Ms. Lawson is a special education teacher at Truman Elementary School in Springfield, MO. Truman Elementary is a part of the Springfield Public School District, which is Missouri’s largest school district. Over 25,000 students attend 36 elementary schools, an intermediate school (grades 5 – 6), nine middle schools, five high schools, Phelps Center for Gifted Education, and 2 early childhood centers! Out of all the teachers at those schools, Ms. Lawson has been awarded Springfield’s Teacher of The Year 2018-19!
We are honored to celebrate with Ms. Lawson and feature her as a Rethink Ed Spotlight Educator. Ms. Lawson has successfully implemented Rethink Ed into her daily classroom activities. For example, she uses Rethink resources and data tracking to help her students meet their goals. These resources help create obtainable targets because she can break down a student’s goal into smaller, more achievable tasks.
“Skills we learn are practiced through authentic experiences. I believe in providing authentic experiences to bring learning into the real world. Math and social skills are used in cooking and selling snacks to teachers on our Rolling Café.”
Ms. Lawson also loves using the Rethink motivation boards from the resources section. In the photo below, you can see some of her students making pizza. When a student meets a goal or completes an assignment, they receive another pizza topping until they have made a finished pie! Ms. Lawson has seen great progress and success using these motivation boards. She found that many students,
“who have been reluctant to do nonpreferred work, willingly work. The positive association with the table work has crossed over to other times where they will willingly work and not use the motivation boards. That’s success!”
With the ability to record, track, and analyze student data, Rethink helps Ms. Lawson promote the success of her students. We are honored to partner with Ms. Lawson and Springfield Public School District and we look forward to continuing to inspire hope and power potential.
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.
Ola Minxhozi is a therapist and team leader at the Regional Center for Autism in Tirana, Albania. Over the course of two years, she and her team have integrated Rethink Ed into their teaching practices and its use has helped them in a variety of ways.
Rethink Ed has helped them address problem behaviors, streamline the data collection process, and easily track progress. She described the training process as gradually introducing different features of the platform while setting aside time for individual exploration of Rethink Ed. “It was helpful for each one of us to use Rethink Ed’s materials and watch videos on how to use the program,” Ms. Minxhozi said. She also pinpointed the model student on the platform as a very helpful tool as it allowed staff to do trial runs with various aspects of Rethink Ed without altering any real data.
To Ms. Minxhozi, one of the most valuable aspects of Rethink Ed is its recognition that each student learns differently and has strengths and weaknesses specific to them; therefore, the program allows the instructor to assess the student’s abilities first and then recommends lessons that are appropriate for the student’s skill level. For additional support, “the learning plan gives other suggestions, helpful hints, and error correction only to better help the student in the process of learning.” Rethink Ed also allows the staff to save time when preparing for lessons by providing relevant materials and instructional videos with each lesson.
Ms. Minxhozi also highlighted the behavior support the platform offers as a feature from which she and her team have greatly benefitted. She recalled a particular student who would consistently run away from work area; guided by Rethink Ed’s steps for intervention, she was able to identify the functions of the behavior, which were to escape and to get the teacher’s attention. She chose from suggested behavior replacements that would work best for the student and reported that four weeks later, the problem behavior had significantly reduced.
“Working with children with special needs or children in autism spectrum disorder is as beautiful as it is challenging,” said Ms. Minxhozi. She cites “finding the best ways to help students to develop their abilities and potential” as the most challenging part of their jobs and by making a wide range of comprehensive resources easily accessible, Rethink Ed has helped make that process easier. At the Regional Center for Autism in Tirana, they are excited to continue incorporating Rethink Ed into their daily teaching practices and benefiting from all the helpful tools the platform offers.
District: Prince George’s County Public School District (Clinton, MD)
Debra Pearce is the principal of Tanglewood Regional School in Prince George’s County Public School District (Clinton, MD). As a school Principal (and former district-level administrator), she is tasked daily with professional development, use of best practices and monitoring, and evaluation of student progress and staff competency. The Rethink Ed program enables her to complete these tasks through a single portal. She is the first principal to complete Rethink Ed’s Registered Behavior Technician (RBT) Advanced Training Course!
Rethink Ed supports her administrative professional needs as well as her teachers’ needs. She has learned the program alongside her staff, which has benefited her because she is able to “talk the language” of the program. She says, “Being able to answer questions about the program and to coach staff in the use of the program and tools supports our culture of learning throughout the school. The use of technology as a tool is also domain for our administrative evaluation.” Having completed the training, she is able to discuss Rethink Ed with her staff and understand the intricacies of the program. She has also found that her use of the platform encourages and facilitates the use of Rethink Ed in the building.
For special educators, Rethink Ed is a ready resource for classroom programming, data collection, professional development, and parent training. Ms. Pearce asserts that having these features in one platform helps her staff “work smarter, not harder” and “allows them to feel confident in their instruction.” Rethink Ed’s platform supports her administration through data collection, lesson planning, and professional development.
The two most valuable aspects of the Rethink Ed program for Ms. Pearce and her administration are the data collection components and professional development. Data collection is becoming increasingly important for all educators, especially those in special education. It is important that people can track, record, and show visual representations of data in the classroom. Teachers use Rethink Ed to track IEP goals, collect data, and develop IEPs that are tailored to fit the needs of the student. Ms. Pearce says, “Special education teachers are under an incredible amount of scrutiny when it comes to data review. Having a tool like Rethink Ed allows teachers and support staff to collect and share data that is professionally formatted and is defensible.” Teachers have benefited from Rethink Ed’s data tracking as well as the platform’s professional development training.
Rethink Ed’s online, on-demand professional training allows access to ABA training in schools that do not have district employed BCBAs. The training modules are aligned with the BACB outcomes and the Rethink Ed certificates are an important piece of documentation that supports teacher and administrator portfolios. Ms. Pearce says that as a principal, it is great to know that “Staff can access Rethink from anywhere at any time for initial and for refresher training.” She also states that Rethink Ed’s training courses are beneficial to students as well as teachers because “our students benefit from ABA practices while we are building our school system capacity to have access to BCBA staff.” Teachers and students are both reaping the benefits of Rethink Ed in Prince George’s County Public School District.
“It is our hope that as we continue to use Rethink Ed with all of our students, our communication of progress will further support our parents as partners.” She has been successful so far at working with parents and making them partners. Ms. Pearce is excited to continue to use Rethink Ed and jump into the new school year!
District: Prince George’s County Public Schools (Maryland)
Clifton G. Jones III is a Paraprofessional Educator at Prince George’s County Public Schools in Maryland. He has used Rethink Ed in his classroom for the last two years, and it has become part of the classroom’s daily schedule. He considers Rethink Ed as a “great resource for staff at the school.”
Mr. Jones uses Rethink Ed to help with Individual Education Plans (IEP) goals, objectives and data collection. For paraprofessionals, the program is helpful when working with special needs students because of its detailed information pertaining to goals and objectives which help in producing positive outcomes in students. Also, Rethink Ed improves the teaching of new skills. When one of Mr. Jones’ students was not progressing in a newly presented skill, he was able to compare his own lesson plans and materials to Rethink Ed’s materials and gain new ways to implement the lessons and support the student.
“(I would) just document the behavior, the setting, time of day and the frequency of the behavior,” Mr. Jones states of his tactics, before using Rethink Ed. Now, Mr. Jones documents all the same things as before but also focuses on what happens before and after the behavior, as well as the possible function for it. Understanding the problem behavior allows him to implement strategies to reduce it.
The Rethink Ed Basic and Advanced Training series is the most valuable aspect of the program for Mr. Jones and his classroom. The training series has helped him prepare for the Registered Behavior Technician Exam (RBT), and has taught him how to use the skill of reinforcing to motivate students and increase their instructional participation. Excited to pursue his RBT Certification, Mr. Jones believes, “the basic and advanced ABA (Applied Behavior Analysis) training’s are great for professional growth and development.”
Rethink Ed has helped Mr. Jones realize the necessity of the RBT certification for his future career development. He trusts that the certification will help “paraprofessionals to articulate what we do in the classroom when working with our students with special needs and how we teach and help them to learn and progress with new skills.” Rethink Ed has also taught Mr. Jones the necessary terminology to help explain exactly how he supports his students in the classroom.
Rethink Ed has proven to assist Mr. Jones in his role as a paraprofessional, and it will continue to support him in the next stages of his career.
Position: Primary Autism Center Program Teacher District: Denver Public Schools, Denver, CO
Colleen Washburn is a Primary Autism Center Program teacher in the Denver Public School District in Denver, Colorado. Denver Public Schools is the largest school district in Colorado and is one of the fastest growing districts in the nation.
One of the biggest challenges as a teacher is consistently tracking and understanding data, managing behavior, and collaborating with other paraprofessionals and teachers. However, Ms. Washburn has found that with Rethink Ed she is able to “keep up with extensive data collection and use this data to guide effective student behavioral interventions.” Over the past two years, Ms. Washburn has successfully used Rethink Ed in her classroom.
Daily, Ms. Washburn uses the Rethink Ed platform as her primary classroom autism center program. It has been incorporated in her daily behavior tracking routine for various students within the program. This data is used to create and supplement behavior plans, as well as guide the use of interventions. The data created through the Rethink Program has also allowed her to supplement IEP’s with easy to understand information for parents. This helps strengthen communication with parents because she is able to show them concrete data in the form of graphs and charts.
She began using the program with only a few select students however she quickly realized the benefits of the program like downloadable data charts and consistent data tracking on the Rethink Ed App. Now, she uses it for her entire teaching caseload and is able “to track the effectiveness of strategies, as well as determine a pattern for student behavior.” Over the past year Ms. Washburn has implemented several different Rethink Ed strategies for her students in order to find optimal behavior plans. She has even seen the beginning stages of positive changes in student’s behavior!
Together, Ms. Washburn and her paraprofessionals utilize Rethink Ed to track behavioral data in the classroom. She says the ability to work with her paraprofessionals and track the effectiveness of behavioral interventions implemented in the classroom is the most valuable aspect of Rethink. Collaboration using the Rethink Ed platform allows data collection to be taken in various settings and by various individuals ensuring that students are appropriately generalizing skills. They do this by utilizing the Rethink Ed App on the iPad. The App allows them to easily collect data, continuously review data to see progress, and quickly see if an intervention is not supporting a student’s need. Rethink Ed has helped support student learning and engagement in the classroom.
Online training videos have taught Ms. Washburn and her paraprofessionals how to use, implement, and understand the program. Prior to Rethink Ed she and her paraprofessionals had difficulty organizing data and taking it with fidelity. The Rethink Ed App supports Ms. Washburn and her paraprofessionals with real-time data collection including numerous behaviors for several students. It allows them to take ownership of data collection and helps to provide a better picture of the students’ progress throughout the entire day. Rethink Ed resources and strategies continue to support Ms. Washburn and her classroom allowing her to focus more on what she loves—molding students’ lives.