PBIS
PBIS stands for positive behavioral interventions and supports. PBIS is a nationally recognized, research-based system used to provide behavior supports to all students. The main components of a PBIS system include: Consistent behavior expectations and rules across school settings Teaching students expected behaviors Providing interventions when a student does not meet behavior expectations Acknowledging students when they demonstrate expected behaviors When students follow the expectations, we create an environment that is comfortable, safe, and conducive to learning for all.
LES Behavior Matrices
SEL Tier 1
All students K4-4th participate in weekly Social Emotional Learning (SEL) lessons instructed by their classroom teacher using resources from Second Step. The school psychologist occasionally supports Tier 1 instruction with additional lessons based on class need.
Second Step Overview
Second Step Scope & Sequence (coming soon)
Zones of Regulation Overview
We Thinkers Overview
SEL COMPETENCIES
The Wisconsin Department of Instruction has outlined social and emotional competencies to be explicitly taught in support of the development of the whole child throughout their school careers. Priority standards were identified and are included on the PWSSD report cards for our students.
WI SEL Competencies
CASEL SEL Framework
SEL SCREENING TOOLS
DESSA: The Devereux Student Strengths Assessment (DESSA) is a social-emotional screener that allows school staff to proactively which students need additional support rather than relying on negative student behavioral indicators. The assessment is rooted in the SEL competencies and identifies student strengths. Classroom teachers complete the DESSA-mini two times per school year for all students in their class. If a student scores below a designated threshold, the teacher then administers the DESSA complete to better identify areas of strength and areas in which additional instruction is needed.
DESSA Parent Overview
CONNECTIONS: Once per school year, students in second through fourth grade, complete a survey identifying up to three adults and three peers with whom they feel connected. This data is used to ensure all students feel a connection with at least one individual at their school. If students do not indicate a connection, school staff develop a plan to assist in fostering connections. Research shows that having at least one connection in school leads to more positive outcomes, both long- and short-term.
STUDENT CLIMATE SURVEY: Once per school year, students in third and fourth grade complete a questionnaire to gather information about their feelings of belonging, safety, and school culture. This data is collected anonymously and used by building leadership teams to monitor and improve school atmosphere.
ADDITIONAL SUPPORTS
Students in need of additional social, emotional, and behavioral supports have access to a variety of resources. These may include: Check-In Check-Out, mentoring, small group SEL instruction, counseling, or referral for community-based resources. If you have any questions about SEL learning or supports please don't hesitate to contact your building school psychologist!
