Shared Learning and Centering Collaboration and Partnerships at the Annual MTSS Integrated Conference
What an incredible few days at the 2026 MTSS Integrated Conference in Wenatchee!
More than 900 educators from across Washington came together alongside 150 presenters to learn, collaborate, and strengthen the systems that ensure every student has access to high-quality instruction and support. This year's theme, "Aligning for Impact: Inclusive Systems That Work," came to life through meaningful conversations, practical strategies, and a shared commitment to continuous improvement.
Our keynote speakers challenged and inspired us in powerful ways. Priya Parker reminded us that how we gather matters. She encouraged us to intentionally design the moments when we come together—not simply to share information, but to create purpose, connection, and collective meaning that strengthens our work and our communities. Dr. Nidhi Sachdeva brought the science of learning to the forefront, emphasizing that expertise is not accidental. Through deliberate practice and evidence-informed instructional design, educators can continually refine their craft and improve outcomes for every learner.
Most importantly, thank you to every educator, leader, support professional, and presenter who chose to spend precious days of your summer in Wenatchee investing in learning together. Your willingness to connect across roles, share your expertise, ask hard questions, and continue growing as professionals reflects what makes Washington's education community so strong.
Continuous learning is not an event—it's an essential part of improving instructional outcomes and building systems where every student belongs, learns, and thrives.
Thank you to everyone who made this conference possible, including our partners in hosting this event, North Central Educational Service District (ESD 171). We can't wait to continue this work together.
Supporting Our Communities During Eastern Washington Wildfires
Our thoughts are with the students, families, educators, and communities affected by the wildfires in Eastern Washington. We recognize that some families and school staff have been displaced, are navigating evacuation orders, or are facing uncertainty about when and how they will be able to return home and begin the school year.
As districts assess local conditions and prepare to welcome students back, OSPI encourages teams to identify and address the individualized needs of students with disabilities, including access to special education and related services, transportation, assistive technology, health supports, and accessible communication. District responses should reflect local conditions, available educational services, and each student’s individual needs and circumstances.
OSPI Special Education is available to support districts with questions related to IEPs, service delivery, evaluations, FAPE, or special education disputes impacted by wildfire-related disruptions. For assistance, contact speced@k12.wa.us.
Statewide Individual Education Program (IEP) Project Update
Washington's statewide IEP project continues to move forward, and we are excited to enter the next phase of the procurement process. This month, we will conduct interviews and engage in platform demonstrations to identify a solution that best meets Washington's vision for a statewide IEP platform.
As with any competitive procurement, this process includes multiple stages of review and evaluation before any decisions are made. Throughout this process, we remain committed to fairness and transparency. Until the procurement process is complete, OSPI is unable to discuss potential vendors or procurement outcomes.
Thank you for your continued partnership and engagement as we work toward a statewide IEP system that supports students, families, educators, and school districts across Washington.
Stay connected: Visit the Washington's Statewide IEP Project webpage for the latest project information, updates and resources.
Special Education Division Team Member Spotlight: Meet Our Early Childhood Special Education Team
Melody Furze, Early Childhood Special Education Supervisor
What were you doing prior to joining OSPI?
In my most recent position, I was an education specialist for our Early Learning Special Education Programs at North Thurston Public Schools (NTPS). I also contracted with our WA State Deafblind Program and worked for school districts as a special educator serving students with blindness and visual impairment. I have been a special educator for almost 20 years and worked in MA, NM, VT & WA in various roles as an early interventionist and special education teacher and consultant.
What excited you most about joining the team?
I am very enchanted by the opportunity to impact Early Childhood programs at the state level. Working at OSPI provides an opportunity to support students, staff, and families through the promotion of thoughtful inclusionary practices and strengthening and improving systems. I am honored to be a part of this work with so many dedicated and smart colleagues!
What do you enjoy doing in your free time?
I spend a lot of time at youth sports and with my family. I also love paddle boarding, hiking, going to see live music, reading and writing. I also love being outdoors, trying to keep my plants alive, and socializing with friends.
|
Breanna Duffy, Early Childhood Special Education Supervisor
What were you doing prior to joining OSPI?
Before joining OSPI I worked for Everett Public Schools in a variety of roles. I served students of all ages as a Speech-Language Pathologist for 4 years before becoming the district Part C Transition Coordinator and Early Learning Facilitator. In that role, I supported children and families transitioning out of early support services into district services and providing coaching and technical assistance to providers of preschool students with IEPs. I worked closely with district and community partners to ensure preschoolers with disabilities received high quality, inclusive education in their early years, and families were connected to one another and supportive resources.
What excited you most about joining the team?
I am beyond excited to have the opportunity to continue supporting teachers and providers supporting preschool students with disabilities on a larger scale and getting to collaborate with more external partners and agencies. This team will give me the chance to advocate for our youngest learners in spaces that can drive meaningful change.
What do you enjoy doing in your free time?
In my free time I enjoy watching movies and TV shows, cross stitching, knitting, playing video games, baking, and spending time with my partner and cats. I also try to sit outside on my deck every day to enjoy nature and the animals that frequent our area.
|
Sara Rushlo, Early Childhood Special Education Supervisor
What were you doing prior to joining OSPI?
Fun fact: I have worked in the field of early childhood for the past 22 years and in four different states.
In 2020, our family relocated from Las Vegas, Nevada to southwest Washington in the Vancouver area. This is where I was first introduced to the early learning system in Washington State. For the past five years I was the PreK-3rd Grade Manager at ESD 112, supporting the southwest region of the state with high-quality early learning practices. As the P3 Manager I provided regional supports to school districts which included: WaKIDS and P3 Coordination, Transition to Kindergarten, Pyramid Model and inclusive preschool practices, School Improvement, Professional Development, Coordinated Recruitment and Enrollment, and overall best practices to support all young learners in the classroom. Additionally, in my role at ESD, I supported the implementation of the Inclusive Transitional Kindergarten grant where I worked with school districts across the region to implement the Washington Pyramid Model.
What excited you most about joining the team?
One of the things I loved most about working at the ESD was the opportunity to work with a wide range of partners and communities across a variety of systems and agencies. I love being able to put my creative mind to work in building new things while collaborating and co-designing systems with the families and communities who need them most. I am so excited to come into this new role and join the brand new ECSE team to develop a successful and sustainable ECSE system for our state.
What do you enjoy doing in your free time?
Outside of work I am a creative, nature lover, avid reader, and Mom to plants, pup, and two “adult-ish” children. Most weekends you can find me reading, painting, visiting a coffee shop, or taking a trip to the coast to see the ocean. Both of my kiddos graduated this year, one from high school and the other from university, and they will both live in Seattle starting in September. I look forward to quiet nights at home with my husband and frequent visits up north to see my kids in Seattle.
|
Erika Rodriguez, Early Childhood Special Education Specialist
What were you doing prior to joining OSPI?
Prior to joining the Early Childhood Special Education team, I served as the Mental Health Systems Program Specialist at OSPI, where I worked closely with state agencies and community organizations to strengthen school-based mental and behavioral health systems. Through these partnerships, I helped foster meaningful collaboration and advance shared goals to support student well-being. Throughout my time at OSPI, I have taken on an increasingly broad scope of work, including statewide systems coordination, technical assistance, professional learning with ESD coordinators, and the development of resources and implementation supports aimed at improving outcomes for children and families.
One of the things I enjoyed most about that role was building bridges and opening windows-helping people to see the incredible work happening across teams, agencies, and organizations. I enjoyed bringing people together, fostering collaboration, sharing promising practices, and breaking down silos so we could better support students, families, and educators as one connected system.
I spent my time as an elementary teacher K–5th. Those experiences gave me a deep appreciation for the work educators do every day and reinforced my belief that every child deserves the opportunity to succeed. Working alongside students with diverse backgrounds, cultures, languages, and abilities taught me the importance of meeting every child where they are.
What excited you most about joining the team?
What excites me most about joining the ECSE team is the opportunity to make a meaningful impact during one of the most important stages of a child's development. Early childhood is such a critical time for building the foundation for lifelong learning, relationships, and communication. I'm excited to work alongside our educators, families, ESDs, and community partners to help create inclusive, culturally responsive systems that honor every child's identity and provide equitable opportunities for success.
I'm also really looking forward to learning from all of you to listen, ask questions, collaborate, and contribute in ways that help improve outcomes for our children and families.
What do you enjoy doing in your free time?
Outside of work, I love spending time with my family and making memories with my children. We enjoy going on adventures together, exploring the outdoors, visiting new places, and just having fun as a family. I also enjoy painting because it's a creative outlet that helps me relax and recharge. Fun Fact: I'm probably one of the few people you'll meet who doesn't drink coffee! Instead, you'll usually find me with a cup of hot cocoa (even in the summers) or juice!
|
Click here for this month’s Program Improvement updates on the following topics:
- Upcoming Changes to the Annual IDEA Determinations and the Correction of Non-Compliance (EGMS Form Package 442) - Repeat
- OSPI Special Education Data, Fiscal, and Program Office Hours
Click here for this month’s Fiscal & Data updates on the following topics:
- Rescheduled: June Safety Net Conditional Award Meeting
- 2026–27 Preliminary IDEA Part B allocations, Sections 611 and 619
- Federal Special Education End of Year Reporting
- OSPI Special Education Data, Fiscal, and Program Office Hours
Click here for this month’s ECSE updates on the following topics:
- 2026 Northwest Early Learning & Pyramid Summit
- ECSE Office Hours
Tip of the Month!
|
