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Emily Feltner, EdD, has over 30 years of experience at all levels in education. She works with schools and districts in the areas of leadership, literacy, and school improvement.

With a rich background in educational leadership, Jed has served as the middle school principal for the school district of Onalaska in Onalaska, Wisconsin for the last 15 years. He is passionate about enhancing the learning experience by implementing PLC at Work® and RTI at Work™ strategies.

Russell Hill is superintendent of the East Valley School District. With more than 20 years of education experience, he has served as both teacher and administrator at the elementary, middle, and high school levels.

Eddie Velez is the former principal at Kennedy High School in Fremont, California. He specializes in building leadership capacity, building PLC culture, implementing RTI, and coaching collaborative teams. He has a genuine connection and care for every school he serves and is respected for his ability to meet schools “where they are” without compromising the end goal of creating equitable opportunities for all students.

Matthew Treadway, EdD, is the former principal of Freedom Elementary School in Shepherdsville, Kentucky, where he led his staff in developing a collaborative culture centered on the three big ideas of a professional learning community.

Breez Longwell Daniels has over 20 years of experience as a teacher, principal, and curriculum and professional learning coordinator at Hot Springs County School District #1 in Wyoming. She is a Solution Tree associate for Professional Learning Communities at Work® and Response to Intervention at Work™, with a focus on small and rural schools.

Jessica Djabrayan Hannigan, EdD, works with US schools and districts to design and implement effective social-emotional and behavioral systems. Her expertise includes RTI, PLCs, MTSS, PBIS, restorative practices, social-emotional learning, and more.

Dr. Amy Williams brings over 25 years of experience in education, specializing in fostering inclusive practices and systems-level change to improve student outcomes.

Casey R. Ahner is currently the coordinator of special programs at Albuquerque Bilingual Academy, and he has served as a special education teacher, counselor, assistant principal, and principal at the intermediate and elementary levels.

Michael J. Maffoni, an educator since 1987, has a diverse background that includes experience as a teacher, principal, and central administrator in a variety of districts in Colorado. He also teaches courses in educational leadership as an affiliate faculty member at Regis University.