Meet our CESA 7 Trainers!
Katie Tennessen
Katie Tennessen, M.Ed., is a behavior specialist, systems coach, and educational leader with extensive experience across school and district levels. She holds a Master’s in Educational Leadership and brings a foundational background spanning roles as a classroom teacher, behavior interventionist, District PBIS Facilitator, and Dean of Students. Katie currently serves as a Behavior Specialist and Systems Coach at CESA 7, where she partners with schools to strengthen behavior frameworks, advance equity, and build sustainable, people-centered learning environments. She is a certified trainer in Restorative Practices, Trauma-Informed Resilient Schools, and The Regulated Classroom®. Drawing on her experience from the classroom to the district level, Katie integrates these perspectives into her work with school teams to support every learner’s cognitive, behavioral, and emotional growth.
Becky Steensen
Dr. Becky Steensen, NCSP, is a nationally certified school psychologist and licensed director of special education and pupil services. She earned her PhD in School Psychology from the University of Northern Colorado. Becky serves as a school psychologist and special education specialist at CESA 7 and an adjunct instructor at Alverno College in Milwaukee, WI. She is a Level 1 trainer for The Regulated Classroom® at CESA 7, its exclusive Wisconsin partner. Becky incorporates practices from The Regulated Classroom ® into her work with students, families, educators, and graduate students to support regulation, connection, felt safety, and belonging.
“The Regulated Classroom ® has transformed how I approach my daily work. I am more intentional about noticing my own nervous system state and considering what others may be experiencing, including their sensory needs and sense of safety and belonging. That awareness helps me pause, support my own regulation, and respond with greater curiosity and care.
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“As a professional learning facilitator, I have attended and led a lot of different trainings. When I first learned about The Regulated Classroom ®, I couldn’t sleep because I was so excited about the possibilities. Sometimes that excitement fades after a training, but this has stayed with me. I still love sharing these practices with other educators because they work, and they notice a difference in themselves!”
“The Regulated Classroom ® has changed how I design and facilitate professional learning for educators. I integrate its four core practices into sessions to create opportunities for connection and regulation alongside learning. I am more intentional about creating an environment where participants feel safe, welcomed, and connected. Some of the most common feedback I receive is how engaged participants felt, how much they enjoyed the experience, and how much they learned.”
“Behavior and trauma are among the topics that come up most often in my coaching conversations with new special education teachers. The Regulated Classroom ® has given me an accessible way to explain the role of the nervous system, consider sensory needs, and share practical strategies that support regulation, felt safety, and belonging. Teachers tell me how much they enjoy these practices and describe the positive differences they see in their classrooms.”
“As a graduate instructor, I teach future school psychologists how to understand and support student behavior, including through Functional Behavioral Assessments. The Regulated Classroom® has deepened how I teach this work, helping me connect neuroscience to our exploration of the ‘why’ behind behavior. We consider students’ individual needs and experiences, including the importance of felt safety and belonging. I encourage my students to stay curious and consider multiple perspectives as they learn to support students in their own practice.
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