10 SEL Skills to Prepare Children for the Future

Preparing students for the future has been the role of schools since their inception. For today this means that schools must prepare students to function with the fourth industrial revolution, a time when technology is radically changing the way we live and relate to each other. I have heard many educators say that it is impossible to prepare children for future jobs as there is no way to know what job a student in kindergarten might encounter twelve years from now. One thing that is clear is that future employment skills will require skills that students can begin to learn today.

10 skills that will be needed in 2020 according to the World Economic Forum:

  1. Complex problem solving
  2. Critical thinking
  3. Creativity
  4. People Management
  5. Coordinating with Others
  6. Emotional Intelligence
  7. Judgement and Decision Making
  8. Service Orientation
  9. Negotiation
  10. Cognitive Flexibility

Many of these skills are encompassed into social and emotional learning (SEL). SEL is the process though which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions.  Schools are embracing SEL to prepare children for the future.

Rethink Ed is committed to meeting this education need with our new SEL curriculum. With quality educational supports we can ensure all children are prepared to successfully meet current and future world expectations.

VB MAPP + Rethink Ed = Student Success!

Rethink Ed understands the importance of quality assessments in delivering effective instruction. To assist with summative evaluation, Rethink Ed has integrated the VB MAPP (Verbal Behavioral Milestones and Placement Program) into the Rethink Ed platform. This integration allows educators to complete the VB MAPP within Rethink Ed, store data in one location, and allow seamless matriculation across grade levels. Lastly, VB MAPP is fully aligned to the Rethink Ed curriculum.

VB MAPP is important for educators because it provides a baseline level of performance, a direction for intervention, a system for tracking skill acquisition, a tool for outcome measures and other language research projects, and a framework for curriculum planning. Rethink is very excited to offer this feature for 2018! Contact info@rethinked.com to learn more!

Spotlight Educator of the Month: Joanna Cunningham

Spotlight Educator of the Month!

Position: Special Education Preschool Teacher
District: Shelby County Schools in Memphis, TN

Joanna Cunningham is a Special Education Preschool Teacher at Shelby County Schools in Memphis, TN. Shelby County Schools serves approximately 26,000 special education students and has an instruction force of more than 1,000 professionals. Rethink Ed’s platform, especially its data collection and professional development, the ABA training series, supports Ms. Cunningham every day in her classroom.

Rethink Ed is a valuable tool for creating IEP goals, collecting student data, lessons, and professional development. The platform assists Ms. Cunningham in developing student plans and goals. It helps her to “think through exactly what I want my students to be able to do at the end of the IEP and to ensure I’m collecting the data in the correct way. The lessons help ensure I’m delivering consistent instruction to meet these goals.” Confidently, Ms. Cunningham knows that her students are on the right path and working towards their goals.

Data collection is tricky. Often, we think we know exactly what we are collecting data on and why, only to discover that it was the wrong approach. But with Rethink Ed, Ms. Cunningham found that it “helped me look more closely at the way I’m collecting data, what I’m measuring, and to be more granular about it. By doing this, my students are benefiting from better instruction and quicker course correction (if needed).” She can work closely with her students and team to visually see where they need to focus.

Ms. Cunningham has noticed a marked difference and improvement in her students as well as with her team of teachers. The ABA series basic training has, “reconfirmed the education I have had in working with challenging behaviors and is helping me train my team to ensure we are carrying out behavioral interventions with fidelity.” They do this by independently going through the online modules and then discussing how they can better serve their students.

This is just the beginning of Ms. Cunningham’s and her team’s Rethink Ed Success. She is excited to continue to utilize Rethink Ed in her classroom and continue to track student data. She knows that this platform will assist with IEP teams going forward and is excited to “look back and see where the student has been and how far they have come.” Ms. Cunningham is ready to jump into spring with Rethink Ed at her side!

Congratulations, on being featured as our Spotlight Educator. We look forward to continuing to hear about your success with Rethink Ed.

Integrating Social and Emotional Learning into Everyday Instruction

Social and emotional learning (SEL) is emerging in schools throughout the country. Some states are even developing and implementing social and emotional standards. The desired outcome of SEL, children and adults who apply understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions (CASEL, 2018), is admirable. Every teacher would hope their students would achieve these outcomes during their school years. But how do teachers make this happen? What should teachers do doing the day to produce this outcome for students?

There is agreement that SEL instruction should be integrated into activities throughout the day. This might include helping students engage in relaxation activities prior to taking an exam to assist with self-management or prior to exiting onto they playground student are prompted to look around and see what they might do to include a peer who might be feeling excluded in the activities. It’s important that teachers are prepared to teach these skills and that they are systematically applied in an effective manner that supports acquisition.

To promote student’s skill developing teachers can model the social and emotional skills themselves and provide direct instruction to their students. Students can also be prompted to practice these skills to support generalization. If a student is learning calming strategies like breathing prior to an exam they might be asked to practice this skill over a weekend when something stressful happens and report back when they return to school on Monday. Or a writing prompt of empathy might be given during literacy lessons, assisting a student to reflect on their own strengths and weaknesses in their application of empathy.

The responsibilities of schools have extended past just teaching academics. Students need social and emotional skills that will allow them to succeed in a world that is multi-cultural, requires collaboration and that celebrates effective communication. Educators are developing repertoires to teach social and emotional skills into their daily practice.