Omar Malik

Omar Malik

Assistant Camp Director for Programs

Camp Mendocino, Boys & Girls Clubs of San Francisco

Supporting youth from underserved and under resourced communities has been Omar’s passion for the past eight years. Omar began working with youth in 2012 while living abroad in Saudi Arabia where he was given the opportunity to coach the middle school basketball team at the school he attended as a child. Although not completely sure of exactly how it was going to go, he jumped on the chance and quickly realized that working with youth was his calling in life.

After moving to the Bay Area and dabbling in teaching, Omar realized that teaching was not something he could see himself doing long term. He quickly transitioned out of the teaching world and joined the Boys & Girls Clubs of Silicon Valley (BGCSV) as a youth development coordinator in 2015. It was with BGCSV that Omar fell in love with youth development. He was able to see the impact he was having on youth, not matter how small or how big. He was hooked.

After eight months with BGCSV, Omar left and took a job as the Education Director at the Boys & Girls Clubs of San Francisco – Mission Clubhouse. In this role, Omar was responsible for all things education. His reach started to become wider than it had ever been; he would work with the elementary-aged youth in the early part of his day, before working with high school youth in the later part of his day, helping them discover a path for themselves post high school, all through the lens of education. As part of his role of Education Director, Omar was also responsible for being an advocate for the youth in the community to ensure they were receiving the best possible education from the schools. He continued this work for three years before craving a new challenge.

In November of 2018, Omar was hired as the Assistant Camp Director for Programs for Camp Mendocino, a 2000 acre residential summer camp owned and operated by Boys & Girls of San Francisco. In this role, Omar is responsible for all things programs. Every year, he is responsible for hiring sixty camp counselors and activity specialists who are responsible for giving 1,200 youth the best experience possible. Hiring, training and mentoring these staff is something he takes very seriously; many of the staff working at Camp Mendocino will venture out into the world and continue to work with youth. It is Omar’s (and Camp’s) responsibility to ensure that these staff have the foundational tools they need to be successful youth development professionals moving forward. As a Camp Director for a residential summer camp, Omar recognizes that programs like his have catered to mostly white, upper-middle class youth and families. Being in the position he is in, he has the opportunity to offer ten days in the Redwoods to any youth who is able to attend, regardless of socioeconomic status.

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Top 5 Strengths:

Arranger | Adaptability | Belief | Self-Assurance | Deliberative

LDI Highlight - Jumana Rose

Jumana Rose

Expanded Learning Coordinator

Equitas Academy Charter School: Expanded Learning Program

Jumana Rose’s passion for education began early on in life, as did the formation of her beliefs about the education system. She loved school as a youth, and recognized the impact and importance of a quality learning experience. Early on, she maintained a strongly idealistic stance that education and opportunity were two consistent, necessary elements of success readily available to all and any who were interested. Education and opportunity provided a framework of sorts, helping individuals create a pathway to greater opportunities and the chance to determine and define their future. Jumana knew that climbing over self doubt, realizing one’s potential, and attaining true focus were common obstacles found in most journeys. But her belief remained that whatever path chosen as a youth, invested individuals, education, and opportunity would be available as guidance.  

Jumana quickly realized that her perception of access to education did not account for the hurdles of inequity, the roadblocks of limited community resources, and the glass ceilings created by systemic racist procedures and practices. It became clear that education and opportunity were not a mandated right, a civil liberty offered to all youth, but instead and unrightfully so, a privilege to those who can afford to acquire the knowledge to navigate the educational system, or to those who were deemed deserving of a quality education.  

It was after this realization that Jumana knew her role within education was to stand up and show up as an advocate for youth, who are repeatedly denied opportunities available through education. Only through intentional leadership would Jumana be able to challenge systems and empower individuals to know their rights and their power, and to use both in defining, creating, and reaching success. 

While obtaining her Bachelor’s in Public Relations from Howard University, Jumana tutored inner city students and worked with a national literacy program each summer discovering the potential for transformation when the individuals pushing, providing, and advocating share the same backgrounds and experiences as they students they serve. 

Once Jumana moved into the role of Site Lead in an affluent, resource-rich community, she found herself thinking back to an afternoon she was tutoring one of her most beloved students at a program in South East Washington, D.C. and he refused to believe that a Black adult could hold any position of prestige aside from that of an athlete or an entertainer. This affluent community experienced an abundance of resources they happily made available to students, while Jumana just left a district experiencing school closures and sparse funding. This experience deepened her belief that this disparity must be dismantled and that all students deserve a chance to succeed with the best accommodations to do so. 

Jumana is currently working in a space she feels most purpose and drive, an inner city program where she serves as an Expanded Learning Coordinator affecting real community change. Jumana is currently pursuing her Master’s of Education with a focus in Educational Leadership, continuing to take steps to address much needed system changes. “I cannot figure it out but I do know that after school is a safe space that has the intentionality needed to build young minds and to rebuild outdated systems,” Jumana said. “The possibilities, the relationships, the nurturing, the exploration, the truth telling, and the story sharing that occurs in after school is what is at the core and very foundation of education.” Jumana cannot stand by idly while any more children of color believe that only in their wildest dreams would a CEO of a Tech company ever be a person of color let alone an African American individual. Jumana will continue to work for every child of color to know they can be that CEO.   

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Top 5 Strengths:

Relator | Individualization | Input | Futuristic | Belief

LDI Highlight - Crystal Brookter

Crystal Brookter

Black to the Future Lead Program Coordinator

Young Community Developers

Crystal Brookter was born and raised in Fresno, California and has resided in the Bay Area since 2013. She obtained her AA degree in 2008 from Fresno City College and her BA degree in Social Work in 2010 from CSU Fresno. Her desire to work with “at risk youth” began in 2008 when she started work as a Youth Care Worker. Working with “at risk youth” boys, was not an easy task. There were numerous of times where she was disrespected, and told that she was only there for a pay check. Although the boys had their opinions, she was actually interested in each and every youth she encountered as they had their own unique stories that led them down the path they were in. As she continued to build a rapport with the youth and showed them that their life stories, and well-being mattered to her, she explained that she began to feel a sense of trust and respect. 

As Crystal continued to work within the field of Social Services in various roles as an In Home Support Counselor working with foster youth and an Instructional Aid working with Middle School students, it wasn’t until she moved to the Bay Area in 2013 when she was actually able to see her growth. Leaving two part time jobs behind and moving on faith, she managed to land a job as a Truancy Case Manager, working with truant youth. There were days that she felt defeated, however she knew that if she was able to reach at least one youth she would be making a difference. Youth never really gave the recognition in the moment, however it may have been days, months, years after working with them that they would shoot a text or email thanking her for working with them and showing off their High School Diploma.  

After having her daughter in 2014 a year after moving to the Bay Area, she embarked on her Journey with Young Community Developers, whose primary focus is workforce development. She began her career as an Educational Employment Specialist wearing numerous hats. She worked with youth from Thurgood Marshall High School, in San Francisco, California and assisted Transitional Aged Youth (TAY) with employment assistance. She worked with youth from Thurgood during school ensuring they were on task in class and providing them academic support after school as well as  providing them job readiness training.  

In 2015 she was promoted to be the Family Support Coordinator for Black to the Future initiative. Black to the Future is a city-driven, community-based, wrap-around service model providing support for San Francisco Black residents. Their mission statement: Black to the Future is unapologetically committed to improving the quality of life of Black People within San Francisco and enhancing educational and economic opportunities for our community by instilling the necessary tools to become successful. Black to the Future focuses on five service areas: Family Support and Advocacy, Education, Health & Wellness, Workforce and Violence Prevention, which are provided by 16 different organizations around San Francisco.   

As the Family Support Coordinator, it was Crystal’s job to link youth and their families to services to help them reach sustainability. As the initiative grew, so did Crystal. In 2016, Crystal served in a dual role as a Family Support Coordinator and the Lead Program Coordinator overseeing the entire initiative. As Crystal began to build a solid team, it was not until late Fall of 2016 that she was able to fully embrace and embark on her leadership journey as the Lead Program Coordinator. Looking back, she realizes that all the hats that she has worn throughout the course of her journey has led her up to this moment.  

““It’s complicated to be a Black American in position at this time.””

— Crystal Brookter

Now in 2020, Crystal is not only grateful for the opportunity to be a part of such a great cohort of Leaders of Color, but it has also allowed her to be her authentic self and realize she is not alone in this fight. She will continue to serve the most underserved population in San Francisco, and continue to lead with her head held high.  

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Top 5 Strengths:

Relator | Developer | Empathy | Positivity | Belief

LDI Highlight - Christian Landa

Christian Landa

Program Manager

Improve Your Tomorrow (IYT)

The following excerpt was written by Christian Landa. Read his reflection of the journey that motivates his commitment to equity-driven leadership.

One aspect that has guided my commitment to equity-driven leadership in general, and racial justice leadership in particular, is the notable absence of people of color in teaching positions. When considering how much time a young person spends in the classroom, they will likely form a bond with a teacher. However, when we consider that in “high-poverty” elementary and secondary schools only 16% of educators are black, 17% are Hispanic, and 63% are white on average, we can assume that young men and women of color will find it difficult to identify with an educator, causing unwanted and typically unwarranted resentment to school in general (ref. The State of Racial Diversity in the Educator Workforce U.S. Dept of Ed. P. 6). We know the effects of neglecting school can be harmful, often irrevocable, and ultimately feeds into the school-to-prison pipeline. 

While in middle school and through my sophomore year in high school, I was often scrutinized and made an example of for my peers. Unintentionally, I would make myself an easy target by provoking my teachers. I would emulate the same attitudes that other young black and brown men and women had towards them. As a Latino, I connected with whom I saw in my community, hoping to fulfill this need to be included, trying to balance the role of the potential first-generation college graduate, while not leading on to the fact that I actually enjoyed learning, because it was not the thing to do as a young man of color. I did not have a positive role model in my life that wasn’t also working manual labor, or involved in a get-rich-quick scheme, or spent their evenings wishfully thinking but never truly putting pen-to-paper to establish a plan. In short, educators never seemed to me to be an ally of any kind, and because I was repeatedly met with belittling remarks, I concluded that teachers did not care. In retrospect, this is obviously not true; fortunately, my middle school English teacher, Mrs. Frazier, was one of the first individuals to ever challenge my integrity both as a young man and a student, by calling me out and having a personal conversation with me about my role as my mother’s first son and a fatherless young man who was susceptible to being locked up because of his skin color.  Mrs. Frazier was not Black or Latina, but I ask myself: “How much more sooner would I have realized the deeply positive effects a teacher plays in the lives of their students, if that conversation had been with a person who looked like me?” 

Currently, my role as a program director and mentor puts me side-by-side with young men of color who may also be lacking a positive role model in their life. I have the opportunity and the privilege to help mold these young men into men of honor and leaders who shape their community by taking pride in their academic endeavors because their mentors also excelled in higher education. 

“ “A man is worked upon by what he works on. He may carve out his circumstances, but his circumstances will carve him out as well.””

— Frederick Douglass

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Top 5 Strengths:

Command | Restorative | Intellection | Learner | Input

LDI Highlight - Maria Ramirez

Maria Ramirez

School Based Program Manager

Girls Inc. of Alameda County

Maria’s journey began with her commitment and dedication to her community. Maria grew up in a neighborhood that experienced many struggles and successes. As a first-generation college student, she began her work with the Unity Council as an AmeriCorps member. In this position Maria had the opportunity to work in the community she grew up in. As an AmeriCorps member she had many roles, from supporting people with job search to providing resources to small business owners around the neighborhood. Towards her last year of AmeriCorps, she led a community youth group in a program that exposed students to sports and resources available around their neighborhood and community.  This role helped Maria realize the impact youth had by participating in a free program that allowed them to learn about their own community and to create positive relationships with peers and adults that support their success and believe in their potential. After this experience Maria knew she wanted to continue her work with youth and the out of school time. 

Maria then began her work with Girls Inc. of Alameda County. She was a STEM program leader for girls in different schools around East Oakland. The dedication and commitment for the students allowed Maria to build relationships with families, students, school members and community members. With the support from Girls Inc. and her desire to learn, Maria moved into different roles within the organization. She went from direct service, site coordinator, special projects and compliance coordinator, to school-based program Manager. Through these 14 years with Girls Inc. Maria continues to grow and develop her strengths in discipline, arranger, learner, developer, and belief to support other adults in their work with youth. Through these years Maria has seen her student’s growth and share their appreciation for programs that provided them with tools and opportunities to express themselves and believe they can succeed. Not only has Maria connected with youth but also with the adults that work with the youth and share the same passion. These program leaders have become coordinators and continue to share their passion and dedication for serving youth in underserved communities during the out-of-school time. Maria values growth and learning, and sees potential in youth and adults that want to make a change. The following quote has stuck with her through the years:

““Once social change begins, it cannot be reversed. You cannot uneducated the person who has learned to read. You cannot humiliate the person who feels pride. You cannot oppress the people who are not afraid anymore.””

— César Chavez

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Top 5 Strengths:

Discipline | Arranger | Learner | Developer | Belief

LDI Highlight - Jennifer Xicara

Jennifer Xicara

After School Enrichment Program Co-Founder

Akoma Unity Center

San Bernardino, CA- Jennifer Xicara (she, her/s), is a community builder and equity driven leader serving youth and community through grassroots advocacy efforts in the Inland Empire. Jennifer was raised in the City of San Bernardino and is the oldest of four siblings. Her passion for family, community, education, and servitude derived from working underneath her mother at a young age. Growing up, Jennifer watched her mother, as a single mom work tirelessly yet passionately as a Labor Representative for the San Bernardino County Employees Association. Jennifer spent much time volunteering at her mother’s Holiday Giveaways and food/clothes banks; not foreseeing, that her mother was passing the torch in continuing the work in their community. 

During Jennifer’s Undergraduate Studies, she volunteered at a local community garden, interned at Warehouse Workers United and CAL PIRG, while working as a Tutor for a local Elementary School. These opportunities have broadened her understanding and critical awareness of inequities and disparities in access that exists in our communities. These experiences ignited a deeper passion, as she recognized her agency to transform communities through youth development that meet the needs of excluded African American youth and communities.  

In 2017, Jennifer Co-Founded Akoma Unity Center a thriving non-profit After School Enrichment program serving at-risk youth and their families in the City of San Bernardino. The mission of Akoma Unity Center is to educate, heal, and transform communities of color by cultivating healthy families, organizing communities, and creating economic empowerment. While addressing the greatest challenges affecting the lives of all families in the community. Jennifer is currently the Operations Manager, in which her main role is strategic planning, program management/development, community outreach, and marketing. Additionally, in 2018, Jennifer led Akoma’s Youth Civic Engagement Program in which she mentors and inspired youth to participate in local government.  

Jennifer is most proud of creating change in the community who have helped shaped the womxn she is today so younger generations of color can have opportunities beyond the traditional school day. Jennifer is looking towards a future where Akoma will expand into other local and National disenfranchised neighborhoods to bridge the gap of equality and equity.  

Jennifer resides in the City of San Bernardino. In her free time, she enjoys spending time with family and close friends.

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Top 5 Strengths:

Futuristic | Achiever | Arranger | Learner | Restorative

LDI Highlight - Paul Younger

Paul Younger

Regional Manager

Aspire Public Schools

Paul has been serving the youth of Aspire Public Schools Los Angeles region since 2011. Currently as the Regional Manager of 21st Century Programs Paul oversees all the 21st Century programs in the region, serving over 200 youth ages 5 to 15. His team of 14 across several campuses provide programming designed to provide a safe and welcoming space where youth can connect through acquiring academic support, strengthening social emotional skills and discovering new passions. In addition, Paul also provides professional development opportunities to his team of educators and department, building their capacity to serve and lead. Prior to his promotion as Regional Manager, Paul served as a Program Director for six plus years, as well as an After School Educator.  

Paul’s career in youth development was inspired by his time working in a summer camp at a local youth center while attending graduate school in Philadelphia, Pennsylvania. There Paul saw first-hand how the Director and Assistant Director of the youth center both of whom looked like him were making a positive impact on their community.  From that point forward, Paul has sought out opportunities to serve others, especially youth of color.  

When Paul returned from graduate school to his native home of Los Angeles he became a founding Site Coordinator for Playworks Los Angeles. A nonprofit that promotes safe and healthy play at schools. His three years of service there eventually lead him to Aspire where he has been ever since.  As a life-long learner, Paul recently became a certified CalSac trainer.  

In his free time, Paul enjoys spending time with family and friends, watching/playing sports and cooking. 

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Top 5 Strengths:

Learner | Achiever | Deliberative | Relator | Belief

LDI Highlight - Behatriz Gonzalez

Behatriz Gonzalez

Site Liaison

California Teaching Fellows Foundation

Behatriz Gonzalez has had over 10 years of working experience in the out-of-school-time and child development field. It started at a young age, as she assisted her mother with her License Child Care Facility. That is where she discovered her passion for working with children. That was not enough. In her last two years of high school she decided to join the Big Brothers Big Sisters Program. She was partnered up with a 6th grade student from a local after school. There she was able to build a relationship with that one student and see the impact it made in such a little time. The possibilities were endless at the point, she could just imagine what it would be with a bigger group of students. Upon graduating she sought out a position as an ASES tutor for the Madera County Office of Education. As she had seen the value it had in her community firsthand.

In 2012, she transitioned to California Teaching Fellows Foundation, a non profit organization in the Central Valley. There she fell in love with their mission, and core values. Since then Behatriz has been able to hold multiple positions including direct services as a tutor, a site lead running an ASP program, and now a Site Liaison overseeing 25 different programs.

In her roles she has seen the tremendous amount of value and results that come when you have open dialogue,connect and build purposeful relationships with the students, families,youth, and communities.

Now with the impact COVID-19 has had in the world and in her community. Behatriz now more than ever is committed ​ to make sure all students and families have the same access and equity for success, no matter who they are or where they come from.

““Be the change you want to see in the world””

— Ghandi

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Top 5 Strengths:

Includer | Woo | Discipline | Restorative | Communication

LDI Highlight - Katherine Lucero

Katherine Lucero

Area Program Supervisor

Los Angeles Unified School District - Beyond the Bell - Youth Development Program

““For we know that all children can learn, but the question is do we have the will to ensure that it happens.””

— Dr. Asa Hilliard

Katherine Lucero is a committed community builder. Her community building began when she was on-boarded as a summer camp counselor for Regis House Community Center in West Los Angeles. She had been a camper at Regis House Community Center for four years prior. Although she had minimal prior experiences working with youth and families, she quickly learned how to educate, entertain, and provide resources, as did her prior counselors. She enjoyed the personal fulfillment feeling that came along with it and knew she needed to continue giving back to her community.   

After attaining her B.A. at the University of California, Santa Cruz, in Literature and Minor in Latin American and Latino Studies, she simultaneously began giving back to her community through Lakeshore Learning as a “Crafts for Kids” facilitator, and as a Program Worker for the Los Angeles Unified School District – Beyond the Bell - Youth Development Program in 2013. As she grew and gained further community building opportunities in both fields, she recognized her ability to establish and maintain trusting relationships with various stakeholders.   

Through Katherine’s current role within the District as an Area Program Supervisor and the progressing power of her strengths: Strategic, Achiever, Responsibility, Individualization and Focus; she is able to be the strong advocate and innovative driving force in creating opportunities and access for various stakeholders within the Los Angeles county communities. 

““I have gained access, now I must give access.””

— Fabian Debora

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Top 5 Strengths:

Strategic | Achiever | Responsibility | Individualization | Focus

LDI Highlight - Samantha McCary

Samantha McCary

Program Manager

Bay Area Community Resources

Samantha, also known as Samm, has been drawn to the out-of-school time field since she was a child! Her family and friends were everything to her and still are. As she got older, she began to learn the importance of friendships and what it meant to be a friend. Losing many loved ones at such an early age, including her father at the age of nine, taught her to hold on to and cherish those closest to her.  

As a teenager, Samantha began to lose close friends to street violence and other causes. Samm believes this is what truly pushed her towards working with youth. She wanted to make a difference in her community and have an impact on kids that resembled her, came from the same place as she did and shared similar struggles. 

Samm worked at many childcares and youth facilities around the ages of 18 and 19. However, it didn’t really click for her until she became an afterschool instructor in the LEAPS Afterschool program in Alameda, CA. She had her own class of 2nd/3rd grade students, in which she taught music. Samm would teach music lessons that included songwriting, poetry, dance, different genres of music and a little history that went along with it all. She was combining what she loved into one job, music and working with people.  

As Samm explored different positions at different schools within the after school field, she got her degree in Psychology. This pushed Samm to step outside of her box even more. She eventually landed her own program, that later led to managing several after school programs. Her consistent, thorough and meaningful work ethic shined through in every venture she embarked upon. She continues to push herself to be the best version of herself, remain creative and true to her passion.  

Samm’s life mission is to reach her fullest potential and to help others do the same! She wants to help more leaders to acknowledge, accept and step into their strengths! She wants to see more leaders that look like her, have seats at different tables and be apart of bigger conversations. She wants to be a voice for those that may be afraid to speak up. 

Samm is also a singer and songwriter. One thing she can say for sure about the music industry is that it teaches you that you are your biggest critic! You can determine how successful you will be or won’t be. You have the power to be great, but you have to believe in yourself! You may get a million “no’s” before you get one “yes”, but no matter what, you keep pushing!  

Samm believes that we must stand for something, or we will fall for anything! She wants to be that leader who will stand up and press on against all odds that are meant to make us fall, but in the long run will inspire and encourage a new generation of leaders!  

““Stand for something, or fall for anything.” ”

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Top 5 Strengths:

Communication | Empathy | Strategic | Woo | Positivity

LDI Highlight - Isabel Gonzalez

Isabel Gonzalez

Oakland Leaf Afterschool Program Manager

International Community School and Think College Now

Isabel is a Mexican-American born and raised in Oakland California. In many ways, Oakland shaped Isabel’s personal mission to become an active leader of change in her community. Being an Oakland native, she witnessed and experienced first-hand what it meant to be from an inner-city community where schools were often labeled as “Dropout Factories” by the media. At many points in her life she witnessed the ways that the education system was strategically designed for students of color to fail. In 2006, the East Bay Times reported that “The four-year average dropout rate for Oakland was 37 percent”. Learning these statistics impacted Isabel’s outlook on the education system and the external factors that impact Oakland youth on a daily basis.  

In 2006, Isabel was merely an 8th grader learning to find her voice and identity through her everyday experiences. That same year, she became the only 8th grader in her school who was chosen to participate in a Critical Media Afterschool Program named YouthRoots that came about through the Oakland Leaf Foundation.  From that moment on, she became an active participant in the program where she was able to explore complex surrounding social inequities. She remained active as a student intern in Oakland Leaf through High School until graduating in 2011.  

Furthermore, Isabel began her journey through Higher Education in 2011, in which she attended the University of California Santa Cruz. During her time at UCSC, she was able to work for East Bay College Fund as a College advisor to incoming students from Oakland. In this role, she provided a safe space for incoming students to learn how to confidently navigate a higher education institution. Simultaneously, Isabel helped establish a chapter of Lambda Theta Alpha Latin Sorority, Incorporated at UCSC where she became a founding sister. In 2014-2015 year, she served her term as Chapter President leading her sorority in philanthropic efforts and initiatives to support Latina academic excellence. Her time at UCSC concluded in 2015, when she triumphantly earned her degree in Feminist Studies with an emphasis in Law, Politics and Social Change. 

In 2015, Isabel returned and continued her commitment to Oakland and education by working as a Program Assistant at a dual site in the heart of East Oakland. In 2016, she took on the role as Afterschool Program Manager at International Community School and Think College Now where she presently works. Through her experiences, Isabel, has used a restorative lens in her daily approach. As an educator who grew up in Oakland, she understands the social factors that impact the youth. Therefore, she has strategically created a culture where youth have the opportunity for safe physical, emotional and developmental growth. Recently, she has focused on providing staff with a framework that focuses on social emotional learning with the goal that youth will learn how to effectively and positively use their voice to advocate for themselves, their peers and their community. Ultimately, Isabel is driven by the following quote:

““I will learn all that I can in order to give my best to my people in their struggle for liberation.” ”

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Top 5 Strengths:

Restorative | Adaptability | Strategic | Activator | Developer

LDI Highlight - Kiwan Cato-Fox

Kiwan Cato-Fox (Cato)

Program Director

Operation Progress LA

A humble but ambitious, razor-sharp professional and educator who has passion for teaching and learning, Cato embraces those who see things differently, are not afraid to experiment, and who have a healthy disregard for constraints.

His commitment to equity in education began at a young age. The Program Director of ‘Operation Progress LA’ had access to a quality education. “I was afforded a quality education that peers in my own family did not have the same access to,” Cato says. “I understood this as a privilege and as I persisted through my education, committed to sharing as many resources as I could.” Active in the field of education for over twenty years, his career began as a high school English teacher before serving as a Peace Corps Volunteer in southern, Africa, Namibia – training teachers. He later worked for The Food and Agricultural Organization of The United Nations - Namibia incorporating youth development principles into agricultural programming throughout sub-Saharan Africa.

It is during the latter pivot in his career that made him starkly aware of not only inequitable school systems, but also inequitable access to after-school programming as well.

His work with Operation Progress LA strives to provide children and youth a quality education without having to leave their community, by providing services for in-school and out-of-school educators, children and youth, and their families to transform their systems and build more equitable learning opportunities from elementary school through college.

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Top 5 Strengths:

Deliberative | Analytical | Strategic | Relator | Learner

LDI Highlight - Anita Williams

Anita Williams

Parent Engagement and Expanded Learning Coordinator

Beaumont Unified School District

Anita Williams’ passion for helping others on a personal level began when she was hired to create and facilitate a curriculum to support job seekers in Escondido and Oceanside, California with resume creation, interviewing, time and stress management while also providing an option to have one-on-one video-taping of candidates during mock interviews to provide feedback and boost their confidence as they head out into the job market. From this experience, Anita learned that many skills she thought they should have were not a foundational part of their existence.  In her mind, she knew she wanted to make a difference for youth before they got into the workforce. So after three years as a North Inland County Career Advisor, she received a full tuition scholarship to go back to school to earn an MS in Multicultural Education with a Multi-Subject Teaching Credential. 

Upon entering the K-8 classrooms, Anita worked with many at-risk youth. Having three school-aged daughters of her own allowed her to see where she could provide support to students in which they actually craved. While much of the support was emotional, she also ensured that academic growth was taking place with each student. She built strong relationships with families whom she guided along the way as it supported students. Anita often opened up her classroom an hour before school, at lunch time, and afterschool to support and learn more about the students in her community. She began creating mini-clubs in elementary which allowed students to have an engaging space for students to come to plan and receive academic support. Through their efforts they began to witness academic and fundraising success from club activities. Students began to see the connection of applying what they were learning, especially the reading and math. While in middle school, Anita also started the first Associated Student Body (ASB) and it also provided students the opportunity to strengthen leadership abilities while fundraising. The opportunities made available for both elementary and middle school students allowed them to take ownership of their learning while exercising their ability to plan and execute field trips which included the San Diego Zoo, Lego Land, Disneyland, Six Flags and nature park visits. These opportunities allowed students to see life beyond their current situation. 

After several years, Anita accepted the position of Parent Engagement and Expanded Learning Coordinator in August 2017. When she began working with the After School Safety and Education (ASES) team, Anita recognized that the climate and culture needed support and the students were not engaged. Anita began working with her ASES team by providing “just in time” coaching. She was at the school sites providing one-on-one support for the instructional aides while working directly with the site liaisons. Anita personally began presenting the mandatory parent meetings and explicitly sharing the program guidelines of the support we needed from parents if their child was going to participate in ASES. Agreements were signed and policies were enforced. Due to the consistency and structure that has been set, parent and student concerns have decreased over 95% from what they were, and parent culture and climate surveys are very favorable.  

Anita also created, introduced, and implemented an academic enrichment program called “Incredible Minds” to support many of our students who are academically deficient. This program not only supports the ASES students, but students who are academically behind and referred by the partnership of the parent, teacher, and principal. The program is overseen by eighteen instructional aides and powered by two online programs where students are engaged in math and reading at their own level. Both programs have an adaptive intelligence in which each student gets only what they need to feel academic success. The program is in the second year of implementation and the most recent district data reveals much academic growth and due to this growth, the program is scheduled to be written into the Local Control Accountability Plan (LCAP). 

The motto that has been created for the expanded learning programs is as follows: 

““Eighty-percent heart and twenty-percent academics. If we can capture the kids hearts then we can encourage them to do exceedingly and above the basic expectation.””

— Anita Williams 

The next steps for these expanded learning programs will be to help students realize the creativity and power they have within to persevere to make a difference not only for them, but the greater good while maintaining peace and joy in their own lives.

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Top 5 Strengths:

Relator | Restorative | Strategic | Achiever | Belief

LDI Highlight - Rosalva Campos

Rosalva Campos

Community Program Administrator

City of Indio

Rosalva Campos was born and raised in Indio, CA.  She earned a B.A. in Psychology and a M.S. in Educational Counseling and Guidance, with a PPS credential. She has over 18 years of experience working with youth in various settings, including a residential group home, a juvenile detention facility, and two local school districts, in the classroom as a Substitute Teacher and as a Counselor, providing family conferences and crisis intervention.  

Rosalva is currently a Community Program Administrator, overseeing youth services at the City of Indio.  In her 12 years of service, Rosalva has helped the City of Indio receive national recognition as one of 100 Best Communities for Young People for two years in a row, a finalist for NCL’s All-America City, and helped secure numerous grants to support youth prevention services, such as the California Gang Reduction and Intervention Program (CalGRIP) grant.  

She is homegrown, which allows her to better connect with youth in her community. Rosalva’s passion for working with youth is what drives her daily work and is reinforced every time one of her teens accomplishes his/her goals. 

In her spare time, Rosalva enjoys traveling, Dodgers games, and is an official soccer mom for her 13-year old. 

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Top 5 Strengths:

Developer | Arranger | Restorative | Connectedness | Empathy