Yazmin Pineda Zapata, Ed.D

Assistant Professor

Dr. Pineda Zapata is an associate professor in the School of Education. Her expertise in delivering special education services has allowed her to advocate for students with varying learning differences in grades K-12. Dr. Pineda Zapata is credentialed as an administrator and is recognized as a National Board Certified teacher. Her teaching credentials include the areas of multiple subjects and special education for students with mild to moderate and moderate to severe disabilities. 

Dr. Pineda Zapata mentors teacher candidates completing credentials in special education and also supports school districts and nonprofit organizations  across the nation to implement appropriate curricular adaptations that provide equitable access to all learners. She actively presents and consults in the areas of best practices for accessible curriculum, co-teaching, collaborative planning, and inclusive education both nationally and internationally. 

Education

  • Ed.D. Educational Leadership, San Diego State University

  • M.A. Special Education, California State University, Fresno

  • B.A. English Literature and Language, California State Polytechnic University, Pomona

  • National Board Certification 

  • Association of California School Administrators Special Education Academy Certification

  • Administrative Services Credential (CA)

  • Education Specialist Moderate/Severe Credential (CA)

  • Education Specialist Mild/Moderate Credential (CA)

  • Multiple Subject Credential (CA)

  • Supplemental Authorization: English (CA)

  • Leading Edge Online and Blended Teacher Certification

  • IIRP Restorative Practices Trauma Academy

  • IIRP Restorative Practices Basics Training

  • Cognitive Coaching

Professional and Community Involvement

  • Orange County Public Schools, Orlando, Florida, Developed and provided samples of adapted English language arts curriculum that teachers could use for distant learning, May 2020
  • Empower Hour Panel, Served as a panel member to discuss the process and my journey in obtaining a doctorate. I shared my experiences with several administrators aspiring to pursue this path, February 2020
  • Parent Professional Development, Pineda Zapata, Y., & Brooks, R. (2019, October). Access for All: Strategies for Adapting Curriculum, ARC Familias Unidas Parent Group, parent development training. Oceanside, CA, October 2019
  • Parent Professional Development, Pineda Zapata, Y. & Brooks, R. (2019, May). Access for all: Strategies for creating a successful inclusive classroom. Involved Exceptional Parents Day, San Diego, CA, May 2019
  •  Orange County Public Schools, Orlando, Florida, Pineda Zapata, Y. (November 2018). Curriculum Adaptations & text dependent questions: Digital collaboration and support. Project Access. Orlando, Florida, November 2018

Awards and Honors

  • City of San Diego Certificate of Recognition, Kevin Faulconer San Diego Mayor                                        
  • Outstanding Master of Arts Project Award  

Dissertations, Presentations, and Publications

 

Articles

  • Pineda Zapata, Y., Maruca, P., Abercrombie-Donahue, M., & Solis-Chang, E. (2020). Meeting the needs of middle-eastern high school SIFE using a social-constructivist professional development model. The International Journal of Diversity in Education [In Press].
  • Maruca, P. & Pineda Zapata, Y. (2020). Systems of support for intern candidates: A collaborative partnership between a local IHE & a school district. Journal of School Administration Research and Development [In-Progress].

Blogs

  • Pineda Zapata, Y., & Brooks, R. (2019, January). Curriculum differentiation: Making it happen [Blog post]. Retrieved from https://www.solutiontree.com/blog/differentiated-curriculum/. [Equal authorship]
  • Pineda Zapata, Y., & Brooks, R. (2017, July). Ensuring accessible curriculum for all: What’s your objective? [Blog post]. Retrieved from https://www.solutiontree.com/blog/accessible-curriculum-and-accommodating-students/. [Equal authorship]

Book

  • Pineda Zapata, Y. & Brooks, R. (2017). Adapting Unstoppable learning. Bloomington, IN: Solution Tree Press.

Book Chapter

  • Pineda Zapata, Y. (2016). The principal’s role in creating and sustaining inclusive education. In R.A. Villa & J.S. Thousand (Eds.), Leading an inclusive school: Access and success for all students (pp. 148-158). Alexandria, VA: ASCD.

Book Review

  • Villa, R. A. & Thousand, J. S. (2016). The inclusive education checklist: A self-assessment of best practices. Naples, FL: National Professional Resources, Inc.

PRESENTATIONS

  • Pineda Zapata, Y., Kall, L., & Wong, R. (2020, August). Differentiated instruction for distance learning, Rancho Santa Fe School District, staff development. Virtual Webinar.
  • Wong, R., Pineda Zapata, Y., Kall, L., & (2020, August). Effective instruction with zoom, Rancho Santa Fe School District, staff development. Virtual Webinar.
  • Kall, L., Wong, R., & Pineda Zapata, Y. (2020, August). Zooming in on behavior, Rancho Santa Fe School District, staff development. Virtual Webinar.
  • Pineda Zapata, Y., & Brooks, R. (2020, February). Adapting curriculum: Engaging all learners through universal design for learning, The Christopher L. & M. Susan Gust Foundation, staff development for Chicago Public Schools. Chicago, IL.
  • Pineda Zapata, Y., & Brooks, R. (2019, September). Adapting curriculum engaging all learners through universal design for learning, Desert Mountain SELPA, staff development. Apple Valley, CA.
  • Pineda Zapata, Y., & Brooks, R. (2019, July). Be unstoppable: Adapting curriculum, Orange County Public Schools, staff development. Orlando, FL. 
  • Pineda Zapata, Y., & Solis-Chang, E. (2019, March). Word recognition & graphic organizers. Designated ELD Quarter 3 Professional Learning, Grossmont Unified High School District EL Programs. PLNU Mission Valley Regional Center. San Diego, CA. 
  • Pineda Zapata, Y. & Solis-Chang, E. (2019, January). Word recognition & graphic organizers. Designated ELD Quarter 2 Professional Learning, Grossmont Unified High School District EL Programs. PLNU Mission Valley Regional Center. San Diego, CA. 
  • Pineda Zapata, Y. & Solis-Chang, E. (2018, October). Word recognition. Designated ELD Quarter 1 Professional Learning, Grossmont Unified High School District EL Programs. El Cajon, CA. 
  • Pineda, Y., & Brooks, R. (2018, September). Access for All: Adapting curriculum, The Christopher L. & M. Susan Gust Foundation, staff development for Chicago Public Schools. Chicago, IL.
  • Pineda, Y., & Brooks, R. (2018, August). Rethink access: Adapting curriculum, Piñon Hills Elementary, staff development. Pinion Hills, CA. 
  • Pineda, Y., & Brooks, R. (2018, July). Rethink access: Adapting curriculum, Orange County Public Schools, staff development. Orlando, FL. 
  • Pineda, Y., & Brooks, R. (2018, February). Access for all: Curriculum accommodations & modifications, The Christopher L. & M. Susan Gust Foundation, staff development for Chicago Public Schools. Chicago, IL.
  • Pineda, Y. (2017, October). Curriculum and assessment adaptation strategies, Health Sciences High and Middle College. Staff development. San Diego, CA.
  • Pineda, Y. (2017, September). Goal works logistics, Health Sciences High and Middle College. Staff development. San Diego, CA.
  • Pineda, Y., & Brooks, R. (2017, July 20). Universal design for learning [Twitter Chat]. Retrieved from https://storify.com/solutiontree/universal-design-for-learning#publicize.
  • Pineda, Y., & Brooks, R. (2016, October). Successful inclusive strategies: Curriculum adaptations, The Christopher L. & M. Susan Gust Foundation, staff development for Chicago Public Schools. Chicago, IL.
  • Pineda, Y. (2016, October). Accessible curriculum: Grading and adaptations for general Education Curriculum, Staff development for Beecher-Dunbar-Pembine School District.Pembine, WI.
  • Pineda, Y., & Brooks, R. (2016, September). People first language, Training for Ninth grade students at Health Sciences High and Middle College. San Diego, CA.
  • Pineda, Y. (2016, September). Inclusive education, Training for Eleventh Grade Education Internship Students at Health Sciences High and Middle College. San Diego, CA. Pineda, Y. (2016, September). People first language, Training for Twelfth Grade Education Internship Students at Health Sciences High and Middle College. San Diego, CA.
  • Pineda, Y., & Brooks, R. (2016, July). Curriculum modifications and accommodations, Staff development for new teachers at Health Sciences High and Middle College. San Diego, CA.Pineda, Y., & Brooks, R. (2016, June). Inclusive transition education, staff development for CaPromise employees. San Diego, CA.
  • Pineda, Y., Brooks, R., & Kroener, J., (2016, May). Accommodations and modifications:providing students access to general education curriculum, webinar staff development for Snohomish High School. Snohomish, WA.
  • Pineda, Y. (2016, April). Providing students access to general education curriculum, staff development for Cooperative Educational Services Agency 7, Green Bay, WI.
  • Pineda, Y. & Peña, M., (2016, March). Collaborative planning, planning for effective co-teaching, staff development at Health Sciences High and Middle College, San Diego, CA.
  • Pineda, Y., Brooks, R., & Kroener, J. (2016, January). Why inclusion? Dutch Hill Elementary, Little Cedars Elementary, Riverview Elementary, and Centennial Middle School, Snohomish School District, staff development strands. Snohomish, WA.
  • Pineda, Y., Brooks, R., & Kroener, J. (2016, January). How to create an inclusive culture, District-wide staff development for Snohomish School District. Snohomish, WA.
  • Pineda, Y., & Peña, M. (2015, November). Four co-teaching models, staff development at Health Sciences High and Middle College, San Diego, CA.
  • Pineda, Y., & Peña, M. (2015, October). A shift: Co-teaching and best practices, staff development at Health Sciences High and Middle College, San Diego, CA.
  • Pineda, Y., & Brooks, R. (2014, August). Curriculum modifications and accommodations, staff development at Health Sciences High and Middle College. San Diego, CA.
  • Pineda, Y. (2013, April). Response to intervention school-wide plan, staff development for Central Elementary School, National City, CA.
  • Pineda, Y. (2012, May). Writing measureable IEP goals and objectives, staff development for special education staff at Selma Unified School District. Selma, CA.