Restorative Justice Program Assistant
Inaam Avant chose to join the team after learning about the SchoolTalk from her time in undergrad. Few groups are doing the work to center students with disabilities through arts, advocacy, and Restorative Justice. What drives Inaam in her work at SchoolTalk is having a lifelong commitment to Transformative and Restorative justice and the opportunity to apply those values to work in the District. As a Restorative Justice program assistant, she handles many of the operational and administrative tasks required to help the cohesive function of the Restorative DC team. Before joining SchoolTalk in the Fall of 2019, Inaam spent a year teaching and advising a total of 100 students in six subjects at a university in Indonesia. Her passion for serving young people comes from her 10+ years of work around youth empowerment and leadership. When not at work, Inaam enjoys cooking, being outside in nature (or inside with her plants), and studying topics such as intersection, abolition, and critical race theory. Most of her free time goes to conspiring with friends on how to dismantle oppressive social and political structures and imagining what the world would look like without them.
Restorative Justice Program Specialist
Antonio Carter joined the SchoolTalk team following his work in the District of Columbia Public School System (DCPS), at the Cardozo Education Campus. Antonio began his work at Cardozo as a City Year Washington DC corps member providing attendance, behavioral, and academic support to a cohort of 120 ninth grade students. After completing City Year, he was hired by Cardozo Education Campus as a Dean of Students. Antonio spent three years in this role, during which he served as Cardozo’s Bully Prevention Liaison and as a member of the school’s Restorative Practice implementation team. In addition to his professional roles, he served as Assistant Coach for the girl’s Flag Football team. Antonio has a passion for working with young people, helping them overcome obstacles, and empowering them to reach their fullest potential. He graduated with a Bachelors of Arts in Psychology from Southern Connecticut State University.
Tosha Francis joined SchoolTalk in 2017 as the Office Manager, where she oversees internal operations. Her work at SchoolTalk includes human resources, administration, finance, and oversight over all internal systems and processes. She has worked in the nonprofit sector for over 20 years specializing in building strong back-end end support to growing organizations. Prior to coming to SchoolTalk, Tosha managed operations at Mosaica: the Center for Nonprofit Development and Pluralism for 17 years and went on to work at DC Appleseed where she was introduced to SchoolTalk.
Sarah Grime came to SchoolTalk with a professional background in human rights advocacy, social justice, and conflict resolution. She has worked domestically and internationally, and she has worked in the non-profit sector and for a multilateral organization. Her work has focused on engaging communities and creating spaces for all voices and experiences to be heard and valued. Sarah’s work at SchoolTalk is focused on supporting the expansion of youth leadership in the District of Columbia, by educating youth on how to advocate for change, and share their voices as the primary stakeholders in special education in DC. She is responsible for integrating youth voice across all SchoolTalk’s projects and programs. Sarah Grime received her Master of Arts in International Policy Studies, specializing in Human Rights and Justice, from the Monterey Institute of International Studies in 2010 and her Bachelor of Arts in Spanish and International Affairs from Skidmore College in 2008. She is a member of the Mid-Atlantic ADA Leadership Network and the DC Developmental Disabilities Council.
Secondary Transition Specialist
Juanita Huff has served as a Secondary Transition Specialist for SchoolTalk, Inc. since 2013. Her experiences as a post-secondary student with moderate hemiplegic and spastic diplegic cerebral palsy give her unique insight into the transitional challenges that many young people with disabilities face. She is passionately committed to improving the ability of youth with disabilities to successfully transition into education, employment, and independence. Juanita currently manages the DC Partners in Transition website, and publishes the DC Partners in Transition Newsletter. She has participated in the “Welcoming Millennials with Disabilities into the Workplace” dialogue series developed in partnership with the National Youth Transitions Center and the Youth Transitions Collaborative, facilitated Annual Voices of Change Conference workshops, consulted on the Rehabilitative Services Administration’s “Explore the World of Work: Discover Your Career” Guide, and contributed to the DC Alliance of Youth Advocates’ “School Climate” blog series. Juanita received her Bachelor of Arts in Foreign Languages in 2013 from George Mason University, where she was a member of both Golden Key International Honour Society and Phi Kappa Phi. She is currently pursuing professional development opportunities through ONLC Training Centers to build her knowledge of web design.
Restorative Justice Specialist
Rashid was born in Richmond Virginia, into a family that cherished community and culture. From a very young age, he wished that there would be less violence in the world and that people would be more loving to one another. In 2010, Rashid graduated from the Howard University Department of Music and the Howard University School of Divinity in 2014. Today, he is a certified mindfulness teacher,(Engaged Mindfulness Institute (500-hrs) and a certified Trauma Technique Tapper (Peaceful Heart Network). He is also the co-founder and managing director of the Institute of African- American Mindfulness, a non-profit organization dedicated to providing mindfulness and other healing practices to the African- American community and other communities of color. Restorative Justice is another process that Rashid facilitates as an alternative approach to handling conflicts, addressing misbehavior, holding discussions, and repairing harm in communities. Rashid is devoted to helping all people rediscover well-being and fulfillment through learning how to live more compassionately towards themselves and their world.
Youth Leadership Program Assistant
Jeremiah Islar began his career at SchoolTalk as a youth leader in SchoolTalk’s Youth Leaders Peer Network. He is an outspoken advocate for people with disabilities. Jeremiah currently provides administrative support to SchoolTalk’s leadership team, and program support for SchoolTalk’s Youth Leadership initiatives. He works with youth from across DC to foster self-determination skills and create opportunities for self-expression. Jeremiah is a recent graduate of Paul Laurence Dunbar High School, located in Washington DC, where he was a member of the Principal’s Cabinet and an Urban Alliance Intern at the Marriott in the HR department.
Restorative Justice Program Manager
Yazid Jackson was first introduced to Restorative Practices working in Philadelphia and has been utilizing them to resolve issues in a variety of institutions for over 14 years. While the majority of his career has been in urban education he has worked in residential settings, private, alternative, and public schools in suburban and urban communities. Yazid has worked with DCPS for four years and he is excited to now support Restorative Practices in the full network of public and charter schools in the District with SchoolTalk. He stands behind the unique approach that SchoolTalk takes assessing student needs and designing restorative programs in schools. Throughout his career Yazid’s commitment to support students, schools, and communities has been at the forefront. There is a palpable passion in his work and we are grateful to have him on the team.
Senior Secondary Transition Specialist
Chelsea Kovacs began her work in Secondary Transition in Fairfax County Public Schools (FCPS) as a Special Education Career and Transition Services teacher. Prior to assuming her current position as a Senior Secondary Transition Specialist, Chelsea worked for SchoolTalk part time as a Project Staff Member for the 2015 Rehabilitation Services Administration’s (RSA) Summer Youth Employment Initiative, and a Senior Internship Specialist for the 2016 and 2017 JumpStart Program. Her work focuses on providing direct services to transition aged youth by means of transition planning, case management, job development, job coaching, employer engagement, and the development and implementation of transition related instruction. Chelsea’s passions emphasize aiding youth with disabilities in developing the skills needed to become self-determined individuals and creating equitable, inclusive working and learning environments. Chelsea Kovacs received her Master of Education degree in Secondary Special Education and Transition Services from The George Washington University in 2015 and a Bachelor of Arts degree in Elementary and Special Education with a focus on middle school mathematics and science from Rider University in 2010. She is currently a doctoral candidate of Special Education and Disability Studies at the George Washington University concentrating on secondary transition and interagency collaboration.
Youth Leadership Program Assistant
Elijah Lee began his work in Youth Leadership during his senior year at Anacostia Senior High School when he led a workshop at the 8th Annual Voices of Change Conference. He continued his relationship with SchoolTalk by volunteering to co-facilitate additional workshops for his peers. During the summer of 2016, Elijah completed a Mayor Marrion S. Barry Summer Youth Employment Program (MBSYEP) internship with SchoolTalk. His interests include facilitating workshops for peer youth leaders, making documentary videos, and mentoring. As a Youth Leadership Program Assistant, Elijah supports both the Youth Leadership and Video Resume programs by leading workshops and supporting the development and implementation of the Annual Voices of Change Conference. He is trained in how to use iPads, iMovie, another various other technologies to support his peers. In addition, he has experience leading discussion groups on disability disclosure in the workplace, and provides youth voice across SchoolTalk programs. Elijah was a member of the DC team at the 2017 National Technical Assistance Center on Transition (NTACT) Capacity Building Institute where he provided input for the DC secondary transition plan. He graduated from Anacostia Senior High School in 2016, and is currently studying project management at the University of the District of Columbia Community College. Elijah is a member of DC’s Secondary Transition Community of Practice.
Emily Lehman came to SchoolTalk after a decade working as an educator in the District of Columbia and Boston public school systems. Her work as a special education teacher and school-based administrator highlighted the personal and professional struggles that many youth experience as they transition from high school to young adult life. Emily’s work at SchoolTalk, in conjunction with her current dissertation research, focuses on the development and implementation of secondary programming that effectively identifies and meets the interests, preferences, strengths, and areas of need for all youth through the dynamic collaboration among youth, families, schools, government agencies, and community organizations. Emily received a Master of Education degree in Secondary Education from The George Washington University, and a Bachelor of Arts degree in History from Ithaca College. She is currently a doctoral candidate of Special Education and Disability Studies at The George Washington University. Emily is a member of the Council for Exceptional Children (CEC), and the CEC’s Division on Career Development and Transition (DCDT).
Leila Peterson has provided conflict resolution, change management, and leadership development services to both governmental and private clients for more than twenty years. Her practice focuses on public and community conflict, specializing in processes that allow government, private, and community stakeholders to tackle difficult issues together. Leila also teaches as an adjunct professor in the George Mason University Conflict Analysis and Resolution program. Courses taught include Dialogue and Difference (CONF 202) and Conflict Resolution Techniques and Practices (CONF 300). Leila received a Master of Science degree in Conflict Analysis and Resolution from George Mason University in 1998 and a Bachelor of Arts in Politics from Earlham College in 1993. She is an Associate Member of the Association for Conflict Resolution, the National Youth Transition Center Leadership Council, and the Mid-Atlantic ADA Leadership Network.
Special Projects Program Manager
Lisa has twenty-five years of experience in experiential education and community-based programs at the international, national, and local levels. Her background has centered on training and development of conflict resolution skills in post-conflict and community-based settings, curriculum development and facilitation of experiential education programs, and environmental stewardship. Her work includes education, environmental stewardship, and wildland firefighting as an inaugural member of Americorps-NCC, creating curriculums and traveling nature trunks for the Chattahoochee Nature Center, teaching for High Touch-High Tech, a hands-on learning program focused on strengthening national science standards, and directing primary and secondary after-school and summer programs for the City of Decatur Recreation Department. As an administrative faculty member with George Mason University’s School for Conflict Analysis and Resolution she co-developed and co-facilitated field courses that included post-conflict peacebuilding in Liberia, transitional justice in Colombia and integration of migrant populations in Malta. Lisa received a Master of Science degree in Conflict Analysis and Resolution from the Institute of Conflict Analysis and Resolution in 2011, and Bachelor of Arts in Political Science, Philosophy, and Environmental Science at Regis University in 1994. She also volunteers as a keeper-aide with the Smithsonian National Zoo.