Noah Beaufford joined SchoolTalk in 2017 during his junior year at Eastern Senior High School. In the summer of 2017, Noah completed a D.C. Public Schools Competitive Employment Opportunities Program internship with SchoolTalk. After he graduated from Eastern Senior High School in 2018, he worked for Literacy Lab for two years where he tutored three- and four-year-old children in literacy.

Noah began as a program assistant for the Arts to Advocacy team in 2020, where he supports the design and facilitation of arts-based programming for D.C. youth. He facilitates a variety of school-based workshops for youth, supports youth one-to-one to complete electronic portfolios, and provides them with accommodations they need to participate.

Noah is proudest of his work interviewing and documenting the experiences of former Forest Haven residents. The project includes the voices of individuals who lived at Forest Haven and what it meant to live there. It also highlights their journeys to live lives a part of and included in the community today. Forest Haven was an institution created for people with intellectual disabilities. It was where people from the District of Columbia were sent from the 1920s to 1970 to live lives apart and separate from the community. Noah believes that it is extremely important to provide former residents of Forest Haven with a safe space and trusting environment where they can share their stories from their own perspectives. He feels honored that he can provide them with a platform to elevate their experiences to the world.

Noah has been trained in trauma informed communication. He graduated from Eastern Senior High School in 2018.

Floyd N. Bronson joined SchoolTalk’s RestorativeDC team in 2021. He engages in program development, delivers training, and supports schools implementing restorative practices. Floyd was initially introduced to restorative practices in 2019 through one of SchoolTalk’s RestorativeDC trainings. He witnessed the power of restorative practices and the impact they had on his school community. He continued to attend restorative justice trainings and implementing these strategies in his work. Floyd has been an educator for over 23 years in both public K-12 and postsecondary settings. He was the Manager of Culture at Meridian Public Charter School in Washington, D.C. In New Jersey, he was a school counselor at Paterson Public School, an adjunct professor at Passaic County Community College, and a crisis counselor at The Titusville Academy, supporting students with learning disabilities and behavior challenges. He has also served in leadership roles at several New Jersey public charter schools. At Capella University, Floyd earned a master’s degree in Counselor Education, School Counseling, and Guidance Services and another master’s in General Human Services and Public Service Leadership. He has a bachelor’s degree in Sociology from William Paterson University and an associate’s degree in Early Childhood Education from Passaic County Community College. Floyd is a National Certified School Counselor in the state of New Jersey and has a CACREP Certified School Counselor credential from Capella University.

Eric Cline joined SchoolTalk as communications manager in 2020. His work includes maintaining SchoolTalk’s web and social media presence, managing external communications, and designing graphics and publications. He brings to the table over 20 years of nonprofit experience in youth development, workforce development, education, mentoring, and disability. Prior to SchoolTalk, Eric worked for 10 years at the Institute for Educational Leadership, first as the coordinator for a national career-focused mentoring program for youth with disabilities and later as communications coordinator. Previously, Eric coordinated member services and worked on quality standards for youth workforce development programs at the National Youth Employment Coalition. Prior to moving to Washington, D.C., Eric was a case manager and lead coordinator at a youth center in Denver, where he performed job coaching, tutoring, goal planning, and crisis and suicide intervention with youth. Eric earned a B.A. in English and Theater Arts from Coe College in Cedar Rapids, Iowa. He is a member of The Coil Project, a small theater company in Washington, D.C.

Naisha Dembele joined SchoolTalk in 2016 during her junior year at Cardozo Education Campus. During the summer of 2016, Naisha completed a D.C. Public Schools Competitive Employment Opportunities Program internship with SchoolTalk. During the summer of 2017, Naisha completed a Mayor Marion S. Barry Summer Youth Employment Program internship with SchoolTalk. She continued her relationship with SchoolTalk by volunteering to lead various workshops at events such as SchoolTalk’s annual Voices of Change Conference from 2016 - 2019. Naisha began as a full-time program Assistant for SchoolTalk’s Arts to Advocacy Team in 2019. In her role with the Arts to Advocacy Team, she supports the design and facilitation of arts-based programming for D.C. youth. Her favorite part is leading workshops for D.C. youth. Naisha has a dual role and also works across SchoolTalk to provide administrative support to all teams. She works behind the scenes to coordinate logistics, supplies, and pay for youth programming. She is committed to ensuring that her colleagues have what they need to run high-quality programs. Growing up in D.C., she wishes that she had access to programs where she could advocate, share her voice, and demonstrate leadership in her community. In her work at SchoolTalk she focuses on creating spaces where youth can share their voices and be leaders. She believes in always making sure that youth that she works with know that they have someone who cares and supports them. Naisha serves on the D.C. Developmental Disabilities Council, appointed by the mayor. She supports the DC Girls Coalition. She graduated from Cardozo Education Campus in 2017.

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 joined SchoolTalk in 2011 and currently serves as the Arts to Advocacy Program Manager. Her expertise includes human rights advocacy, social justice, conflict resolution, and arts integration in domestic and international settings for nonprofit and multilateral organizations. In her role at SchoolTalk, she manages the design and implementation of arts-integrated programming for D.C. youth. Sarah believes that youth are endlessly creative and know what they want for their communities. Her work with Arts to Advocacy focuses on creating safe spaces to meet youth where they are at any given moment and provide them opportunities to collaborate with professional artists, create original pieces, share their voices, and pursue creative careers. Sarah’s practice is to use art to engage communities and youth in self-expression, in creating artistic pieces, and in advocating for change. Sarah Grime received a Master of Arts degree in International Policy Studies, specializing in Human Rights and Justice, from the Monterey Institute of International Studies in 2010 and her Bachelor of Arts degree in Spanish and International Affairs from Skidmore College in 2008.

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.

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.

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.

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.

Elijah Lee joined SchoolTalk in 2016 during his senior year at Anacostia Senior High School when he led a workshop at SchoolTalk’s annual Voices of Change Conference. He continued his relationship with SchoolTalk by volunteering to co-facilitate additional workshops for youth. During the summer of 2016, Elijah completed a Mayor Marion S. Barry Summer Youth Employment Program internship with SchoolTalk. He currently serves as the senior program assistant for SchoolTalk’s Arts to Advocacy Program. In his role at SchoolTalk, he designs and facilitates arts-based programming for D.C. youth, produces videos, leads photography programming, and mentors youth. He has extensive experience with DSLR cameras, photography editing software, videography equipment, iMovie, Final Cut ProX. He trains D.C. youth to use professional-grade technology to create art. Growing up in D.C., he wished there were safe places for him and his peers to go and express themselves artistically through different media. He believes in creating safe spaces where youth with and without disabilities can receive coaching in a variety art forms, express their artistic passions, and pursue creative careers. Elijah was a member of the D.C. team at the 2017 National Technical Assistance Center on Transition Capacity Building Institute, where he provided input for the D.C. secondary transition plan. Elijah is a member of DC’s Secondary Transition Community of Practice. He graduated from Anacostia Senior High School in 2016.

Emily Lehman Miller came to SchoolTalk after a decade working as an educator in the D.C. 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 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 Doctorate in Special Education and Disability Studies and a Master of Education degree in Secondary Education from The George Washington University, and a Bachelor of Arts degree in History from Ithaca College. Emily is a member of the Council for Exceptional Children (CEC), and the CEC’s Division on Career Development and Transition (DCDT).

Jannah Muhammad joined SchoolTalk in 2021 as the development and partnership coordinator. Jannah is bilingual in English and French, with over eight years of domestic and international nonprofit experience, specializing in youth programming and partnership building. Jannah brings a passion for connecting marginalized populations to the resources they need to thrive, as well as experience in mobilizing stakeholders with a mission to serve them. In 2020, Jannah landed a graduate internship at Catholic Relief Services in Niger where she supported the development of three successful funding proposals ranging from $80K to $1.9M and continued with the organization as an international development fellow in Senegal where she demonstrated her capacity to facilitate, coordinate, and establish relationships with external partners and donors. She has been a mentor, facilitator, and program manager for youth-serving programs. Jannah earned a Master of Social Work degree specializing in macro global practice earning certificates in management, policy, and community organizing from Boston College in 2020 and a Bachelor of Arts in Biology & Social Work from Columbia College in 2013. She is a fellow of the Surge Institute for leaders of color in D.C. and a Returned Peace Corps Volunteer (Benin ’13-’16).

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.

Kayla Popik joined SchoolTalk in 2020, energized by the opportunity to merge her experience in childcare and youth empowerment with her passion for building systems and cultures of care, compassion, and accountability. Kayla manages many of the operational and administrative tasks that allow RestorativeDC to deliver consistent and quality programming for D.C. school staff, students, and partners. Before joining SchoolTalk, Kayla spent four years supporting a trauma-informed approach to whole school climate and culture implementation with a focus on the power of relationships in addressing adverse childhood experiences for schools across the U.S. and Haiti. Kayla was also a team coordinator at Life is Good Kids Foundation, a teaching assistant with the Nobel Learning Communities in Newtown, Pennsylvania, and a grant management assistant at the University of Vermont. Kayla earned a Bachelor of Science in Reconciliation and Justice from George Mason University’s School for Conflict Analysis and Resolution. When not at work, she can be found cooking, crafting, or organizing with friends as they imagine a world beyond systemic oppression. Kayla finds joy and rejuvenation through meditation, dance, and outdoor adventuring.

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.