About Us

Andrew McNally, M.S., BCBA, Director of Special Education Services

Andrew McNally, M.S., BCBA is an accomplished education professional with over 18 years of experience in special education and behavior analysis. He is the current Director of Special Education Services at Verbal Behavior Associates ®.

Previously, Andrew was the Director II of Special Education at Grossmont Union High School District, overseeing all Moderate/Severe and Adult Transition programs. Andrew also served as an ABA Supervisor at San Diego Unified School District and has held adjunct faculty positions at National University and San Diego State University, teaching graduate-level courses.

Andrew holds a Master of Science in Educational Counseling and a Bachelor of Science in Psychology from Virginia Tech. He is a Board Certified Behavior Analyst (BCBA) and holds an Administrative Services Credential and a Pupil Personnel Services (PPS) Credential. His work has been recognized with several awards, including the “Above and Beyond” award by the San Diego Community Advisory Committee of Special Education. As a dedicated advocate for students with disabilities, Andrew has presented at various conferences, including the Association for Behavior Analysis International (ABAI) and the California Association for Behavior Analysis (CalABA).

Andrew is married to a special education teacher and they have two children.

Danielle McCay, BCBA NPS Site Coordinator

Danielle's career in education started in 2002 as a Behavior Interventionist, working with students from elementary through high school. She earned her Master’s degree in School Psychology in 2013 and subsequently obtained her BCBA certification. Danielle then served as a School Psychologist and BCBA in a school district, where she supported high school students with moderate to extensive needs whose behavioral challenges had necessitated placement at a separate school site. In 2023, Danielle joined VBA® and is excited to take on the role of administrator for their pioneering NPS, embracing the opportunity to contribute to this groundbreaking venture.

Tania Ayon, M.A., BCBA Education Specialist

Tania Ayon holds a Bachelor's Degree in Speech-Language Hearing Sciences, a Master’s Degree in Special Education with a focus on Autism, and a teaching credential, all from San Diego State University. She began her career at VBA ®, where she trained to become a Board-Certified Behavior Analyst (BCBA). With over a decade of experience in Applied Behavior Analysis (ABA), Tania has a diverse background as an educator, having worked with students aged 2 to 22 across educational settings, including home environments, general education classrooms, and specialized programs.

Fannie Ray, M.A., BCBA Education Specialist

Fannie Ray brings over a decade of expertise in Applied Behavior Analysis (ABA) to her role at CBC. Starting her career as a Registered Behavior Technician (RBT) at VBA ®, she developed a solid foundation in ABA. She subsequently spending five years as an aide in a public school district, where she gained valuable experience working directly with students. Fannie pursued advanced studies at San Diego State University (SDSU), earning a Master’s degree in Special Education with an emphasis in Autism and completing a moderate/severe teaching credential program while serving as an intern teacher. With over five years of experience teaching students with moderate to extensive support needs and recently earning her Board Certified Behavior Analyst (BCBA) certification, Fannie now combines her skills as a BCBA and credentialed teacher. Her diverse background, encompassing work with children from ages 2 to 22, positions her as a vital asset to our team, dedicated to making a profound impact on her students’ lives.

Our Approach

At CBC, we prioritize equipping students with the skills necessary for a successful transition back to their comprehensive school site. Upon enrollment, we conduct assessments to evaluate each student’s current skill level. By utilizing Functional Analysis Assessments to identify the underlying causes of a student’s behavior, we can create a customized plan that addresses their unique needs while emphasizing their strengths and abilities. A student’s plan includes a Behavior Intervention Plan (BIP) designed to prioritize safety, along with a curriculum that supports progress toward achieving mastery of Individualized Education Plan (IEP) goals. Through this process, we aim to gradually reduce the level of support and services needed to address the student’s behavioral needs, facilitating a smooth transition back to their least restrictive environment. When a student can successfully transition from small-group instruction to whole-group instruction, maintain low levels of maladaptive behaviors in multiple settings and environments, an IEP is held to develop a transition plan back to the sending school district.