Our Team

Social-Emotional Learning

Elizabeth Avery

Elizabeth Avery has a master’s degree in Clinical Mental Health Counseling and is a Licensed Mental Health Counselor Associate. She has worked in school mental health for eight years starting as a provider and administrator. As the Vice President of School-Based Services for Burrell Behavioral Health, she currently works with both rural and urban schools to develop and implement school mental health initiatives for their districts. Additionally, she has served on a number of committees in both Indiana and Missouri geared towards policy and legislative advocacy for school mental health. She is extremely passionate about supporting both students and school faculty through a trauma informed lens in order to lend to safe and healthy educational environments.

 Testimonials:

Denise Gulley, Fayette County School Corp.

“Our presenter, Avery, was amazing! Love how down to earth she was and she get it. [Elizabeth] was very inspiring.”
Kimber Goddis, Mays Community Academy 
“[Elizabeth] did wonderfully, was responsive to questions, and gave/allowed real-world examples. [I am] learning to look at things through a trauma-informed lens.”

Elizabeth’s Conference Presentations:

  • Avery, E., Hill, A. (October 2018). It is Possible! A Strategy to Taking a “Whole School” Approach with SMH Initiatives as a Mental Health Center. Annual Conference on Advancing School Mental Health, Las Vegas, NV.
  • Avery, E., Crume, J., & Gauss, C. (October 2017). Learn the Dance! Elements to Support SMH from a Community Mental Health Center Perspective. Annual Conference on Advancing School Mental Health, Washington, D.C. 
  • Avery, E., McNeany, J., & Blackburn, A. (June 2017). Utilizing Universal Screening Tools for Supporting Skill Instruction and Emotional Regulation. Annual Indiana School Health Network Conference, Indianapolis, IN. 
  • Avery, E. & Helmberger, T. (October 2016). Integrating School Mental Health with Urban PBIS Initiatives. Annual National Youth-at-Risk Conference, San Antonio, TX.
  • Avery, E., & Spradling, J. (June 2016). Value Based Outcomes in Rural School Mental Health. Annual Indiana School Health Network Conference, Indianapolis, IN.

Tiffany Creager

Tiffany Creager is a licensed school social worker. She has a background as an Early Childhood Education Director where she collaborated with teachers, board members, and parents to create an environment in which students could thrive academically, socially, and emotionally no matter the family’s financial circumstance. She was a School Social Worker for close to 600 students and partnered with administrators, teachers, and parents to integrate trauma sensitive practices school-wide which enabled them to see office referrals for aggressive behavior decrease from 59 in the first nine weeks to less than 10 in the third nine weeks. Tiffany was also a Director of School-Based Services for a Community Mental Health Center where she collaborated with over twenty schools to integrate mental health services and provide supportive training for mental health providers and educators. Additionally, she provided clinical therapeutic services to youth, adults, and families.

Tiffany specializes in social and emotional learning, trauma-informed schools, mindfulness, and supporting students’ and teachers’ mental health. She (and a co- presenter) recently partnered with the Indiana School Mental Health Initiative to provide training across the state of Indiana aimed at supporting the mental health of students in the classroom.

Testimonials:

“I am grateful for Mrs. Creager’s influence upon our daily routines at Mt. Comfort Elementary. While she was at Mt. Comfort, she emphasized mindfulness and implemented cool-down zones in our classroom. She also initiated the Character Counts program —  in which students demonstrate strong character attributes rather than simply learn about them. I teach first grade, and the students who came into my room last year already knew how to reach into their “mental toolboxes” and retrieve tools that Mrs. Creager had put in them the year before so they could be successful each day and in every circumstance. I appreciate  Mrs. Creager’s  work in giving our students the building blocks they need for success in life.”  ~Amy McCleery, 1st grade teacher

“Mrs. Creager was an incredible asset to the students and staff within our building.  She had such an amazing way of connecting with students and helping staff members do the same.  I was truly blessed in my time of working with Mrs. Creager to learn so many skills that were helpful in working with students in my classroom.  For example, she taught myself and my class the ability to breathe and relax through times that may have caused anxiety, for example – state testing.  I saw so many students use these skills during testing each day and even after in the general classroom.  Mrs. Creager’s knowledge about mental health would be an asset to any organization or facility.” ~Ashley Schenck, 5th grade teacher

“I would highly recommend working with Tiffany Creager and INcompassing Education. Tiffany’s engaging presentation and expertise in Social Emotional Learning through a Trauma Informed Lens resonated and sparked conversations among our staff. Dianne and Tiffany were extremely supportive in helping to design and implement a Professional Development experience to meet our specific needs.” ~Deb Bishop, Counselor, Roosevelt Middle School

Special Education

Kandi Henriott

Kandi Henriott holds a master’s degree in Speech-Language Pathology as well as a Director of Exceptional Needs license.  She has 13 years of experience working as a collaborative school team member to meet the varied needs of special education students in grades K-12.  Kandi specializes in the development of social-emotional skills programming for students who struggle in these areas including those with autism and emotional disability.  She is a member of her school district’s Transitional Autism Classroom where students learn the skills needed for successful transition back to the general education classroom.  She also serves as the building PBIS chair coordinating the development of weekly school-wide instructional material for grades K-5. In addition to social skills training, Kandi is passionate about ensuring students with significant cognitive needs have equal access to the general education curriculum. She provides district training in curriculum material adaptation through use of visuals, aided language input, as well as augmentative- and alternative communication systems.

 Testimonials:

Callie Herrenbruck, Perry Township Schools

Kandi Henriott provided an expansive amount of key information for those working with students with social skill deficits through her professional development course titled: 5 Social Skills ALL Teachers Can Teach.  Her course “spoke” to me as a speech-language pathologist. She first provided me with the background knowledge and understanding of social competence, including thorough overview of the neuroscience behind it. After attending her professional development course, I felt confident in implementing the strategies she taught to increase social competence and explaining to other professionals and paraprofessionals, as to why I was implementing those strategies.  My biggest take-away from her course was, “When we can recognize physical signs of emotions in ourselves, we are better able to recognize them in others.” This took my therapy sessions from looking at picture cards of strangers expressing a variety of emotions to speaking with my students about what they are feeling and how their body is showing it.”
Lucetta Sabo, 4th Grade Teacher, Rosa Parks Elementary
“Kandi’s class was interesting, informative, and organized with a diverse mixture of techniques. I left with copies, notes, and procedures that I constantly use in my classroom. Kandi’s class was exactly what I was looking for to improve my classroom management techniques, and I would certainly attend another professional development class she was leading.”

 

Amanda Rinehart

 For 15 years, Amanda has been an educator in urban settings. She has a Master’s degree in both Educational Leadership and Administration and in Applied Behavioral Analysis with a focus on autism.

 Amanda has been a classroom teacher, Building Options Coordinator for Indianapolis Public Schools, middle and high alternative school interim coordinator, and an Assistant Principal in a charter school. She has developed academic and behavioral plans, helped to reduce the number of suspensions or expulsions, led data collection, analysis, reporting for the Alternative Education Department, and provided data-driven procedures and strategies to implement for students to be successful in their least restrictive environment.

Amanda provides professional development for Autism and Alternative Education.

Testimonials:

Kim Corsaro, Asst. Superintendent of Fayette County Schools
 “[Amanda gave a] great presentation and information. [She is] very knowledgeable and came with a lot of great ideas.”

J.P. Mayer, Teacher at Hauser Jr-Sr High

“[Amanda is] speaking from experience and we appreciate that. [She] definitely gave me some strategies for the classroom and that’s exactly why I came today. Thank you!!

Dr. Joe Brown, Superintendent of Elwood Community School Corporation

“Everyone involved appreciated how Amanda asked open-ended questions to gain insight into our current programming. Her suggestions are based on research and best practice. We [now] have a plan in place to better our programming.”

Instruction

Lynette Thrasher

Lynette Thrasher earned her Ed.S from Ball State University and continues work there toward her Ed.D in Education Leadership.  She has served as a building administrator, classroom teacher, reading specialist, instructional and technology coach. She is currently working as a building administrator in a high poverty rural school with a high English Language Learner population.  She is passionate about the power of relationship building with students and among colleagues in school. She specializes in literacy, technology, and bridging the gap between learners through differentiation and purposeful relationships. She has served on IDOE and WIDA committees and has presented on topics ranging from creating dynamic lessons to understanding and unpacking standards with a learner-centered approach.

Testimonials:

Lauren A., Elementary EL Teacher

“The change from LAS Links to WIDA was overwhelming, especially with the introduction of the new English Language Development Standards.  Lynette’s professional development was organized and informative for our teachers and allowed them to relax during the implementation. She was very knowledgeable about the changes coming and walked our teachers through the steps necessary to connect the English Language Development Standards to the Indiana College and Career Readiness Standards in our general education classrooms.”

Lynette’s Conference Presentations: 

“It Matters”, National Youth At-Risk Conference.

“It Matters”, IN Middle Level Educators Association

“Tech Coach 101”, IN Connected Educators

“Uploading Literacy”, Catch the Wave Conference

“Uploading Literacy”, EngagedEDNWI

“Uploading Literacy Reloaded”, EngagedEDNWI