Lisa Callan proudly represents the 5th Legislative District in the Washington State House of Representatives. Since taking her oath of office over three years ago, she’s been an active voice for Washington families, schools, youth, and community investment. As a vice chair of the House Capital Budget Committee, Rep. Callan brings opportunity and jobs to communities across the state. Lisa also serves as a co-chair of the Children & Youth Behavioral Health Work Group, leading a group of hundreds of stakeholders focused on improving the behavioral health services and strategies for children, youth, families, and caregivers. Through this work, she’s helped pass many new policies in mental health, substance use, suicide prevention, workforce development, and perinatal-to-young-adult behavioral healthcare. Before she was elected in 2018, Rep. Callan served as a school board director in the Issaquah School District, worked as a Boeing engineer and project manager, and consulted in software development.
Moderator & Speaker
Lee Collyer
Director of Special Programs, Olympic Educational Service District 114
Lee has over 15 years experience leading and designing programs for students and families in various educational and residential environments. He has presented and trained professionals nationally on topics such as positive behavior support, youth readiness, special education, poverty, classroom management, crisis management, seclusion and restraint elimination/reduction, and Multi-Tiered Systems of Support.
Workshop Facilitator
Cassie Watkins
TMC Program Manager
Cassie has long been an advocate of equity in education. During her time as an undergraduate at Whitworth University, she was part of the Students for Education Reform (SFER) group. Her affiliation with SFER opened up many opportunities to advocate for change in education in Washington State. Shortly after graduating, Cassie was immersed in the work of teaching at PRIDE Prep charter public school. As the Director of Special Education at PRIDE, she was directly responsible for coordinating student services, overseeing the delivery of specially designed instruction, and ensuring that students of all abilities received the accommodations and modifications necessary for accessing their education. In her downtime you can find Cassie entertaining her two fur babies, traveling around the world, and most importantly spending quality time with friends and family.
Speaker & Workshop Facilitator
Patrick Mulick
Director of Student Engagement, Auburn School District
Patrick is a Board Certified Behavior Analyst and a certified speaker, trainer, and coach with the John Maxwell Team. Originally from the humble town of Boring, Oregon, Patrick earned his undergrad and masters in special education and behavior analysis from Gonzaga University. While spending several years educating students with disabilities, from pre-school to high school, Patrick developed a particular love for working with students with autism and behavioral challenges. Today he works as an educational consultant and as the Director of Student Engagement for the Auburn School District in Washington State.
Workshop Facilitator
Micheal Williams
TMC Program Manager
Micheal has served as a paraeducator and district Behavior Interventionist in K-12 public education for 15 years in Washington State. In conjunction with his work in schools and districts, Micheal is a member of the Washington Education Association providing professional development to educators across the state for the Special Education Support Center and the Substitute Community. He is RBT/CBT certified and certified as a Safety Care trainer.
Panelist
Guy Stephens
Founder and Chief Executive Officer, Alliance Against Seclusion and Restraint
Guy Stephens is a passionate advocate and a nationally recognized expert on restraint and seclusion. In 2019, Guy founded the Alliance Against Seclusion and Restraint (AASR), a highly respected national nonprofit organization. AASR's mission is to inform changes in policy and practice to reduce and eliminate the use of punitive and exclusionary discipline and outdated behavioral management approaches and end the school-to-prison pipeline. Guy promotes trauma-informed, neuroscience-aligned, neurodiversity-affirming, relationship-driven, and collaborative approaches to working with children. He has presented at conferences and events across North America and regularly speaks as a guest lecturer for undergraduate and graduate courses. Guy currently serves on the board of directors for The Arc of Maryland and PDA North America. Guy believes that we can do better for all children and adults; if we can, we must. Guy understands that we must embrace neurodiversity and neuroscience to create safe and inclusive environments and ensure equal rights and opportunities for all.
Workshop Facilitator
AlGene Caraulia
Vice President of Product Execution, Crisis Prevention Institute
AlGene’s 35+ years of experience in organizational behavior, program design, facilitation, implementation, and direct-care is a unique value-add he brings to our partnering organizations. AlGene helps our partners with the integration of CPI’s training into their culture to create safer and more effective working environments. As a previous CPI Global Professional Instructor, AlGene has personally trained tens of thousands of health care, education, human service, security, and law enforcement professionals around the world which has given him first-hand application of CPI’s training and many successful implementation experiences.
Panelist
Tammie Jensen-Tabor
Executive Director of Special Services, Centralia School District
Tammie is in her 34th year serving students in Special Education. A trained School Psychologist from Central Washington University, she has served in both large and small districts and contributed to numerous state committees and advisory groups. Tammie currently serves as the Director of Special Programs in the Centralia School District, overseeing services from Special Education to Highly Capable and collaborating closely with general education staff, counselors, nurses, and behavior specialists. She is also the Chair of the State Special Education Advisory Council (SEAC). Centralia is a state demonstration site for reducing restraint and eliminating isolation, and Tammie is committed to advocating for students through thoughtful, ethical, and student-centered decision-making.
Workshop Facilitator
Adam Moline
Board Certified Behavior Analyst, Centralia School District
Adam's experience began in severe behavior clinics facilitating inclusion into more naturalistic settings for those highly impacted by dangerous behavior to themselves and others. After transitioning into the school setting, the priorities shifted to improving supports at all tiers. At the tier 1/2 level, his practice is split between improving school-wide systems that impact the behavior of all students in Centralia, improving district data systems, and coaching school staff. At the tier 3 level, facilitating effective school teaming around the most challenging students is still a major focus. The focus of these collaborations is to decrease or avoid restraint/isolation and to maximize skill development, improve inclusion, and create a holistic strength-centered approach. Outside of school, Adam is a mountaineer, rock/ice climber, gardener, forager, and lover of the outdoors.
Panelist
Stephanie Salazar
Assistant Principal, Fife Elementary School
Stephanie is a trauma-certified educator and assistant principal committed to reducing isolation and restraint through restorative, relationship-centered practices. She brings six years of experience working with young males in a residential treatment program and four years as a behavioral interventionist supporting proactive school-wide systems. For the past five years,Stephanie has served as an assistant principal and is currently part of an RREI pilot site working to redesign discipline, reduce restrictive practices, and promote trauma-informed, community health–aligned approaches. Trained in restorative practices and community health, Stephanie strives to build equitable environments where all students feel safe and connected.
