Debra Limon
Consultant/Director
Debra Limon, M. Ed., BCBA, is a skillful team facilitator for the implementation of Multi-Tiered System of Supports (MTSS) and Positive Behavior Interventions and Supports (PBIS.) She has experience at the state, district, school, and classroom levels in systems improvement and aligning goals and resources along these cascading supports to build partnerships and cohesive intervention plans for students, staff, and districts.
Debra has a passion for inclusive education and a commitment to supportive learning environments for students and educators. She focuses coaching and professional development on the use of effective preventative strategies that are sustainable and promote positive outcomes for all students. Debra is experienced in leading teams in conducting, designing, and implementing data-driven and evidenced-based individualized behavior support plans as well as program-wide data analysis and fidelity measurement for use in implementation planning.
As a coach, Debra has led many building-based teams in continuous improvement cycles that led to implementation of sustainable solutions in Tiers 1 and 2 that meaningfully reduced other high impact needs.
Debra has a passion for inclusive education and a commitment to supportive learning environments for students and educators. She focuses coaching and professional development on the use of effective preventative strategies that are sustainable and promote positive outcomes for all students. Debra is experienced in leading teams in conducting, designing, and implementing data-driven and evidenced-based individualized behavior support plans as well as program-wide data analysis and fidelity measurement for use in implementation planning.
As a coach, Debra has led many building-based teams in continuous improvement cycles that led to implementation of sustainable solutions in Tiers 1 and 2 that meaningfully reduced other high impact needs.
Rachel Barrett
Consultant/Mental Health Specialist
Rachel Barrett is a certificated school social worker and licensed clinical social worker specializing in the treatment of externalizing behavior problems masking internal distress in children and youth. Rachel is nationally certificated in TFCBT and worked as a trainer/consultant for the Washington State CBT+ initiative- an evidence-based practice institute for child youth and family therapists practicing in community mental health. Previously, Rachel served as clinical director in a community mental health organization and as a practicing therapist for children with externalizing behaviors and co-morbid psychiatric diagnosis.
Rachel is committed to increasing children's access to quality mental health services in the communities in which they live- including their schools. Rachel worked as a mental health consultant for Seattle Schools providing technical assistance and team facilitation throughout the district. Rachel currently works at the UW SMART Center and her work includes research aimed at increasing school-based mental health practitioners’ competencies in delivering trauma treatment in schools.
Rachel teaches classes in children's mental health and advanced practice with children and families at the University of Washington's School of Social Work. She enjoys teaching and mentoring social workers new to the field and feels energized by their commitment and vision!
Rachel is committed to increasing children's access to quality mental health services in the communities in which they live- including their schools. Rachel worked as a mental health consultant for Seattle Schools providing technical assistance and team facilitation throughout the district. Rachel currently works at the UW SMART Center and her work includes research aimed at increasing school-based mental health practitioners’ competencies in delivering trauma treatment in schools.
Rachel teaches classes in children's mental health and advanced practice with children and families at the University of Washington's School of Social Work. She enjoys teaching and mentoring social workers new to the field and feels energized by their commitment and vision!
Courtney Ryan
Instructional Coach/Early Childhood Specialist
Courtney has nearly 25 years of experience as a teacher and coach supporting children, families and educators in a variety of settings including home, community, birth-to-three, and public schools. She received a M.Ed. in early childhood special education from the University of Washington and has extensive knowledge of evidence-based, culturally-responsive practices to support young children, as well as training and experience in coaching adults and leading systems change.
Courtney believes in a strength-based approach and builds on the skills of autistic children and other neurodivergent learners and their families to increase independence with daily routines and the development of social-emotional and social-communication skills. She also provides coaching on practices to support inclusion and the success of all learners utilzing her expertise in the implementation of The Pyramid Model, a Positive Behavior Intervention and Supports (PBIS) framework, to establish a safe, positive school culture, increase student engagement, decrease challenging behavior, and partner with families.
Courtney enjoys providing one-on-one and small group coaching support to teachers and caregivers, as well as supporting leadership teams to bolster implementation of PBIS practices. She is especially enthused when schools and community partners successfully recruit and amplify family voices.
Courtney believes in a strength-based approach and builds on the skills of autistic children and other neurodivergent learners and their families to increase independence with daily routines and the development of social-emotional and social-communication skills. She also provides coaching on practices to support inclusion and the success of all learners utilzing her expertise in the implementation of The Pyramid Model, a Positive Behavior Intervention and Supports (PBIS) framework, to establish a safe, positive school culture, increase student engagement, decrease challenging behavior, and partner with families.
Courtney enjoys providing one-on-one and small group coaching support to teachers and caregivers, as well as supporting leadership teams to bolster implementation of PBIS practices. She is especially enthused when schools and community partners successfully recruit and amplify family voices.
Leslie Woods
School Psychologist/Consultant
With over a decade of experience, Leslie Woods, Ed.S, NCSP, is a dynamic School Psychologist dedicated to transformative change within educational settings. Her expertise extends far beyond individual support; her impact is marked by a comprehensive understanding of systems-level needs, ensuring that every student receives the appropriate level of support within an integrated and tiered framework. Leslie possesses a wealth of knowledge, leading school and district-level initiatives, specializing in Multi-Tiered System of Supports (MTSS) and Positive Behavior Interventions and Supports (PBIS). Leslie thrives on empowering students, families, and educational teams alike and is committed to achieving equitable outcomes through structured literacy within an MTSS framework.
Leslie excels in leading and training adults, promoting collaborative problem-solving, and implementing evidence-based practices. Her profound knowledge serves as the foundation upon which she builds a continuum of support, addressing social-emotional, behavioral, and academic skills within schools. Additionally, Leslie possesses extensive expertise in culturally responsive practice and is passionate about fostering strong partnerships between home, school, and community. She excels in promoting collaborative team leadership and guiding building teams in comprehensive system-wide data analysis and fidelity measurement, essential for implementation planning. Leslie is specialized in supporting neurodivergent learners, including those with anxiety, attention deficit/hyperactivity disorder and learning disabilities, ensuring an integrated and inclusive approach to education.
Even in resource-limited environments, Leslie has a proven track record of advancing MTSS implementation, advocating for necessary resources, and creating valuable networking opportunities.
Leslie excels in leading and training adults, promoting collaborative problem-solving, and implementing evidence-based practices. Her profound knowledge serves as the foundation upon which she builds a continuum of support, addressing social-emotional, behavioral, and academic skills within schools. Additionally, Leslie possesses extensive expertise in culturally responsive practice and is passionate about fostering strong partnerships between home, school, and community. She excels in promoting collaborative team leadership and guiding building teams in comprehensive system-wide data analysis and fidelity measurement, essential for implementation planning. Leslie is specialized in supporting neurodivergent learners, including those with anxiety, attention deficit/hyperactivity disorder and learning disabilities, ensuring an integrated and inclusive approach to education.
Even in resource-limited environments, Leslie has a proven track record of advancing MTSS implementation, advocating for necessary resources, and creating valuable networking opportunities.
Sylwia Mazur-Johnson
Social Skills/Social Emotional Learning
Sylwia has nearly 25 years of experience as a special education teacher and social skills trainer with expertise in Social Thinking, Positive Discipline, and Applied Behavior Analysis. Sylwia supports children across diverse settings including home, community, and school. She is the founder and leader of a summer Science Adventure Camp for social skills practice, adaptive yoga classes, and Saturday social skills groups. She received an M.Ed. in Early Childhood Special Education from the University of Washington and an M.Psy from the University of Gdansk. She has extensive knowledge of evidence-based, culturally responsive practices to support children and teens. Sylwia is a National Board Certified teacher. She is also a certified yoga instructor and focuses her practice on promoting mindfulness and mind-body connection for neurodiverse students to improve self-regulation and executive function skills.
Sylwia believes that building social skills competency and the development of social-emotional and social-communication skills is the starting point for improving academics and quality of life. Sylwia believes in the importance of practicing skills for improvement including exercise for the mind-body connection and interacting with others for social communication skills.
Sylwia enjoys providing one-on-one and small group training for students, families, and teachers for social skill instruction. She loves to see confidence improve as social skills grow.
Sylwia believes that building social skills competency and the development of social-emotional and social-communication skills is the starting point for improving academics and quality of life. Sylwia believes in the importance of practicing skills for improvement including exercise for the mind-body connection and interacting with others for social communication skills.
Sylwia enjoys providing one-on-one and small group training for students, families, and teachers for social skill instruction. She loves to see confidence improve as social skills grow.