February 2022

 

 

Superintendent’s Message

 

Hello Olympia School District families,

 

Patrick Murphy headshotFirst off, I want to thank the entire Olympia community for their overwhelming support in passing our 4-year Technology and Safety Replacement Levy. At a time when school district ballot measures were struggling to pass in various places across the state, nearly 70% of our voters said “yes,” which was among the highest approval rates of any district in the state. Thanks to our generous community, we will have the resources to continue to build “back to better” as we come out of the pandemic.

 

Related to that, most of us are aware by now that the governor announced that on March 21, face coverings will be encouraged but no longer required in K-12 schools statewide. Our local health department intends to release updated guidance around the first week of March to school districts based on our local context in Thurston County. We knew as we came out of the pandemic that it would not be a flick of a switch, but more like a turning of a dial, as some mitigation measures are rolled back slowly over time as case counts diminish. It is encouraging news, and we will keep our community posted as we get new information.

 

You may have heard information over the last few months about the Office of the Superintendent of Public Instruction’s support for school districts to explore the idea of a “balanced calendar.” Olympia is one of dozens of school districts across the state that received a grant to assist in that exploration. A balanced calendar would modify the traditional 180-day school calendar to keep the learning process more continuous. Instead of a calendar dominated by a very long summer break, students would have more periodic, longer breaks throughout the school year and a shorter summer break. Students attending schools that follow a balanced calendar receive the same number of instructional days and hours as those who attend schools that follow a traditional calendar. This schedule has proven beneficial for addressing social-emotional needs of students and staff, and research has shown it to be particularly beneficial for students and families impacted by poverty. I invite you all to attend a webinar on March 15 to learn more. In addition to the community webinar, our Citizen Advisory Committee (CAC) will be sharing more information in the weeks and months to come, and distributing a survey to our community in the early spring. So stay tuned for more information on that.

 

Lastly and importantly, the school board continues its work on the creation of a district equity policy. It is committed to a collaborative process with the community so the policy development will include extensive community engagement. The board will discuss next steps at its March 3, 2022 board work session, and we will keep the community informed about how it plans to authentically engage with all community members.

 

I wish everyone a strong and fruitful second half of the school year. 

 

Sincerely,

Patrick Murphy Signature
Patrick Murphy

 


 

OSD’s Joe Dyvig named music educator of the year

 

OSD’s Joe Dyvig named music educator of the year

Joe Dyvig, who serves as both the OSD music coordinator and a music teacher at Olympia High School, has been recognized as the 2022 Chinook Region Outstanding Music Educator by the Washington Music Educators Association (WMEA) Executive Board. He was presented the award on February 18, 2022, during the 2022 WMEA annual state conference.

 

Students in Dyvig’s class at Olympia High School were ecstatic when the news broke.

 

“Mr. Dyvig has always been devoted to his students and to the performing arts, and this is evident in the successes that the OHS Music Program has had in recent years,” said senior Camille McLean.

 

“Mr. Dyvig always makes orchestra so fun with his jokes,” said freshman Chloe Song. “He's a great inspiration to all of us and as a freshman, I'm super glad that I'll continue to have him as a teacher for the next three years. He's always really patient with us and is an amazing music educator. You can sense his passion for music and his dedication to make our orchestra the best it can possibly be through his teaching.”

 

Dyvig’s influence on music education in Olympia stretches far beyond the walls of OHS, as he also oversees the music programs for all 19 district school buildings.

 

“Joe’s contributions through his leadership at the district level have grown as he collaborates with elementary, middle and high schools,” said Mick Hart, OSD Executive Director of Secondary Education. “His students are award-winning musicians and he instills the love of music through his teaching. At the end of their senior year, students honor him with stories and accolades that are treasures to be remembered. When Joe is not in the classroom or on the stage in a tuxedo, he can be seen raising a roof on a barn, driving a tractor and putting logos on coffee mugs, as he and his family are entrepreneurs. An ordinary Joe? Not at all, he's the real deal and is so deserving of this award.”

 

At OHS, where Dyvig has taught orchestra for nearly 10 years, he has led the orchestra program to two state championships — winning both the Washington Music Educators Association and Washington Interscholastic Activities Association State Ensemble Contest in the large string ensemble division.

 

“Joe takes great pride in bringing out the best in his students,” said OHS Principal Matt Grant. “Walking by the orchestra room is always a delight because of the high quality of music and teamwork that Joe's teaching fosters. He creates a very strong student community with our music students by promoting a "we" atmosphere in the classroom. Students understand the interdependency that they have on each other, and they support and coach each other as a result.”

 

It is also thanks to Dyvig’s advocacy that OHS has a new state-of-the-art music building, Grant said. “The original plans did not even have a music room in them. Joe championed the effort to bring a first-class facility for our music students, and we now have one as a result. Joe's dedication to our students, school and community have made music a big part of our pride and tradition at Olympia High School. He certainly is a deserving recipient of this award.”

 

Dyvig said there are many things that motivate him as a teacher. “Music gives us so many challenges, and to help the students through motivation, instruction, assessment and accountability is motivating to me personally,” he said. “The fact that we get an aesthetically beautiful product that we share with the community in the intimacy of a live performance is an added bonus. Second, orchestra students are a wonderful, quirky, hard working group of kids that I enjoy interacting with.”

 

His goals for the future include continuing the quality of the music program at OHS, which isn’t always as easy as it sounds, he said. “Maintenance is always harder than building. When you have reached a high level of achievement with your students you have to send them off and begin building the next cohort. You cannot be complacent or take things for granted.”

 

Dyvig would also like to see more secondary music classes offered throughout the district, particularly classes that do not have prerequisites and are not performance-oriented. In his role as music coordinator for the district, Dyvig works with the Teaching and Learning department to coordinate districtwide music programs, plan professional development opportunities for teachers and manage the budget, he said. “We have a lot of work to do, but I am looking forward to the work to not only maintain our great music program but to identify ways and find the means to improve it.”

 


 

LP Brown and Garfield elementary students raising chum salmon

 

LP Brown and Garfield elementary students raising chum salmon

Students at LP Brown and Garfield elementary schools are getting a hands-on lesson in conservation this year as participants of the “Salmon in the Schools” program, funded by the Office of the Superintendent of Public Instruction. The project is provided for students in partnership with the South Puget Sound Salmon Enhancement Group (SPSSEG), with a goal to restore and protect salmon populations through science-based habitat restoration projects, as well as environmental education.

 

Fourth and fifth graders are learning about chum salmon (Oncorhynchus keta) and raising them in tanks as part of the project. The Washington Department of Fish and Wildlife supplied the eyed eggs from the Minter Creek Hatchery in Gig Harbor. Students are learning about salmon species, habitat and survival during lessons led by an education and outreach coordinator for SPSSEG. Students also practice testing water quality.

 

“The entire school is excited about the salmon recovery project,” said LP Brown Elementary Instructional Coach Carolyn Balderston. “Students pop in each morning to observe the salmon development. The fourth and fifth graders are highly engaged in learning about the salmon as well as enthusiastic about water quality testing each week.”

 

All fourth and fifth grade classes at both LP Brown and Garfield have been trained on how to test the water quality of the tank each week. “Each class had four students model for the class the procedure of collecting the water from the tank and properly using the testing solution to test for Ammonia, PH, nitrite and temperature,” Balderson said. “Those four students will teach other students how to test for water quality, then they will teach others until all fourth and fifth graders have had the opportunity to water quality test the tank water.”

 

An average female chum salmon will lay anywhere between 3,000 and 4,000 eggs. Each school in the program received 200 eggs for their aquarium. The eggs were spawned/fertilized in November 2021. It takes roughly two months for the eggs to hatch into alevin. The fish will be in the alevin life stage (still attached to their egg’s yolk sac) for 30-60 days. Once they've used up the nutrients in their yolk sack, they will advance to the next stage of development and become fry. Salmon fry are juvenile fish that can swim to the surface of the water, fill up their swim bladders with oxygen and begin to feed.

 

Students will release the fish at Minter Creek in the fry stage so they have time to acclimate to the river a bit before migrating downstream to an estuary. Some species of salmon spend a year or two in the river as fry before migrating to the estuary as smolts, but chum typically only spend a few weeks as fry in the river. They rely on the estuary to expand before their journey to the ocean can begin. Chum typically live for three or four years before returning to their natal stream to spawn.

 

“One thing I'm surprised about is how big they grow in a short period of time,” one student said. "I'm really looking forward to letting them go and seeing their little tails swimming away!”

   


 

Black History Month celebrated throughout the Olympia School District

 

Black History Month celebrated throughout the Olympia School District

For the past four years the Olympia School District has kicked off Black History Month with a proclamation signed by the OSD Board of Directors recognizing the first week of February as Black Lives Matter at School Week. Many district schools carry this focus throughout the school year.

 

“Black History Month is a month-long observance that provides an opportunity to go above and beyond our traditional approaches for confronting and addressing racism that still persists, alongside recognizing Black excellence from the past and present,” said OSD Chief Academic Officer Hannah Gbenro.

 

Libraries throughout the district were ready for Black History Month with books related to the 13 Black Lives Matter at School principles: Restorative Justice, Empathy, Loving Engagement, Diversity, Globalism, Queer Affirming, Trans Affirming, Collective Value, Intergenerational, Black Families, Black Villages, Unapologetically Black and Black Women. These books will remain in the libraries for use year-round.

 

Classrooms completed grade-level appropriate projects focused on the Black Lives Matter at School themes and discussed how to apply the lessons in their daily lives.

 

Many elementary students completed projects inspired by the book “Milo’s Museum” by Zetta Elliott. In the story, the main character visits a museum and is disappointed to find that her community is not represented. She responds by creating her own museum to display things that are important to her and accurately represent her community.

 

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Countdown to Kindergarten 2022

 

Countdown to Kindergarten 2022

Countdown to Kindergarten is an informational event for parents and guardians who will have children in kindergarten during the 2022-23 school year.

 

 

Parents and guardians of incoming kindergartners are encouraged to attend this event to learn about transitioning to kindergarten in the Olympia School District. This virtual event will begin promptly at 10 a.m. with a welcome from Superintendent Patrick Murphy and presentation by Executive Director of Elementary Education Autumn Lara.

 

Topics of conversation will include:

 

  • Registering for kindergarten
  • Using Skyward Family Access (Student Information System)
  • Riding the bus
  • Alternative kindergarten program options
  • Before- and after-school childcare
  • Community partner services
  • Health and safety protocols

 

This virtual event is primarily for adults, but children are welcome to attend.

 


 

Olympia High School Literary Magazine wins national award

 

Olympia High School Literary Magazine wins national award

Olympia High School’s literary magazine is one of only two statewide to earn an excellent rating in a recent competition.

 

The 2021 edition titled “Verve,” which features a collection of fiction, non-fiction, poetry and artwork, received the top honor from the 2021 National Council of Teachers of English Recognizing Excellence in Art and Literary Magazines program.

 

Literary Magazine is a student-led club at OHS that publishes an annual collection of student work. Submissions are accepted from students throughout the school and edited by members of the club. The magazine title changes each year based on the theme and contents, as well as the cover art.

 

“We all work very hard throughout the year to produce a quality book compiling the best student art and writing OHS has to offer,” said Literary Magazine lead designer Ethan Brickell.

 

Verve is defined by the Merriam-Webster Dictionary as “The spirit and enthusiasm animating artistic composition or performance.”

 

“We thought ‘Verve’ went well with the vigor with which students were creating while stuck at home during the pandemic and with the striking image of the ostrich on the red background,” said Literary Magazine adviser Carolyn Gilman.

 

The 2021 edition was unique in that it was created remotely during COVID-19 school closures. The pandemic provided student authors and artists with plenty of material, as well as extra time to work on the publication, editors said.

 

“I think it was a motivator for people to write because there aren’t a lot of other outlets when you’re stuck at home,” said senior editor Tahlia Neely. “We definitely had a lot of pieces about living through the pandemic both last year and this year.”

 

Literary Magazine club members met throughout the 2020-21 school year weekly in Zoom meetings, many of which lasted several hours. Many students contributed countless hours of extra time outside of the school day.

 

“When everything was online we had extra time and we all wanted to see each other,” said senior editor Fiona Whitaker.

 

“It’s a really great community,” Neely said. “Everyone here is really awesome and you get to read a lot of cool stuff and take part in something that gets made into a physical thing. It’s really cool.”

 

Students involved with the Literary Magazine benefit from the social-emotional learning of working together and reading the works of their peers, Gilman said.

 

“Creating writing and art is an incredibly beneficial outlet for many students here at OHS: it makes them feel better about school and life in general,” Gilman said. “The fact that students get to see their writing being recognized by their peers is incredibly important. The recognition means a lot to them.”

 

Many students choose to participate in the Literary Magazine for several of their high school years. “It has remained my rock through the turbulence that is high school,” said Brickell, who has served as a Literary Magazine designer for all of his four years at OHS. “I have been fortunate enough to find my niche as the designer, and despite the large amount of work the job requires, I find it all highly satisfying and I enjoy the whole process.”

 

The Literary Magazine provides students with a source of pride and contributes to a feeling of social belonging, Gilman said. “I remember a student saying that she didn’t feel like she fit in at OHS but when she was with the Literary Magazine group she felt accepted. I think giving students a social-emotional connection is more important now than ever before.”

 

“The students whose writing and/or art appears in the publication, and the students who work on the publication, are not always the students who experience a lot of recognition at Olympia High School,” Gilman said. “Publication in and working on the literary magazine gives students a way to feel connected to our school and get recognition from teachers and staff as well as peers and parents.”

 

Students are currently working on the next edition of Literary Magazine, which will be published in May 2022. Copies of the OHS Literary Magazine can be purchased from the school ASB office or on the Olympia High School website.

 


 

OSD explores balanced calendar concept

 

OSD explores balanced calendar concept

The Olympia School District is part of a regional group, including some other Thurston County school districts, that is in the beginning stages of exploring the concept of a balanced calendar.

 

A balanced calendar would modify the traditional 180-day school calendar to keep the learning process continuous. Instead of a calendar dominated by a very long summer break, students would have more periodic, longer breaks throughout the school year and a shorter summer break. Students attending schools that follow a balanced calendar receive the same number of instructional days and hours as those who attend schools that follow a traditional calendar.

 

Opportunities to learn more and provide input:

 

  • An OSD Citizen Advisory Committee focused on a balanced calendar will meet the first and third Wednesday of each month beginning in March 2022. The next meeting, which is open to the public, is scheduled on Wednesday, March 2 beginning at 6 p.m. on Zoom. Meeting agendas, minutes and the Zoom link to access the CAC meetings are posted on the Citizen Advisory Committee Balanced Calendar webpage.
  • The next in a series of monthly Community Webinars will focus on a balanced calendar. The March 15 webinar will be held from 6-7 p.m. on Zoom. Superintendent Patrick Murphy, School Board Director Scott Clifthorne and Community Member Sandy Hallstrom will share information the first half hour and then open for questions during the last half hour. More information, including the Webinar Zoom link, is posted in a news article on the district website.
  • For more information on balanced calendar, visit the Association of Educational Service Districts (AESD) Balanced Calendar Initiative website. The AESD is one of several statewide organizations partnering with the Office of Superintendent of Public Instruction on a Balanced Calendar initiative.

 


 

Nationally renowned author Adeyemi Stembridge visits McLane

 

Nationally renowned author Adeyemi Stembridge visits McLane

Staff at McLane Elementary School participated in a three-day residency this month with education consultant Adeyemi Stembridge, author of the book “Culturally Responsive Education in the Classroom: An Equity Framework for Pedagogy.”

 

Stembridge is an educational consultant specializing in equity-focused school improvement. He works with districts around the country to identify root causes of achievement gaps and formulate pedagogy- and policy-based efforts to redress the underperformance of vulnerable student populations.

 

Stembridge’s visit was one element of McLane’s vision to honor Black History Month for 365 days a year, said McLane Principal Anthony Brock.

 

“A culturally responsive educator is not one who simply engages in a week of action or a month to recognize a particular group within our community. They are an educator who works each and every day to be responsive to the needs of their students,” Brock said. “McLane teachers had an opportunity to engage in this work with Dr. Stembridge. He provides the framework so this work can be used in every class and every lesson.”

 

Stembridge visited McLane February 15-18 and led discussions and activities with teachers about being culturally responsive in the classroom and what that looks like for students. On the first day, they discussed equity and how students' cultural backgrounds, experiences and upbringing impacts their learning. They also discussed why this is important and developed strategies to engage students. On the second day, teachers practiced using Stembridge’s strategies to plan a unit that could be used in current classes. On the third day, they split into pairs, planned a lesson and completed that lesson in a third grade classroom using the previously learned strategies.

 

During the classroom lesson, third grade students learned how to form strong opinions. They practiced raising their arms up in a muscle pose to show when an opinion was strong. One arm was raised up when an opinion was clearly stated and the second arm was raised up when the opinion included a reason.

 

“I, personally, was fortunate enough to have had the chance to test-drive this new framework in my own classroom,” said third grade teacher Jalissa Jones. “I am taking the test lesson that we started in my class on opinion writing and continuing the unit using the Culturally Responsive Framework.”

 

Jones said that the residency shaped the way she will plan lessons in the future. “I am still new enough in my career to find flexibility in my current habits and feel comfortable abandoning practices that weren't working for me,” she said. “Additionally, asking myself ‘What are my targets for rigor? What are indicators for engagement?’ were questions I wasn't asking myself during the planning process. I would think about those questions during the actual learning. Having those questions in mind when planning ensures I focus on those two important aspects to student learning, especially for the most vulnerable students.”

 

Jones added, “Being a part of this residency at the beginning of my career has been transformative. Dr. Stembridge is confident that after using this method for just three units, I will never want to look back. But honestly, I can't imagine going back to the way I used to plan! After striving to make sure my students feel empowered, how could I imagine they feel anything less?”

 


Levy passes with nearly 70% approval

Levy passes with nearly 70% approval

Nearly 70% of voters have approved the Olympia School District’s four-year Technology and Safety Replacement Levy in the February 8, 2022 Special Election, according to final official election results.

 

The final results certified on February 18 by the Thurston County Auditor show the ballot measure received 11,777 yes votes (69.94%) compared to 5,062 no votes (30.06%). A levy requires 50 percent-plus one yes vote for approval.

 

Olympia School District Superintendent Patrick Murphy thanked voters for their support. “We are grateful and appreciative that a majority of voters support a continuation of our strategic planning efforts to make technology accessible to all students, and to enhance safety and security in our schools.”

 

Among other things, the $52.4 million replacement levy will fund new and continued technology and safety initiatives including:

 

  • Touchscreen mobile computer devices for each student.
  • Continuation of Internet access at home for students/families in need.
  • Assistive technology devices for students with special needs, and associated staff training.
  • Up-to-date classroom interactive display systems, including an interactive projector or flat panel screen.
  • Safety vestibules in 13 school entries where they do not currently exist.
  • Improved safe routes to school, including school zone crossings and notifications, and safer walking and biking routes.
  • Safety notifications at the main entry/exit doors for all schools.
  • Emergency power initiatives, including solar panels and back-up power generation to support critical operations.

 


Reeves students are enhancing their ‘math identity’

 

Reeves students are enhancing their ‘math identity’

This year a math club at Reeves Middle School is shining a new light on mathematics for students in grades six through eight. The RMS “MathCounts Math Video Club” takes place twice a week, an hour before school starts, and often draws crowds of up to 20 students from a variety of different levels of math classes.

 

“These teachers wanted to provide a club experience that made math fun and engaging outside of the traditional classroom methodology,” said Reeves Principal Aaron Davis. “By integrating drama, art and broadcasting, they pulled Reeves students into an enriching math experience that is not available in a typical classroom setting.”

 

The club’s mission is for students to work in teams of four to create a fun and informative video that demonstrates a mathematical equation in a real-world setting, said Reeves teacher Jana Dean, who serves as the club adviser alongside Reeves teacher Alex Mikler. The challenge is unique compared to traditional skills-based math contests.

 

“Instead of getting really good at doing lots of problems quickly, they’re taking one problem and developing it,” Dean said. “Most of them have taken a math problem that doesn’t have any story at all and then created a real world scenario with it, which is super challenging.”

 

The challenge features math but also includes elements of creativity, art, acting and broadcasting. The atmosphere in the room during a recent math club meeting was different from a traditional math class, which can be quieter and more serious. The noises of joyful students spilled out into the hallway as students sat in tables of four inside the classroom laughing and talking.

 

“We’re just doing it for fun, really,” said eighth grade algebra student Leah Teachout. “Math is always fun!”

 

Teachout’s team is creating a video using a comical skit to solve a complex addition problem. Each of the four team members will play roles as zoo animals and a zoo keeper who are trying to calculate the total number of animals in the zoo.

 

Dean said that she has observed students in their regular math classes become more confident mathematicians, sharing more in class and tackling more challenging problems. The club drew interest from a variety of students, beyond the typical crowd of math enthusiasts, because it added the element of creativity.

 

“I think it impacts their identity. They’re like, ‘Oh yeah, I really am a math person,’” Dean said. “I’d say the club is a smashing success.”

 


This year a math club at Reeves Middle School is shining a new light on mathematics for students in grades six through eight. The RMS “MathCounts Math Video Club” takes place twice a week, an hour before school starts, and often draws crowds of up to 20 students from a variety of different levels of math classes.     “These teachers wanted to provide a club experience that made math fun and engaging outside of the traditional classroom methodology,” said Reeves Principal Aaron Davis. “By integrating drama, art and broadcasting, they pulled Reeves students into an enriching math experience that is not available in a typical classroom setting.”     The club’s mission is for students to work in teams of four to create a fun and informative video that demonstrates a mathematical equation in a real-world setting, said Reeves teacher Jana Dean, who serves as the club adviser alongside Reeves teacher Alex Mikler. The challenge is unique compared to traditional skills-based math contests.     “Instead of getting really good at doing lots of problems quickly, they’re taking one problem and developing it,” Dean said. “Most of them have taken a math problem that doesn’t have any story at all and then created a real world scenario with it, which is super challenging.”     The challenge features math but also includes elements of creativity, art, acting and broadcasting. The atmosphere in the room during a recent math club meeting was different from a traditional math class, which can be quieter and more serious. The noises of joyful students spilled out into the hallway as students sat in tables of four inside the classroom laughing and talking.     “We’re just doing it for fun, really,” said eighth grade algebra student Leah Teachout. “Math is always fun!”     Teachout’s team is creating a video using a comical skit to solve a complex addition problem. Each of the four team members will play roles as zoo animals and a zoo keeper who are trying to calculate the total number of animals in the zoo.     Dean said that she has observed students in their regular math classes become more confident mathematicians, sharing more in class and tackling more challenging problems. The club drew interest from a variety of students, beyond the typical crowd of math enthusiasts, because it added the element of creativity.     “I think it impacts their identity. They’re like, ‘Oh yeah, I really am a math person,’” Dean said. “I’d say the club is a smashing success.”

 

School in session: May 27, 2022

The 2021-22 Olympia School District school year calendar has been updated to reflect that school is in session on Friday, May 27, 2022.

 

May 27 is a snow make-up day. Due to a snow-related school cancellation on January 2, 2022, school will be in session. The updated OSD school year calendar is available on our School Year Calendar page.

 

Please also update your copy of the OSD 12-month printed wall calendar to reflect that school is in session on May 27, 2022. Thank you.

 


 

Upcoming Events

 

 


 

OSD Notice of Nondiscrimination

The Olympia School District will provide equal educational opportunity and treatment for all students in all aspects of the academic and activities program without discrimination based on race, religion, creed, color, national origin, age, honorably-discharged veteran or military status, sex, sexual orientation, gender expression or identity, marital status, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal by a person with a disability. The district will provide equal access to school facilities to the Boy Scouts of America and all other designated youth groups listed in Title 36 of the United States Code as a patriotic society. District programs will be free from sexual harassment. Auxiliary aids and services will be provided upon request to individuals with disabilities.

 

The Olympia School District offers many Career and Technical Education (CTE) programs/courses in the following areas: Skilled and Technical Sciences/STEM (Science, Technology, Engineering and Mathematics); Agriculture/Natural Resources; Business Marketing; Family and Consumer Sciences; and Health Sciences. For more information about CTE course offerings and admissions criteria, contact Pat Cusack, Director of College and Career Readiness, 111 Bethel St. N.E., Olympia, WA 98506, (360) 596-6102. Lack of English language proficiency will not be a barrier to admission and participation in CTE programs.

 

The following people have been designated to handle inquiries regarding the nondiscrimination policies, reports of alleged sexual harassment, concerns about compliance, and/or grievance procedures:

Title IX Officers

  • Autumn Lara, Executive Director of Elementary Education: [email protected], (360) 596-8534
  • Michael Hart, Executive Director of Secondary Education: [email protected], (360) 596-8545

 

Ken Turcotte, Section 504 and ADA Coordinator (Students)

 

Starla Hoff, ADA Coordinator (Staff)

 

Scott Niemann, Affirmative Action Officer and Civil Rights Compliance Coordinator

 

Pat Cusack, Director of College and Career Readiness

  

All six individuals may also be contacted at 111 Bethel St. N.E., Olympia, WA, 98506.