About us

Yelena Patish received her PhD in Curriculum and Instruction, from the College of Education at University of Washington. Yelena’s line of research aims to contribute to the body of knowledge in improving our preparation of teachers working in diverse schools. Her areas of focus include: a) supporting pre-service and in-service teachers in their commitment to culturally responsive classroom management, b) increasing students’ hope and resiliency c) using a proactive behavioral management approach to support equitable practices of discipline in the classroom, and d) the application of classroom meetings as a social emotional curriculum approach for fostering students’ emotional, personal and social development. Yelena teaches the Culturally Responsive Classroom Management course in the Elementary Teacher Education program at University of Washington and in the Seattle Teacher Residency program. She is also a consultant for the Washington Education Association, designing and facilitating professional development for educators in Washington State on culturally responsive classroom management. Yelena previously taught sixth grade in West Harlem, New York.

Maggie Schulze, Ph.D., BCBA-D is an educational consultant focused on building Positive Behavior Intervention and Supports systems at Tiers 1, 2, and 3. Dr. Schulze has worked in the field of education for 20 years in settings that include residential treatment facilities, inpatient psychiatry, and public schools, with a focus on preventing and managing challenging behavior for students with a range of needs. Dr. Schulze received her doctorate from the University of Washington where her research centered on Implementation Science as it relates to the use of evidence-based practices for students with and without disabilities. She also has served as a coach and instructor for pre-service special education teachers in teacher preparation program at the University of Washington. Dr. Schulze has experience with many districts and schools in creating and maintaining frameworks that allow for implementation of evidence-based practices for students at each tier, including program evaluations for students with the most intensive needs.