Response to Intervention
LanguagesA-Z IndexPrinter Friendly Image
Search
 

  Response to Intervention (RTI)

Request Training

The RTI Implementer Series developed by the National Center on Response to Intervention (NCRTI) is available across Washington State. The series includes three training modules on the Essential Components of response to intervention.

Washington State has collaborated with the NCRTI to train local people to deliver these modules. These trainers include district, ESD, and OSPI representatives, and higher education faculty. The delivery of these modules will support the delivery of consistent and accurate information aligned with the National Center on Response to Intervention to schools and districts across the state and will contribute to the State’s alignment efforts regarding RTI.

Module 1: Screening

In this module, participants will become familiar with the essential components of an RTI framework: screening, progress monitoring, multi-level prevention system, and data based decision making. Participants will gain the necessary skills in order to use cut scores to identify students at risk, to conduct screening data analysis for multi-level decision making, and to establish an effective screening process.

See the table below for a listing of individuals who have been approved to deliver training on Module 1: Screening.

Module 2: Progress Monitoring

In this module, participants will apply previously learned skills to use screening data to evaluate the general effectiveness of the RTI framework and establish progress monitoring and intervention schedules. Participants will gain the necessary skills in order to use data to evaluate intervention effectiveness, to establish data decision rules, to make decisions about instruction, and to establish an effective progress monitoring system.

See the table below for a listing of individuals who have been approved to deliver training on Module 2: Progress Monitoring.

 

Module 3: Multi-level Prevention System

In this module, participants will review how screening and progress monitoring data can assist in decisions at all levels, including school, grade, class, and student. Participants will gain skills to select evidence based secondary and tertiary interventions, to make decisions about movement between levels of prevention, and to establish a multi-level prevention system.

See the table below for a listing of individuals who have been approved to deliver training on Module 3: Multi-Level Prevention System.

 

 

Trainer Biographies
Trainers by ESD (PDF)

*Select the trainer name to view contact information and biography
  Qualified to Provide
Trainer M1 M2 M3

Anzara Miller, Shoreline School District

Anzara.miller@shorelineschools.org
(206) 393-4411

Anzara Miller is the District RTI Coordinator for Shoreline Schools in the greater Seattle metro area. She has a Bachelor of Arts in Spanish, a Master of Arts in Teaching, and her work experience includes serving as Adjunct Faculty at Seattle Pacific University, and 10 years classroom experience in Spanish and Technology with elementary, middle and high school students. Anzara plans, coordinates and implements all in-service days for teachers, coordinates instructional supports for new teachers and support teachers through the Pro-Cert/Pro-Teach process. As district RTI coordinator, she works with principals and building coaches to develop systems within schools to support screening, data based decision making and implementation of interventions.

Barbara Lomas, Educational Service District 112
Barbara.lomas@esd112.org
(360) 750-7505

Barbara Lomas is currently the Director of School Improvement and Professional Development at ESD 112 in Vancouver. She received both her Bachelor of Arts in Elementary Education and her Master of Education in Educational Administration at the University of Arizona. She has been a classroom teacher, Title I teacher, Title I director, and principal prior to her employment at ESD 112.

Although deeply involved with school and district reform, Barbara also manages several grants and assists with the development of many regional initiatives. She has served as a district coach for the Washington State Leadership Academy and a Regional Assessment Center Director.

Beth Niemi, Northwest Educational Service District 189
bniemi@nwesd.org
(360)-299-4717

Beth Niemi is a Literacy and School Improvement Specialist, currently working at the Northwest Educational Service District 189 in Anacortes. Beth has a Bachelor of Arts from University of Washington and Master’s Degree from University of Portland. Beth has experience as a classroom teacher in grades 5 through 12, and has spent the majority of her time in grades 10 through 12 as a language arts teacher. Beth has conducted workshops for the last several years surrounding RTI and its application in the K-12 Reading Model.

Bethany Robinson, Educational Service District 105
bethany.robinson@esd105.org
(509)-454-3139

Bethany Robinson is currently an ELL literacy coordinator for Educational Service District 105 in Yakima. Formerly, Bethany was a Reading First regional coordinator, a K-3 Literacy Coach, a K-6 ELL Facilitator, and an ELL newcomer classroom teacher. Bethany holds Masters in Education in Literacy and a K-12 teaching certificate with endorsements in Spanish and teaching English as a second language. Focusing on supporting districts in developing systems for language and literacy, Bethany works to impact the achievement of all students, including ELL students and students of poverty.

Bev Scherr, Odessa School District
scherrb@odessa.wednet.edu
(509) 982-2111

Bev Scherr is the RTI, Curriculum, Title, and Assessment Director at ESD 101, Lincoln County, Odessa, WA. Bev has a Bachelor of Arts in Elementary Education from Washington State University, and a master’s degree in curriculum and instruction from Gonzaga University. She served as a Teacher Trainer on multiple projects, including: writing the State Performance Assessment writer, ‘Here’s Looking at You Two’ drug education curriculum, FOSS Science Kit trainer, and is an RTI Implementation trainer.

Bev has 40 years’ experience teaching grades Pre-K through 4, and junior high reading. She has been the chairman of three School Improvement Plans, Curriculum Director, Title and RTI Coordinator. Bev has been honored as Washington State Elementary Science Teacher of the Year, State Smoke Free Class of 2000 drug education award, National Fire Safety Classroom, and has been awarded Gates Foundations Teacher Leadership Project.

Bill Link, Vancouver School District
Bill.link@vansd.org
(360) 313-1160

Bill Link is the RTI Coordinator for Vancouver Public Schools. This position includes supporting the implementation of the Safe & Supportive Learning Environments Initiative, which entails bully-proofing and PBIS.

He was initially trained as a school psychologist, but over the years has worked in several different states in varying positions; school psychologist, school counselor, and behavior specialist. He has also been blessed with the opportunity to teach at WSU-Vancouver as an adjunct professor in their education department.

William (Bill) Rasplica, Franklin Pierce School District
wrasplica@fpschools.org
(253) 298-3005

William Rasplica is the Executive Director of Learning Support Services for Franklin Pierce Schools in Tacoma, WA. He is responsible for program accountability and development in the areas of special education, Title 1, Learning Assistance Program, and English Language Learners. William has experience in district-wide (K-12) implementation of RTI, including the areas of universal screening, multi-level prevention systems and data-based decision making.

Robert (Bob) Smart, Heritage University
smart_r@heritage.edu
(509) 865-8651

Robert Smart is the Dean of the College of Education and Psychology and Professor of Educational Leadership at Heritage University; formerly Assistant Superintendent of Teaching and Learning at ESD123 in Pasco. He works throughout Central and Eastern Washington State.

Dr. Smart's career includes teaching K-12, serving as a school Principal, Executive Director of School Improvement and Assessment, Professor, Assistant Superintendence in Teaching and Learning at a Washington State ESD, and Dean. Dr. Smart has significant experience in K12 school improvement, curriculum and instruction leadership, Response to Intervention, and his research agenda includes issues of and socialization of school principals.

Dr. Smart has provided RTI support to schools and districts in the southeastern Washington area, and was recently selected to work with the National Center for Response to Intervention in the area of screening. For the last two years, Dr. Smart has been one of the leaders of the Eastern Washington Response to Intervention and Professional Learning Community Institute in Richland Washington.

Carol Hall, Educational Service District 112
carol.hall@esd112.org
(360) 750-7500

Carol Hall is Director of Early Childhood School Improvement at ESD 112 in Southwest Washington. She has a Master’s degree in Education, and has worked at ESD 112 in Specialized Student Services for 28 years. She has supported RTI pilot teams in OSPI initiatives; facilitated school teams with consultants, and is now participating in OSPI’s Trainer the Trainer event.

Cindy Jacobsen, White River School District
cjacobse@whiteriver.wednet.edu
(360) 829-5977

Cindy Jacobsen is the educational service associate (ESA) school psychologist at White River School District, in western Washington. She has a Bachelor of Science in Psychology from Washington State University and a Master of Education in Educational Psychology from the University of Washington. She has worked as a school psychologist for 28 years in three different school districts in western Washington.

Her experience with RTI began in 2005, when it was viewed mainly as a specific learning disability (SLD) eligibility initiative, but Cindy has been collecting and analyzing curriculum-base measurement (CBM) data for White River since 1999. She has since been lucky enough to be involved with the "real" RTI movement (helping struggling students) in a district that is part of the OSPI RTI grant, as well as a leader in the PLC process.

Erich Bolz, Richland School District
Erich.bolz@rsd.edu
(509) 967-6050

Erich Bolz is the Assistant Superintendent of Response to Intervention and Special Programs at Richland School District in southeastern Washington. He has served as a remedial reading teacher, pre K-12 principal, and as a central office administrator at the small district, large district and Educational Service District (ESD) levels.

Erich has been involved in directly implementing a tiered model of academic and behavioral delivery since his involvement with Reading First in 2001.

Glenda Sederstrom, Educational Service District
gsederstrom@esd101.net
(509) 789-3604

Glenda Sederstrom is the Coordinator for Special Education Services at the North East Washington ESD 101. Glenda has a Master of Education degree in Special Education from Gonzaga University. She has worked as a middle school special education teacher for most of her career. Her experience includes being a self-contained resource room teacher, a Behavior intervention teacher, and an inclusion model co-teacher.

Before coming to the ESD, she worked as an Instructional Coach with the focus of literacy. At the ESD, she has been the RTI Pilot Site Technical Assistant for the region, and is the primary Regional RTI trainer. She serves on the evaluation cadre for two state initiatives: “Improving Core Subject Instruction for All Students pilot project” and “Re-tooling Instruction through Response to Intervention.”

Gregory J. Benner, University of Washington - Tacoma
gbenner@uw.edu
(253) 692-4621 | (253) 777-9815 cell

Dr Benner is a Professor in the Education Program at the University of Washington - Tacoma. He was trained by the best RTI experts in the field—completing his master’s degree in educational policy and management and Bachelor of Science in Educational Studies from the University of Oregon (dual licensure in regular and special education). His doctoral study was completed in Special Education with an emphasis in Emotional and Behavioral Disorders at the University of Nebraska in 2003.

Over the last 15 years, Dr. Benner has trained and coached educators in hundreds of P-12 schools to develop effective and sustainable RTI systems. He has a knack for leading the district or school-wide effort to implement and sustain behavioral RTI systems, known as Positive Behavioral Interventions and Supports (PBIS). Dr. Benner has expertise in building the capacity of professionals and parents to better understand and meet the needs of youth who are least understood and struggling most.

Janet Spybrook, Central Washington University
Spybrook@cwu.edu
(509) 859-2839

Janet Spybrook is an Assistant Professor and Co-coordinator of the Special Education Program at Central Washington University. She has a doctorate in learning in instruction with an emphasis in special education from the University of San Francisco; a master’s degree in special education from the University of Washington; and her Bachelor of Arts in Elementary Education from Michigan State University. Janet was previously a learning disability specialist, and special education faculty member at Foothill College in California, and a special education resource room teacher in Manson and Northshore School Districts, as well as an elementary teacher in Montana, and South Dakota. Janet is on the Leadership Team for RTI, an OSPI committee; and has assisted with summit on RTI implementation at CWU, and presentation on RTI.

Janet Zombro, DSIA
janet.zombro@k12.wa.us
(206) 940-2661

Janet Zombro is a Consultant working throughout the state of Washington. She has a Bachelor of Arts in English, obtained from the University of Washington, and a Master's Degree of Teaching and Education, from City University. She has taught mathematics at the middle school and high school levels in diverse districts and has served as an instructional coach.

Janet’s role is to provide assistance, support, and services to schools in improvement around their mathematics programs. As a teacher, Janet’s district provided for RTI implementation. As a consultant, she often reviews and addresses RTI implementation concerns.

Jeanette Grisham, Northwest Educational Service District 189
jgrisham@nwesd.org
(360) 299-4716

Jeanette Grisham is the Regional Math Coordinator at Northwest ESD 189 in Anacortes, WA. She began her teaching career as a middle school math teacher, teaching some high school courses and also teaching math methods courses at Antioch University for their teacher preparation program. She then went on to become the Math Helping Corps Regional Facilitator, coaching math teachers in their buildings and classrooms. Currently, Jeanette serves as the Regional Math Coordinator, trying to improve student achievement in mathematics by providing professional development to teachers, K-12. She also works with the other eight ESDs as a network to support math achievement, and work with OSPI to support state initiatives.

Jennifer Acuna, Educational Service District 114
jacuna@oesd.wednet.edu
(360) 478-6886

Jennifer Acuna is the Special Services Director for Olympic Educational Service District (ESD) 114. Her educational background includes a master’s degree in special education, an Education Specialist certificate for California, and a Special Education endorsement in Washington. She has taught classes in K-1 for the severely impaired for seven years, was a program specialist for three years, SELPA coordinator (county special education administrator) for three years, and has been Special Services Director for one year.

Relevant to RTI Implementation, Jennifer has assisted districts in Kern County, CA with data mining, scheduling and curriculum adoption for initial implementation of RTI, and is participating in Office of Superintendent of Public Instruction (OSPI) and National Center on Response to Intervention (NCRTI) trainings.

Jody Hess, Tacoma School District
jhess1@tacoma.k12.wa.us
(253) 571-1120

Jody Hess is the Director of Highly Capable Student Programs at Tacoma Public Schools in PSESD 121. She has prior experience as a teacher of gifted and general education; special education paraprofessional; elementary principal; supervisor of Title I and LAP at state agency. Jody is interested in/reading research about using RtI to provide services for Highly Capable students, and Twice Exceptional students (gifted with disabilities).

Judi Jensen, North Central Educational Service District 171
judij@ncesd.org
(509) 665-2647

Judi Jensen is the State/Federal Programs, Director Services and School Improvement at North Central ESD 171. She provides a variety of direct services to school districts in support of federal programs and school improvement. Judi's experience includes serving as a classroom teacher, a reading coach, district administrator and Principal.

Judi is an experienced educator and trainer who embraces the RTI framework and looks forward to assisting districts in their efforts to implement processes for reviewing and utilizing student data to make instructional decisions and implementing the components of a successful RTI framework.

Karen E. Schoessel, DSIA
Karen.schoessel@k12.wa.us
(360) 701-9856

Karen Schoessel is a Technical Assistance Contractor for Special Education in Western Washington. She has a Bachelor of Arts in Speech Pathology/Audiology and a Master of Arts in Special Education; as well as Administrative Credentials (Principal). Karen has 25 years of administrative and teaching experience throughout US, Germany and Saudi Arabia. She has experience working in very large/urban, as well as small/rural school districts, in Public, Department of Defense, and International School systems. Karen has held positions as a middle school administrator; special education director; teacher at elementary, middle, and high school levels, as well as served as a contractor/consultant.

Karen received RTI training from multiple national RTI trainers, and is a member of district implementation teams. She has incorporated the RTI framework into professional development modules designed for district and school-level improvement teams.

Kelly Benson, Central Washington University
BensonKe@cwu.edu
(509) 963-1198

Kelly Benson is currently an Assistant Professor in Educational Foundations for Central Washington University. She is a former K-8 principal/superintendent, counselor, and business education teacher. Kelly enjoys collaborating with others and working with teams to best support the needs of teachers, administrators and parents in helping students succeed academically, behaviorally, socially and emotionally.

With over 25 years in K-12 education and several years’ experience supporting elementary and middle schools with the implementation of RTI programs, Kelly is dedicated to helping build positive school structures and welcomes the opportunity to provide support grounded in the core principles of RTI, effective teaching, research-based instruction, and standards-based curriculum within school districts.

Marsha Riddle Buly, Western Washington University
marsha.riddlebuly@wwu.edu
(360) 650-7348

Marsha Riddle Buly is a Professor of Language, Literacy, Cultural Studies; Reading Endorsement; and Bilingual Methods at the Woodring College of Education at Western Washington University. She serves as a Higher Education Representative to OSPI's Bilingual Education Advisory Council (BEAC), as well as a Higher Education Representative to OSPI's RTI Leadership Team.

Michael Dunn, Washington State University
dunnmi@vanocuver.wsu.edu
(360) 546-9662

Michael Dunn is an Associate Professor of Special Education & Literacy, at Washington State University in Vancouver. He served as an elementary/middle-school teacher in the Toronto area for 11 years, six of which were as a special education consultant teacher in inclusion classrooms. He has been a university faculty member since 2002 with teaching and research focus on RTI and learning disabilities. Michael was a member of Evergreen School District (Vancouver) RTI Committee during 2006-2007. He completed research projects of Vancouver/Portland area districts which have initiated RTI.

Mike Jacobsen, White River School District
mjacobse@whiteriver.wednet.edu
(360) 829-3951

Mike Jacobsen is the Director of Assessment/Curriculum at White River School District. He has a master’s degree from Pacific Lutheran University, certification as a school psychologist, and serves as a Program Administrator through OSPI. Mike has twenty years’ experience implementing various components of RTI including universal screening, progress monitoring, research-based interventions and problem solving.

Mike has experience of four years directing a comprehensive, district-wide RTI process. He has presented on various components of RTI to multiple districts, Washington State Association of School Psychologists, Washington Educational Research Association, University of Washington, both Seattle and Tacoma campuses, Seattle University, Washington Association of School Administrators and Washington Association for Supervision and Curriculum Development.

Nancy Loy, White River School District
nloy@whiteriver.wednet.edu
(360) 829-6032

Nancy Loy is a Title 1 teacher, reading specialist, and RTI facilitator in the White River School District. She graduated from Northern Arizona University in 1988. Nancy taught elementary grades 2-5 for several years in Arizona before coming to Washington. She has been teaching at Foothills Elementary in the White River School District for five years.

Nancy has experience with RTI implementation as an intervention teacher. While providing high-quality interventions, she has seen the phenomenal growth in students who received interventions. She analyzes the data from her school and others in the district, and has become the chief cheerleader for RTI. Collaboratively using data to make educational decisions has empowered teachers in White River to become some of the best in the state and has enabled students to achieve consistently high levels of success.

Sandy Christie, Puget Sound Educational Service District 121
schristie@psesd.org
(253) 569-0038

Sandy Christie is the Puget Sound ESD Regional Mathematics Coordinator. She has worked six years at the ESD and supports teachers, coaches/teacher leaders, and administrators by providing professional development, networking opportunities and technical assistance. She taught mathematics at the secondary level in the Yakima School District for 16 years and is Nationally Board certified. Sandy has a Master of Education in Professional Development and an administrator’s credential in Program Administration. She looks forward to working with districts to effectively implement all components of an RTI system.

Sasha Hammond, Educational Service District 105
sasha.hammond@esd105.org
(509) 575-2885

Sasha Hammond is the Mathematics Coordinator at ESD 105 in Yakima, WA. She has worked at ESD 105 for the past five years as a math coordinator. Much of her focus has been in training and facilitating the implementation of math instruction and intervention to meet the needs of diverse populations.

Shanna Brooks, North Central Educational Service District 171
shannab@ncesd.org
(509) 665-2645

Shanna Brooks is a Literacy Specialist at North Central Educational Service District in Wenatchee, WA. She coordinates regional Literacy Leadership, and provides regional and customized on-site professional development including Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Language Essentials for Teachers of Reading and Spelling (LETRS), and Guided Language Acquisition Design (GLAD). Shanna is also on the Washington State Birth -12 Literacy Team and Literacy Leadership Cadre. Shanna’s experience at P-6 includes teaching in high poverty, high migrant and ELL schools. She has also taught combined grade level classrooms.

Shanna is an advocate for RTI, and has witnessed its benefits in a small school setting. She believes that with the implementation of components, desirable results that can be achieved. She looks forward to assisting schools with training and implementation.

Shelby J. Skaanes, DSIA
shelby.skaanes@k12.wa.us

Shelby Skaanes has served 18 years as a Washington State educator. She is currently employed as a contractor with Secondary Education and School improvement as a Reading Technical Assistance Contractor with Specialized Expertise (TACSE). Prior to this role she taught for 10 years in a large urban school district and was a regional coordinator for the Reading First grant, providing technical assistance and designing/delivering professional development focused on implementing research-based reading practices. In this role, she supported staffs as they analyzed and responded to student achievement data within a tiered model of instructional delivery.

Shelby has also worked closely with ESD personnel supporting school staffs to effectively implement a RTI system. She is located just outside of the Tacoma area and can be contacted through email.

Steve Hirsch, Eastern Washington University
shirsch@ewu.edu

Steve Hirsch is the Director of Eastern Washington University School Psychology Certification Program, and a School Psychologist at Shoreline School District, Shoreline WA. He is the Chair of Professional Development Committee for Washington State Association of School Psychologists, and is located in North King county area. After receiving his Master of Arts in Psychology Brooklyn College of City University of New York and his doctorate in psychology from University of Washington (UW), he retrained as School Psychologist while serving as a professor at UW. Steve became a School Psychologist in 1986. He has been director of School Psychology training programs for 11 years, and has concurrently served as a school psychologist for 24 years (12 in Sumner; 12 in East Valley-Spokane).

East Valley has been attempting to implement an RTI framework for past five years. The two elementary schools that Steve worked at were two of the RTI pilot schools in the state. He has been talking RTI to school districts and at conferences for past five years, having visited over twenty school districts in that time. Steve has given numerous sate, regional and national talks/workshops on various features of RTI, particularly assessment.

   

Susan Ruby, Eastern Washington University
sruby@ewu.edu
(509) 359-6050

Susan Ruby is an Associate Professor in Department of Psychology and Director of the School Psychology Program at Eastern Washington University in Cheney, Washington. She received her doctorate in education with emphasis in school psychology at the University of California, Riverside. She has worked as a school psychologist in six states, including Virginia, Texas, Hawaii, California, Idaho, and Washington.

Her research focuses on school climate, teaming, and social/behavioral interventions. She is currently investigating acceptability and fidelity within RTI systems and teaches classes in consultation, professional school psychology, and academic/behavioral interventions. Susan has previously served on the Washington State Leadership Team for RTI and is an implementation evaluator with the state demonstration districts.

Tamara Smith, Educational Service District 114
tsmith@oesd.wednet.edu
(360) 782-5015

Tamara is the Lead Mathematics Specialist at Olympic ESD. She has a Bachelor of Science degree from Cornell University and a Master’s in Education from the University at Buffalo. She has taught all levels of secondary mathematics in high school and college settings. For the last 5 years she has worked exclusively in mathematics professional development, supporting teachers to improve instruction. In addition to the NCRTI training, Tamara is working in a district to develop and RTI model in the elementary and middle schools. She is interested in the integration of an RTI model with the formative assessment planning process.

Tracy Coskie, Western Washington University
Tracy.coskie@www.edu
(360) 650-2164

Tracy Coskie is an Associate Professor at Western Washington University in the literacy department. She has 25 years of experience in education, including classroom teaching, school and district level professional development, and teacher education. Tracy holds a PhD in language, literacy, and culture.

Tracy Wilson, Educational Service District 123
twilson@psd1.org
(509) 543-6703

Tracy is the Director of Special Services at ESD 123. She has been a Special Education Administrator in the Pasco School District for 8 years. Her previous experience includes placement as a special education teacher and district level education specialist in the Pasco and Richland School Districts for 11 years. Tracy has experience with the development of policy at the state level for the State RTI manual, State RTI Leadership Committee, and district level support.

Tricia Zurybida, Hoquiam School District
tzurybida@hoquiam.k12.wa.us
(360) 538-8291

Tricia Zurybida is the Executive Director of Special Services at ESD 113 in Western Washington. She has ten years of experience as a Special Services director and another ten years as a teacher for students. As a teacher, Tricia worked with students with moderate to severe cognitive and physical disabilities in self-contained and inclusive settings, as well as in a "neighborhood" school as a combination Special Education and Title I teacher supporting students with disabilities ranging from severe autism to mild learning difficulties to highly challenging behaviors.

Tricia has her doctorate degree in in educational leadership. Her dissertation topic explored a practical model and leadership roles for implementing a reading intervention, collecting data, and evaluating the effects in order to substantiate the effect of multi-tiered interventions. In addition to her dissertation work, she has facilitated Hoquiam's RTI work for the past eight years beginning with a reading intervention and assessment framework for K-10, and later expanding into standardized procedures and practices for reading, as well as on-going work in math and behavior. Tricia has experience blending funds and resources to support RTI implementation with standard resources available to most districts.

Valerie Lynch, Puget Sound Educational Service District 121
vlynch@psesd.org

Valerie Lynch is the Director of Special Services at Puget Sound ESD in Renton, WA. She currently provides technical assistance to school districts and coordinates training activities for special services staff in the Puget Sound region. Formerly, Valerie was the Executive Director of Special Services for the Kent School District, Director of Special Education in the Highline School District and, for many years, and director for outreach programs for public school staff serving students with significant cognitive disabilities and autism through the University of Washington’s Experimental Education Unit.

Over the past five years, Valerie has been involved in promoting dissemination of information about RTI and RTI implementation through ongoing training efforts in Puget Sound ESD.

Old Capitol Building, PO Box 47200, 600 Washington St. S.E., Olympia, WA  98504-7200  (360) 725-6000  TTY (360) 664-3631
Contact Us    |    A-Z Index    |    Site Info    |    Staff Only    |    Education Data System (EDS)