PBSES consists of four evidence-based components that work together to create good outcomes for students and a better school climate. The four components work together and overlap.
What is the goal of PBSES?
The goal is to shift from a reactive and aversive approach of managing problem behavior to one that is preventative and positive. We work toward this by supporting all students, since every child entering school needs behavior support. Giving priority to empirically validated procedures and systems that have demonstrated effectiveness, efficiency, and relevance. We emphasize prevention in establishing and maintaining safe and supportive school climates. We work toward building a school environment where team building problem solving skills are expected, taught, and reinforced. The empirically validated procedures that we are forwarding are PBIS, SEL, Positive Relationships, and Proactive Classroom Management Strategies.
Our focus is on creating school environments that are positive and predictable, where students feel safe, have better academic performance, higher test results, and make better behavior choices. The PBSES framework which includes multi-tiered systems of support, evidence based practice, universal screening practices, progress monitoring, fidelity of implementation, data based decision making and problem-solving process is used for a guide to good practice and the lens that the student support coaches will take when approaching interventions for the school.
Our focus is on creating school environments that are positive and predictable, where students feel safe, have better academic performance, higher test results, and make better behavior choices. The PBSES framework which includes multi-tiered systems of support, evidence based practice, universal screening practices, progress monitoring, fidelity of implementation, data based decision making and problem-solving process is used for a guide to good practice and the lens that the student support coaches will take when approaching interventions for the school.
What is the role of the PBSES Coach?
The PBSES Coach trains, coaches, and consults with teachers and staff to recommend appropriate classroom interventions for students with behavior concerns, provides crisis intervention, and provides tools for adults to interact appropriately with social-emotional challenges.
- Facilitator: Getting to know staff and promoting understanding of PBSES Training and Coaching: Working directly with staff to implement interventions
- Whole school PD: Informing staff about evidence-based practices of PBIS, SEL, Positive relationships and Proactive Classroom Management
- Data collection: Establishing a data system to monitor progress and aid in decision making, including the teacher’s belief survey and the student’s universal screener
- PBSES team: Establish commitment and maintain a team that creates/evaluates the school-wide behavior expectations, using data-based decision making, and problem solving process to work within the multiple tiers of support
- Additional assignments: webpage, parent workshops, resource management, community outreach
Equal Opportunity Notice
The Issaquah School District complies with all applicable federal and state rules and regulations and does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, 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 in its programs and activities, or employment related matters, and provides equal access to the Boy Scouts and other designated youth groups. The following employees are designated to handle questions and complaints of alleged discrimination: Executive Director of Personnel, District Title IX Coordinator, Section 504/ADA Coordinator or Compliance Coordinator for 28A.540 and 28A.642 RCW, in writing at or by telephone at 425.837.7060. The Issaquah School District will also take steps to assure that national origin persons who lack English language skills can participate in all educational programs, services and activities. For information regarding translation services or transitional bilingual education programs, contact the Director of Career and Counseling services in writing at 565 NW Holly St., Issaquah, WA 98027 or by telephone at 425.837.7000.
The Issaquah School District complies with all applicable federal and state rules and regulations and does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, 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 in its programs and activities, or employment related matters, and provides equal access to the Boy Scouts and other designated youth groups. The following employees are designated to handle questions and complaints of alleged discrimination: Executive Director of Personnel, District Title IX Coordinator, Section 504/ADA Coordinator or Compliance Coordinator for 28A.540 and 28A.642 RCW, in writing at or by telephone at 425.837.7060. The Issaquah School District will also take steps to assure that national origin persons who lack English language skills can participate in all educational programs, services and activities. For information regarding translation services or transitional bilingual education programs, contact the Director of Career and Counseling services in writing at 565 NW Holly St., Issaquah, WA 98027 or by telephone at 425.837.7000.