In this episode, Athena Cordero sits down with Monica Rodriguez and Iván Campos to unpack the realities of navigating the IEP (Individualized Education Program) process as parents and professionals. They share candid stories about early signs, assessments, and the emotional journey from suspicion to diagnosis. The conversation explores what an IEP really is, why collaboration matters, and how families can advocate effectively without feeling overwhelmed. From practical strategies to emotional resilience, this episode offers guidance for parents, educators, and anyone supporting a child with unique learning needs.

Highlights

• Monica shares her 20-year journey raising three children with IEPs, including two daughters on the autism spectrum.
• Iván reflects on his dual perspective as a speech pathologist and parent of a child with dyslexia and dyscalculia.
• The emotional stages parents experience from denial to acceptance, and how they impact advocacy.
• Practical tips for handling IEP meetings: asking for breaks, requesting second sessions, and understanding your rights.
• Why intimidation is common and how to reframe the meeting as a team effort.
• The role of SELPAs in California and resources available for families.
• Strategies for helping children understand their diagnosis and advocate for themselves.
• The importance of planning for the future, not just the present, when setting goals.
• How respect, communication, and cultural awareness shape successful IEP experiences.

Takeaways

• Pause when needed: Parents can request multiple sessions for an IEP meeting, don’t feel pressured to sign immediately.
• You are your child’s best advocate: No one knows your child better than you.
• Plan long-term: Think beyond today’s goals. Consider skills for independence and future success.
• Normalize emotions: Fear, anger, and overwhelm are part of the process; seek support systems.
• Empower your child: Involve them when appropriate so they learn to self-advocate.
• Use available resources: SELPAs, educators, and community networks can provide guidance and technical support.

Key Timestamps

00:00:45 – Athena introduces the topic: IEP process and creating a safe space for real conversations.

00:01:35 – Meet the guests: Monica Rodriguez (parent) and Iván Campos (program specialist and parent).

00:03:45 – What is an IEP? Definition, purpose, and IDEA explained.

00:05:27 – Monica shares her children’s learning challenges and strengths.

00:10:12 – Iván describes his son’s struggles with dyslexia, dyscalculia, and attention regulation.

00:14:46 – How parents first realized something was wrong: early signs and teacher observations.

00:23:22 – Emotional impact of diagnosis: grief cycle, denial, and fear for the future.

00:34:11 – Breaking down the IEP meeting: who attends and what happens.

00:41:32 – Strategies for parents feeling overwhelmed during meetings: pause, ask questions, request part two.

00:46:14 – SELPA explained: what it is, what services it offers, and how families can access support.

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In this episode, Iván sits down with Dr. Karina Quezada to unpack what dyslexia is and what it isn’t. They walk through how the brain learns to read, the early signs families and educators can watch for, and why early, explicit instruction matters so much. Dr. Quezada explains California’s new dyslexia-related laws, the difference between screening and full evaluation, and how the “science of reading” is reshaping classroom practice. The conversation closes with concrete guidance for parents, educators, and a powerful reminder that literacy is a civil right, not just a school task.

Highlights

• Dr. Quezada shares her journey from bilingual paraprofessional and interpreter to licensed educational psychologist, sparked by early exposure to school psychology work.
• Dyslexia is defined as a neurological reading disorder present from birth, characterized by difficulties in decoding, fluency, and phonological processing—not laziness or lack of effort.
• The episode explains how reading recruits multiple interconnected brain regions and why humans are not naturally hard-wired for reading the way we are for oral language.
• Listeners learn about the three main profiles of dyslexia: dysphonetic (phonics/decoding), orthographic (rate & automaticity), and mixed dyslexia.
• Dr. Quezada addresses common co-occurring conditions and “look-alikes,” including inattentive ADHD, trauma, health issues, interrupted schooling, and second-language acquisition.
• California policy shifts are highlighted, including teacher-prep and in-service training on the science of reading, and new K–2 dyslexia risk screeners required in elementary schools.
• The role of technology (text-to-speech, speech-to-text) is framed as supportive access tools, not replacements for teaching children to read.

Takeaways

• Early matters. When children receive ~80 hours of targeted, evidence-based reading instruction, brain imaging shows that reading pathways can be rewired and strengthened.
• Not every struggling reader has dyslexia. Systematic screening and diagnostic teaching help identify whether the issue is phonics, fluency, comprehension, language, attention, or something else.
• Core instruction is key. We can’t “intervention our way out” of weak Tier 1. Instruction must be explicit, systematic, and cumulative, covering phonemic awareness, phonics, fluency, vocabulary, and comprehension.
• Dyslexia belongs in schools. It is explicitly named under “Specific Learning Disability” in IDEA; school psychologists and teams can assess and talk about dyslexia.
• Families have power. Reading, talking, and singing with children in any language, limiting screen time, and building strong communication with teachers all significantly support reading development.
• Multilingual homes are an asset. Parents should feel encouraged to read and converse in their home language—those vocabulary and concept foundations transfer to English.
• Literacy is a civil right. Being able to read opens access to civic participation, employment, and community life, making effective reading instruction a justice issue, not just an academic one.

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In this insightful and practical episode, host Athena Cordero welcomes Tarron Riley, longtime supervisor and clinician at Desert Mountain Children’s Center (DMCC), for a deep dive into emotional intelligence (EI). What it is, why it matters, and how to use it in real life. Drawing on two decades of clinical work with adolescents, anger management, and family systems, Tarron demystifies EI as a set of learnable abilities: recognizing emotions (in ourselves and others), understanding their causes and consequences, using emotions to meet the moment, and regulating them effectively.

Together, Athena and Tarron unpack accessible tools like the Mood Meter (red/blue/yellow/green quadrants) and Tarron’s Anger Meter (1–10 scale) to help listeners identify their current state and intentionally “shift zones” for the task at hand. Whether that’s delivering tough news as a leader, preparing for a presentation, or coming home to family after a hard day. Through real examples from on-the-job calls to a father–son round of golf, Tarron shows how self-awareness, social awareness, and co-regulation transform conflict into connection, and reaction into choice. The result is a compelling invitation to practice EI daily so teams communicate better, classrooms run calmer, and relationships grow stronger.

Mood Meter Zones Chart

Mood Meter Chart

• EI, defined (the ability model):
  Identify emotions, understand their drivers, use emotions to support goals, and regulate/co-regulate effectively. These are skills, not fixed traits—meaning they can be taught and improved over time.
• The Mood Meter (quick map):
  • Red: High energy, unpleasant (e.g., anger, panic). Useful for urgency/advocacy—when channeled.
  • Blue: Low energy, unpleasant (e.g., sad, discouraged). Surprisingly great for detail work (auditing, proofreading).
  • Yellow: High energy, pleasant (e.g., excited, inspired). Broadens focus—great for brainstorming and engagement.
  • Green: Low energy, pleasant (e.g., calm, content). Best for reflection, consensus-building, and presenting with poise.
• Name it to tame it:
  Self-awareness comes first. Label what you’re feeling before choosing strategies. The Anger Meter (1–10) and an emotion vocabulary list make this easier.
• Leader playbook (before the meeting):
  Read the room → anticipate how news may shift emotions → decide the target zone you want the group in → tailor your delivery and pace to guide them there. Follow with support and clarity.
• Create space between trigger and tongue:
  When you feel the red zone rising, pause, breathe, step back if needed. Respond deliberately instead of reacting impulsively.
• Co-regulation in action:
  Use tone, pacing, and empathy to help others shift—without invalidating their feelings. Check assumptions with gentle questions.
• Everyday practice beats one-time insight:
  Consistent, small reps (micro-check-ins, mood labeling, reframing self-talk) lead to long-term change in teams, classrooms, and families.
• Practical starter tools:
  • How We Feel app (EI check-ins, prompts, strategies)
  • Mood Meter (print or keep handy)

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In this candid and uplifting conversation, host Athena Cordero sits down with Manny Marquez, Superintendent of Bear Valley Unified School District, to explore what servant leadership looks like in a close-knit mountain community. From his start as a paraeducator to 25 years of growing alongside the district he loves, Manny shares how sincerity, accessibility, and emotional intelligence shape every decision he makes. He pulls back the curtain on a superintendent’s day-to-day—being on campuses, taking parent calls on the spot, and navigating “surprise” responsibilities like facilities, contracts, and construction. Manny also recounts the district’s coordinated response during wildfires—daily cross-department briefings, rapid family outreach (especially for EL families), and turning school nutrition into a community lifeline. Looking forward, he highlights Bear Valley’s pride points and priorities: a long-awaited stadium, expanding CTE and arts, and ambitious dual-enrollment cohorts helping students earn real college credit early. Woven through it all are stories of alumni returning to serve, the district motto—Educate, Inspire, Prepare—and why “inspire” is the word that matters most.

• From Paraeducator to Superintendent: Manny’s 25-year journey in Bear Valley—and why he’d still “teach in a heartbeat.”
• Leadership Philosophy: Be sincere, be honest, be yourself. People (and kids) can spot a performance.
• Small-District Reality: A superintendent who’s hands-on, highly visible, and reachable—even nights and weekends.
• Emotional Intelligence Matters: Reading the room, listening first, and keeping people at the center of every decision.
• A Day in the Life: Greeting every staff member, taking real-time calls, solving problems as they arise, and staying present on school sites.
• The “Unplanned” Parts of the Job: Facilities, construction, contracts, and other non-instructional curveballs.
• Crisis as Community Work: During wildfires, daily leadership “war room” meetings with transportation, M&O, nutrition, principals, and unions to keep everyone aligned.
• Serving Families Quickly: EL parent liaison outreach uncovered immediate needs; child nutrition mobilized to fill meal gaps when school closed.
• People First: “Students first” means people first—seeing the teacher–student partnership and the human context behind every classroom.
• Educate, Inspire, Prepare: Why inspire fuels everything—motivation precedes achievement.
• Growing Our Own: Pride in alumni returning as educators and counselors; hiring “from within” strengthens culture.
• College Starts Here: Dual-enrollment cohorts (some freshmen with 9–18 units) widen access for a rural community and build momentum toward AA/transfer.
• Balanced Ambition: Push opportunity while protecting the joy of high school—clubs, arts, athletics, and belonging.
• Advice to Aspiring Admins: Love the work, be a servant leader, and measure success by how well others thrive.
• Fuel & Family: A 4 a.m. routine, close bonds with staff, and time with his grandson keep Manny grounded.
• What Worked for Him as a Kid: Adults who saw potential he couldn’t see yet—and told him so.

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In this candid, practical episode, host Athena Cordero sits down with Dr. Kent McIntosh (University of Oregon; Co-Director, National Center on PBIS) and Angie Mgbeke (Project Manager, Prevention & Intervention at CAHELP) to talk about what it really takes to help schools thrive right now. They cut through post-COVID noise, staff turnover, community tensions, initiative overload and focus on a simple formula: relationships first, data always, teams over heroes. Kent shares how to look at discipline and equity data before making assumptions, while Angie explains how coaching-plus-follow-up (not one-and-done PD) turns plans into practice. Together, they model tactful, honest leadership: celebrate wins publicly, deliver corrective feedback clearly, repair harm restoratively, and keep adults, and students focused on what we can do next.

🔑 Highlights & Takeaways

• Back to basics after disruption: Reduce the noise; return to practices that build safety, belonging, and consistency for students and staff.
• Data before conclusions: Check for disproportionality and fairness locally instead of assuming national patterns; let the numbers guide the conversation (not accusations).
• Relationships > programs: Frequent, genuine recognition and visible leadership set the tone; trust makes tough feedback doable.
• From “initiative fatigue” to integration: Use MTSS/PBIS as the umbrella—attendance, SEL, mental health, and prevention work fit into tiers (All / Some / Few).
• Make PD stick: Pair training with coaching, action plans, and walkthroughs; share data ahead of time so teams can process before meeting.
• Practical facilitation moves:
  • Look for the “arms-crossed” temperature check and aim to reduce resistance by the end.
  • Use after-action reviews (“What worked? What didn’t? What next?”).
  • Favor steady positive interactions over the old “compliment sandwich.”
  • Invite thoughtful skeptics into planning—they often foresee real barriers.
• Restorative leadership: Own missteps without burdening others to forgive on the spot; repair relationships and outline concrete next steps.
• Family partnership is essential: Schools function as resource hubs; align supports for working families and changing home dynamics.
• What kids remember: Adults who believed in them and told the truth—firmly, kindly, and consistently.

This episode is a must-listen for principals, district leaders, coaches, and teacher teams who want an actionable playbook for leading with empathy, using data well, and integrating supports so every student and educator can succeed.

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In this inspiring, people-first episode, host Athena Cordero welcomes Jesse Nájera, Superintendent of Silver Valley Unified School District, for an open, practical conversation about leading a small, military-connected district with heart. Together they unpack how relationships, recognition, and student wellness—not just programs or test scores—drive real outcomes for kids.

Jesse traces his path from Spanish/ELD teacher to superintendent and shares what makes Silver Valley unique: high student mobility, deep partnerships with Fort Irwin, and a culture that refuses to hoard good news. He outlines the district’s two-track “North Star”—Future-Ready learning (critical thinking, collaboration, creativity) and Student Wellness (wraparound supports, community schools, a new school-based health center)—and shows how small schools can know every student by name and need.

With candid stories, shout-outs to staff and mentors, and even a playful truth-or-dare, Athena and Jesse spotlight a leadership style that’s humble, courageous, and relentlessly kid-centered.

🔑 Highlights & Takeaways

• Why relationships win: Culture beats programs—believing in people and recognizing excellence powers improvement and trust.
• Serving military-connected students: High mobility (40% yearly; ~80% every two years) demands world-class welcoming and transition supports.
• Future-Ready > test scores: A districtwide Learner Profile builds critical thinking, collaboration, creativity, and communication from K–12.
• Student Wellness, systemwide: Community schools, clothing drives, counseling, and a school-based health center support students and families.
• Recognition that sticks: “Managing up” letters (copied to the board and placed in personnel files) normalize public celebration of staff wins.
• Partnerships that matter: Close alignment with the school board, Fort Irwin leadership, and organizations like California Association of Federally Impacted Schools (CAFIS)/ Military Impacted Schools Association (MISA)/ National Association of Federally Impacted Schools (NAFIS).
• Small schools, big outcomes: 100% graduation, record AP participation/pass rates, and facility upgrades (e.g., Yermo’s new gym).
• Real talk on leadership: Be honest, courageous, and kid-first—even when choices are hard; mentors and a strong cabinet keep leaders grounded.
• Hire for community strength: Military-spouse educators bring global experience and mentorship that elevates teaching and leadership.
• Human moments: From 5th-grade mischief to rapping “Dear Mama,” Jesse’s stories model grace, growth, and not letting mistakes define you.

This episode is a must-listen for superintendents, site leaders, counselors, and teachers who want a concrete blueprint for leading with heart + rigor—where relationships, wellness, and future-ready skills come together to change student lives.

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In this insightful and heartfelt episode, host Athena Cordero is joined by Crystal Kudrle, Occupational Therapist at Desert Mountain SELPA, for an open and practical conversation about a surprisingly overlooked topic in education — bathroom breaks, pelvic health, and student well-being. Together, they shine a light on how something as simple as restroom routines can profoundly impact focus, behavior, and emotional safety in the classroom.

Crystal shares her journey as an OT and her personal experience with pelvic health that led her to advocate for breaking the taboo around toileting. From understanding the pelvic floor’s role to recognizing how scheduled bathroom breaks affect students’ learning, she explains why educators must rethink rigid routines and create a more compassionate approach to student needs.

Through real-life stories and practical tips, Athena and Crystal explore how teachers can balance classroom structure with flexibility, better understand the signals students’ bodies send them, and foster a culture of empathy rather than control. It’s a powerful reminder that behind every bathroom request is a child’s dignity, comfort, and confidence.

🔑 Highlights & Takeaways

• Why pelvic health matters for students — and how it connects to focus, behavior, and emotional well-being.
• The hidden impact of scheduled bathroom breaks on students’ stress, learning, and self-regulation.
• Recognizing the signs of anxiety, constipation, or toileting challenges and responding with empathy.
• Practical classroom strategies:
  • Flexible “wellness passes” instead of strict bathroom rules
  • Building trust by teaching students to listen to their own internal signals
  • Integrating hydration breaks and fine motor activities like buttoning practice
• Creating calm corners for students managing anxiety and learning to self-regulate.
• How collaboration with school nurses, parents, and occupational therapists can support students more holistically.

This episode is a must-listen for teachers, administrators, and caregivers seeking to create classrooms where student wellness is prioritized and where educators are empowered with practical tools to support every child.

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In this powerful episode host Athena Cordero is joined by Naomi Hill, Intervention Specialist at Desert Mountain Children’s Center, for an open and moving conversation about the mental health needs of youth athletes. Through humor, heart, and real-life stories, they shine a light on what student athletes are really carrying on and off the field.

Naomi shares her journey from group homes to classrooms to soccer sidelines, and how managing her daughter’s team opened her eyes to the emotional weight student athletes often shoulder in silence. What started as a simple support group evolved into a safe space where teens could be themselves, beyond the jersey, beyond the scoreboard.

Together, they explore how school-based wellness programs can help athletes navigate pressure, grief, expectations, and identity, while also building stronger peer relationships and self-awareness. It’s a timely reminder that behind every athlete is a whole person trying to be seen.

🔑 Highlights & Takeaways:

• Why mental health support for athletes matters now more than ever
• How simple connection, snacks, games, and listening opens the door to healing
• The power of peer-led empathy: when teens feel safe, they support each other
• Why coaches and parents must look beyond performance to see the person
• How “I don’t know” can be the most powerful thing an adult says to a kid

This episode is a must-listen for educators, coaches, counselors, and parents who want to support student athletes as whole humans, not just players. Because sometimes, the most meaningful win isn’t on the field, it’s when a young person finally feels safe enough to speak.

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In this heartfelt episode of Fostering Futures with CAHELP, host Athena Cordero is joined by Scott Heitman, Executive Director of Special Services at Oro Grande School District, for an honest and insightful conversation about Social Emotional Learning (SEL). Together, they work to demystify what SEL really means moving it out of binders and buzzwords and into everyday human connection.

Scott shares real stories from his time as a teacher, principal, and district leader that show how simple acts of kindness, presence, and genuine care can build meaningful relationships with students and staff. From greeting students by name to listening without judgment, this episode highlights practical, low-barrier strategies that educators can try tomorrow. It’s a reminder that SEL isn’t an “extra” it’s the foundation of student success.

🔑 Highlights & Takeaways:

• What SEL actually looks like in practice
• Why being “nice” is powerful, not soft
• How student voice can transform school culture
• The importance of supporting staff SEL needs too

This episode is a must-listen for educators, administrators, and anyone committed to creating school environments where kids are seen as people first and where learning begins with connection.

Acronym Note: During this episode, several acronyms were used without full explanation. To support listener understanding, we’ve included a list of acronyms and their meanings below.

• CWA (Child Welfare and Attendance)
• TK  (Transitional Kindergarten)
• Maslow before Bloom (Educational philosophy emphasizing that a student’s basic needs, must be addressed before they can effectively engage with and benefit from higher-level learning)
• ACES (Adverse Childhood Experiences)
• SEL (Social Emotional Learning)
• ASB (Associate Student Body)
• SB (Student Body)
• Rosebud Thorn (Reflection or feedback technique where participants identify the positive aspects (roses), potential areas for growth (buds), and challenges or negative aspects (thorns) of a project, experience, or situation.)
• Hattie’s Effect Size (John Hattie Research, Visible Learning)

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Dr. Maria Jesus Ampuero is a Licensed Marriage and Family Therapist with a Ph.D. in Psychology. She currently has been providing Mental Health Services for the past 24 years and has been working at the Desert Mountain Children Center (DMCC) for almost 18 years as a Behavioral Health Counselor. She specializes in working with individuals across the lifespan, with a particular focus on trauma, neuro-developmental disorders, and family dynamics.

In this episode of Fostering Futures, we're joined by Maria Ampuero to discuss and explore how positive parenting lays the groundwork for social-emotional development--and why every connection counts in raising emotionally resilient children.

🔑 Highlights & Takeaways:

• Positive Parenting Defined
  • Positive parenting is a nurturing and supportive approach that emphasizes communication, warmth, and non-harmful discipline.
  • It fosters emotional well-being and health social behavior.
• Social Emotional Development
  • Children need help understanding and managing emotions and building positive relationships
• Parent-Child Dynamics, Developmental Awareness and Modeling Consistency
  • Understanding the differences between a child's developmental age and chronological age when setting expectations and responses.
  • Recognize diverse caregiver roles-- biological, foster, adoptive, stepparent, or grandparent-- and how each may shape the parent-child relationship.
  • Consistency in words and actions builds trust and helps children feel secure and guided.
• Cultural Perspectives on Parenting
  • Physical punishment in some cultures; Maria shares her shift to consequence-based discipline.
• Validation and Emotional Regulation
  • Validate children’s feelings instead of minimizing them.
  • Example of a child’s small injury feeling like a big deal.
• Reinforcing Good Behavior (Positive Reinforcement)
  • Praise and acknowledge effort to encourage desirable behavior.
  • Avoid over-focusing on negatives (e.g., a single bad grade on a report card).
• Technology vs. Human Interaction
  • Importance of psychoeducation about screen time and cognitive development in early years.
  • Need for face-to-face interaction.
• Alternatives to Device Time
  • Use structured activities like walking, painting, or showing pride in a child’s creativity.
  • It’s the presence, not perfection, that matters.
• Discipline and Consequences in Positive Parenting
  • Discipline = consistent consequences, not punishment or fear-based threats.
  • Children must learn that actions have outcomes.
• Teaching Responsibility Through Language Shift
  • Replace “Who’s guilty?” with “Who is responsible?”
  • Helps avoid shame and teach accountability.
• Reframing Parental Growth & Support
  • Self-awareness is key. Acknowledge learning and effort as progress.
  • Support one another as co-parents instead of criticizing.
• Modeling Positive Relationships for Kids
  • How spouses interact (e.g., appreciation vs. criticism) is a model for kids.
• Resources
  • Parent-Child Interaction Therapy (PCIT)
  • Social Learning Theory (Albert Bandura)
  • Positive Discipline (Jane Nelsen)

Whether you're a parent, educator, or caregiver, this conversation is packed with insights you won't want to miss!

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