Case Studies

Case Study
Prioritizing SEL to Create Healthy Environments
Learn more about how Rethink Ed partnered with Birmingham City Schools to prioritize SEL to create healthy learning environments.
Case Study
Educator Social-Emotional Well-Being: Integrating SEL Practices into the School Day and Beyond
Tia Navelene Barnes, Ph.D., is a social emotional learning researcher and one of Rethink Ed’s SEL Experts. In this session, participants will have an opportunity to learn about the importance of being intentional in addressing their social-emotional wellness, reflect on their ,social-emotional well-being practices, and create a plan to incorporate practices to support their own social-emotional well-being. As a former educator of students with emotional and behavioral disorders (EBD), Dr. Barnes’ research interests focus on creating environments where students with emotional and behavioral challenges can thrive. In this session, Dr. Barnes will introduce strategies that teachers can use to support their own social-emotional well-being during their school day and beyond.
Case Study
The End of Generic IEP Lesson Planning: Empowering Independence, Fostering Learning
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Parent Perceptions of Social Emotional Learning (SEL) Competencies and Parent-Child Relationships in Children and Adolescents
In this report, parents of K-12 students were asked to rate their relationship with their child or teens and to rate their child or teen’s social emotional skills and peer relationships in an online survey. This data is part of a larger 3-year clinical trial evaluating the effectiveness of the Rethink Ed SEL platform. The initial data reported in this report highlights the importance of SEL during secondary grades. While implementation may pose more difficulties (e.g. class changes, rigorous academics, etc.), SEL may be needed even more during the teen years.
Case Study
Capturing Voices from the Field: Experts Discuss Special Education in the COVID-19 Era
Read the key takeaways from an expert Special Education Panel that discussed both challenges and strategies specific to educating during the COVID-19 era. The panel discussed a variety of topics including social-emotional learning, addressing goals and services, managing and amending IEPs, what teachers and parents need most, and the latest from the US DOE.
Case Study
Changing SEL Priorities Before and During COVID-19: Results of an Educator Survey
Read the results of our expert-led survey that ranks the perceived priority of SEL curricula areas by educators before and now during the COVID-19 pandemic. Our one hundred and forty-four respondents included teachers, counselors, paraprofessionals, psychologists, and administrators, and the findings reflect their desire to use SEL to fully support the well-being of the whole student, regardless of the learning environments to come.
Case Study
Rethink Ed and Trauma Informed Care
50-66% of children have experienced trauma (Felitte, et al, 1998), it is the responsibility of every educator to build their repertoire of interventions to meet the unique needs of children who come to school having experienced trauma. Given the high rate of children within the school system who have experienced trauma, social emotional learning (SEL) has emerged as a pivotal need for all children.Rethink Ed’s SEL curriculum delivers comprehensive instructional support for children’s development and educational success.
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Denver Public Schools Case Study on Lesson Planning and Addressing Behavioral Challenges
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San Francisco Unified School District Case Study on Streamlining the IEP Process
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District 75 Case Study on Utilization of Rethink Ed for Special Education Throughout the COVID Pandemic
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Carroll Independent School District Case Study on Rethink Ed Implementation in Special Education to Tackle COVID-Related Issues
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North East Independent School District Case Study on Using Data to Drive Instruction and Inform Families