Spotlight Teachers: Dmitry Libman and Kara O’Donnell

School District: Yonkers Public Schools
Positions:  Physical and Occupational Therapists, respectively

At the beginning of the 2014/15 school year the Autism Program for high school-aged students in Yonkers Public Schools moved to Roosevelt High School, situated in a more urban neighborhood in Yonkers than the program’s previous site, in order to give the students in the program more opportunities to engage with the community.

Dmitry Libman and Kara O’Donnell are therapists in Yonkers Public Schools who work with the students in the Autism Program at Roosevelt. The program is focused on empowering the students with the skills they need to be successful in life beyond school. Their goal is to provide each student who graduates from the program with a resume or portfolio of the skills they have learned in high school in order to help them transition to a job or a day program when they graduate. Dmitry and Kara have worked with other teachers in the school to give the students as many opportunities to learn the life skills they will need for success.  Within the school the students run a recycling program, work at the school store, manage the homeless closet where donations are made, and work in the garden.  Outside of school the students have opportunities to work in the community, with weekly visits to Dunkin’ Donuts, CVS, the local pizzeria, and the Salvation Army, where they can practice real-life job skills.

a2705be9-1d32-4826-87d4-aa4abcb79d8c“Rethink has given us a way to see the growth of our students”

Earlier this year, they began using Rethink’s Transition Curriculum to teach the students Transition skills and used Rethink’s task analysis sheets to collect data on the tasks the students perform. They plan to use the collected data to compile portfolios for the students so that they can demonstrate their skills to potential employers or day programs they apply to.

1041Using the tools and curriculum on Rethink, Dmitry and Kara have seen their students progress. One student, George, came to the program as a freshman and had difficulty navigating the hallways and interacting with his peers. By participating in the various programs Roosevelt has to offer, he has developed an outgoing personality and is known by staff and peers as “the mayor” of the school, greeting people in the hallway and out in the community. With the help of his teachers, therapists, and Rethink, George has built up a repertoire of social and life skills that will support him as he transitions out of high school next year.

Keep up the amazing work, Dmitry and Kara!

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Digital Systems and the Future of Behavioral Health Providers

Customer Relationship Management business chart on digital tableChoosing a system that is the right fit for you and your business.

With the ever-increasing number of children diagnosed with autism every year and more and more insurance companies paying for ABA services, behavioral health providers are reaching a critical moment in which the adoption of technology may be the only way forward. If organizations providing ABA services are to build sustainable business models and remain competitive, adopting technological solutions to assist with everything from data collection to other aspects of practice management is crucial.

Many behavioral health providers continue to rely upon outdated paper and pen formats that make their work unnecessarily laborious and ultimately unsustainable. According to recent research conducted by Dr. Joshua Pritchard at the Florida Institute of Technology, 80% of surveyed BACB certificant respondents still rely on paper and pen data collection, 61% of whom have never even tried a data collection app. Considering that as of January 2014, 90% of adults own a cell phone, and as of October 2014 64% own a smart phone, the adoption of technology amongst BCBAs seems drastically behind the times.

Because the adoption of new technology can require an investment of resources, it is crucial that providers become educated on the kinds of technologies available as well as potential returns on their investment so that they can make informed decisions about which technologies will best address their business needs.

Different types of digital systems

The digital systems and tools that are currently available address a variety of needs that behavioral health care providers face. The below, taken from a recent webinar conducted by Dr. Joshua Pritchard on behalf of Rethink Behavioral Health, are some of the options that are out there, with a few of the pros and cons of each.

  1. Stand-alone Data Collection App

Stand-alone data collection apps are typically available for download on mobile devices and are perfect for on-the-fly data collection. They require minimal installation effort and can be inexpensive and easy to adopt. The major drawback is that data are stored on the devices themselves during collection, which can be risky if devices are lost or stolen. Additionally, stand-alone apps typically provide no option for historical data integration and also make it difficult to analyze organizational data, both of which are serious factors to consider when looking at issues related to HIPAA compliance and the potential benefit of reducing time related to graphing and reporting.

  1. Cloud-based Data Collection App

Cloud-based data collection apps keep data safer than stand-alone apps by storing data in the cloud, rather than on a device. With data stored in the cloud, it also becomes much easier to share and supervise data within an organization. Aside from an increased expense as compared to stand-alone apps, cloud-based apps may be limiting as they sometimes require internet connection to work, although most now allow for offline collection with syncing when a network connection is available.

  1. Data Collection System

The functionality of integrated data collection systems is definitely superior to stand-alone and cloud-based apps, allowing data management at an organizational level, providing integration across therapists, and ensuring uniformity in data collection. When adopting this kind of system, it is important to consider that they also entail an increase not only in cost, but in set-up time. Implementing a full-on data collection system as opposed to an app requires time for setting up clients and therapists and for importing historical data. Because they typically require back-end set up, they are also less flexible when it comes to on-the-fly adjustments when collecting live data.

  1. Curriculum System (with included Data App)

Some newer technologies also include a curriculum system that integrates with data collection. These systems can be highly effective in providing a standardized curriculum that allows for powerful data analysis and within-organization comparisons. On-demand curriculum can also save providers the time and money that goes into program writing. While standardized curriculum can help ensure high-quality programming for all, it can potentially result in less flexibility in programmatic development and less individualized programs. Be sure to check if the system allows for individualization, editing of program, and custom content uploading.

  1. Fully Integrated System (Data Collection, Curriculum, & Practice Management)

The most sophisticated technologies will integrate data collection, curriculum, and practice management/billing systems all into one. While many providers are using data collection systems and many have technologies for practice management/billing, very few technologies accommodate this kind of all-in-one integration. The benefits to this kind of system are many, one of the most valuable being that the process of using data to meet requirements for funding sources and reports that are due can be automated, in addition to all of the time-saving benefits. All-in-one systems can obviously be a more significant investment, requiring more time on set up, but this kind of approach can also potentially save providers significant amounts of time and money, and make everyone’s job easier.

So which digital system is for me?

To aid in your review of the different systems available, we have created a checklist that will help you know what factors to consider when deciding upon what data collection system is best for you. It also highlights some of the features of the new Rethink Behavioral Health platform, including our enhanced data collection system developed in collaboration with people like Dr. Joshua Pritchard (mentioned above) and other behavioral health professionals.

There are many important factors to consider when choosing the data collection system that best supports your organization’s needs. You need to think about everything from the number of clients and clinicians you serve and the ubiquity of the necessary hardware to more practical things like what you can afford and what will be scalable as your business grows. Whatever system you decide upon, remember that adopting new technology always requires an investment of both time and money, and while it may seem an expense you can’t afford or more hassle than it is worth, it is the only solution to making your business relevant and sustainable in the 21st century.

For more information on how Rethink’s new behavioral health platform can help you manage your practice, contact us!

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Making Summer Fun and Educational for You and Your Child: 4 Tips for Parents

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by Stephanie Whitley

Summer break is here and you are likely thinking about family vacations, summer camps and a more relaxed schedule for your family. What you might not be thinking about is how the summer months might affect your child’s learning. The “summer slide” is the regression of skills that takes place between the end of one school year and the beginning of the next school year and can for some students mean significant learning loss.

The good news is that the summer slide can be prevented with a little planning and some creative thinking. The following are a few tips to consider this summer to prevent regression for your child.

1.  Stick to a schedule.

Screen Shot 2015-06-09 at 1.03.20 PMThe school year is highly structured. Not only is the school day structured, but extracurricular activities also force families to live with a busy, highly organized schedule. The liberation of summer offers a stark contrast to the structure of the school year. Balance can be achieved, though, to keep those learning muscles strong while providing fun, rest and relaxation.

Many students with individual education plans also have structured schedules with minimal unstructured time to aid in the predictability of events. A summer schedule does not have to include minimal unstructured time, but rather down time can be entered into a child’s schedule. Changes in the schedule can also be learning opportunities for your child as they learn to tolerate changes. Consider creating a visual or written schedule and post it in an area of the home that is easily accessible. Another consideration is to utilize a schedule that is similar to the schedule your child uses at school.  Rethink has tons of fun printable resources you can download and print straight from our website!

Dads always have time for blanket forts2.  Read every day.

Read to your child, with your child and have your child read to you every day. Daily reading does not have to be limited to the child’s favorite book or story time, but can include: the cereal box, street signs, signs at the pool, etc. The idea is to expose your child to numerous opportunities to hear written language.

3.  Indulge in learning trips.

When planning the family vacation, consider destinations that have an educational element embedded in the destination (such as visiting NASA’s Space Center) or that are along the route to the family vacation destination (such as stopping and reading historical markers).

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4.  Take advantage of the teachable moments.

Maintaining social skills and life skills can be as important as maintaining academic skills, especially for children with special needs. Everyday life provides numerous opportunities to practice skills with a child, whether it’s planning the family vacation, running a lemonade stand or setting the table. Below is a list of other activities to consider:

  • The Grocery Store Trip: Involve your child in the process. From helping to create a shopping list and finding items in the store to paying for groceries and unloading them at home, your child can practice valuable skills, including writing, spelling, reading, sorting, and labeling.
  • The Family Walk: take a walk in your neighborhood. You can have your child count objects such as trees or houses or classify plants. To add a social component, you can have them complete artwork prior to the walk and then drop it off at a neighbor’s house. This way your child can practice everything from academic skills like counting and classifying to social skills like initiating greetings.
  • Park Play/Rec Center: Have your child invite one or two friends to meet him/her in the park, or at the local rec center, for time to play and socialize. A few of the skills your child will practice with this activity include: gross motor skills, language skills, phone skills (when calling to invite a friend) and socialization.
  • Lemonade Stand: Your child can aid in making the lemonade or baked goods. The child can help design and build the stand. Running a lemondade stand can give your child opportunities to practice reading, counting, following directions and socialization.
  • Setting the Table: Your child can aid in setting the table for family dinners and when guests come over. A few of the skills your child will practice with this activity include: counting, one-to-one correspondence, organizational skills, spatial reasoning and fine motor skills.
  • Planning Family Vacation: Have your child help research different ideas for family trips. They can help pick out the destination, find the appropriate place to stay, plan the route, plan the events to occur during the trip and help organize the vacation photos for the family scrapbook. A few of the skills your child will practice with this activity include: typing, reading, sorting and language skills.

When it comes to your child’s learning, summer doesn’t have to mean stagnation or regression. With a little planning and organization and by thinking about everything you do with your child as a teachable moment, summer can be fun and educational for everyone!

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Putting a Stop-block on the Summer Slide

Kids outside3 tips for how teachers can prepare students with special needs for summer 

The Summer Slide is a familiar conundrum for all educators. The term refers to the learning loss many students experience over the summer break. Research done in 1996 concluded that students on average experienced the equivalent of at least one month of learning loss as measured by standardized test scores over the summer. While all students are at risk of learning regression over long breaks, additional research suggests that students with special needs may be more at risk of both regression and slower recoupment of skills when they return in the fall than their general education peers.

Isn’t that what Extended School Year is for?

While many special education students will have opportunities to attend Extended School Year (ESY) programs over the summer, ESY can present its own unique challenges. For one, students are taken out of their regular routines, which for students with significant disabilities can severely impede their ability to learn. With only 4 to 6 weeks of classes, there is little time for establishing the procedures and routines that these students need to thrive. Additionally, students in ESY programs are often supported by interim teachers and paraprofessionals, many of whom have little-to-no experience working with the students in the program. Finally, ESY staff do not always have access to quality curriculum that is aligned with state standards and addresses the unique IEP goals of each student. As research reveals, “quality is the key to making time matter,” (Aronson, Zimmerman, and Carlos, 1999) and with all of these factors combined, ESY can end up having little impact on learning regression.

What can I do? I don’t see my students over the summer.

Whether or not your students will be attending ESY, there are things you can do now as a teacher to support skill maintenance over the summer for your students and make the inevitable change in routine more manageable.

1.  Provide easy-to-access learning opportunities using technology

Rethink's Activity Center provides students opportunities to practice skills they learned during the school year that are tied with IEP goals on mobile devices and laptop computers.

Rethink’s Activity Center provides students opportunities to practice skills they learned during the school year that are tied with IEP goals on mobile devices and laptop computers.

A recent article on how technology can help prevent summer “brain drain” pointed to the fact that students without access to educational content over the summer are more likely to experience learning loss. With mobile technology, providing students access to educational content on the devices they are already accessing is easy. Spend some time now finding online games, applications, and activities that reinforce the skills your students are learning in the school year and provide students and their families training and practice on how to use and access this content. Your students will be able to stay engaged in learning in a way that doesn’t just feel like homework.

 

2.  Prepare students for upcoming changes in routine

For many students with special needs, unexpected changes in routine can be challenging. Preparing students for upcoming changes and helping them know what to expect can make the transition from the regular school day routine to home, ESY, day camp or wherever they may be over the summer more successful, and set them up for success when it comes to learning.

Here are a few ideas for how you can start preparing students now:

  • Start a count down!: Encourage your students to be excited about summer while also communicating to them that summer means a change in routine. You can review a count down calendar with your students in the classroom every morning and use this as an opportunity to talk about some of the changes they can expect.
  • Review summer routines: If your student is attending ESY, use a picture schedule to help teach them about the new routine in advance. If ESY is in the building, you can even show them to their new classroom so that when the time comes, it is already a familiar place. If your student will be at home or somewhere else over the summer, find out from their parents and families what their schedule will be, and do the same by creating an individualized schedule that will help them anticipate the change in routine.

3.  Involve parents and families

Often the one constant for students between the regular school year and the summer, parents and families are crucial to establishing new routines for students over the summer and providing them with opportunities for learning. As a student’s teacher, you can work with parents and families before school is out to support them in preparing their children for whatever the summer may hold. A few ideas for how you can collaborate with families are:

  • Encourage families to reinforce classroom routines at home: Consistency between home and school is key to reinforcing learning. If you are doing a summer count down in class, for instance, encourage parents to do the same at home every morning before school. If you are using a picture schedule to teach a student about their new routine, provide the parent with a copy so they can review at home as well.
  • Help families build learning opportunities into summer routines: Collaborate with your student’s family to create a predictable summer schedule for the student, and build in specified times for learning into the schedule. For instance, if you are providing online activities for the student to work on over the summer, coordinate with the student’s parent to find a time in their daily schedule where the student will have access to a tablet or device so they can complete the activities.

Remember that advanced planning is key to supporting your student in the summer transition, and there are lots of simple things you can do now to make this transition easier on your students and help them maintain all the wonderful things they have learned throughout the school year.

On that note, happy summer! Enjoy yourselves. You deserve it!

 

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5 Indicators That You May Be A Conference Guru

2015SanAntonio 2By Roz Prescott @RozAtRethink

This Memorial Day weekend Rethink had the wonderful opportunity to attend and present at this year’s ABAI Conference in San Antonio. In addition to all the amazing take-aways from the presentations and panels we attended, we also learned a little something about ourselves: we are indeed conference gurus.  Are you a one too?  If you can answer yes to the following, join the club!

 

1.  You have successfully set up a monster booth at least once in your career

If you have ever lugged huge “booth carriers” across country, completed a full workout getting all the components out and ready to put together, and then spent 2 hours trying to work out how everything fits together … you might be a conference guru!

To avoid throwing out our backs, the Rethink team wisely decided to take a more subtle approach to our booth. We kept it simple with our Rethink banner and our own smiling faces. We met lots of current customers and hopefully future partners and had some great conversations.

Dr. Patricia Wright, VP Professional Services at Rethink, with a teacher and Rethink user all the way from Fairbanks, AK.

Patricia Wright, VP Professional Services at Rethink, with a teacher and Rethink user all the way from Fairbanks, AK.

2.  You are prepared with both summer and winter attire depending on the whims of the hotel air-conditioning

If you hiStock_000018234936_Doubleave ever had to carefully plan and are prepared with your attire and wardrobe to allow for significant temperature changes in short periods of time (often in the same workshop session) … you might be a conference guru!

Thankfully the Rethink team came prepared for anything and managed to keep our body temperatures relatively stable with just the right mix of summer/winter attire!

3.  You have breathed a sigh of relief when people actually attend your presentation session

If you have experienced slight panic or anxiety attacks with the thought that you will be the only presenter at the conference who has no one show up to their presentation … you might be a conference guru!

Two members of our Rethink team, myself and Patricia Wright, presented at the ABAI Conference this year in sessions about Educational Technology. Thankfully lots of people were interested and showed up to both sessions!  Thanks to all who showed their support!

Dr. Patricia Wright discussing benefits of educational technology during her panel session.

Patricia Wright discussing benefits of educational technology during her panel session.

 

Roz Prescott MA, BCBA sharing the positive results of using technology for paraprofessional training

Roz Prescott MA, BCBA sharing the positive results of using technology for paraprofessional training

 

4.  You act like a teenager seeing a rock star when meeting your academic mentors and heroes (and shamelessly ask for a selfie)

The Rethink team got to take shameless selfies with many of our ABA mentors and heroes this past weekend at the ABAI Conference 2015.

Dr. Patricia Wright meeting Oliver Wendt, Assistant Professor at Purdue University

Patricia Wright meeting Oliver Wendt, Assistant Professor at Purdue University

Roz Prescott with Dr. Aubrey Daniels-Aubrey Daniels International.

Roz Prescott with Dr. Aubrey Daniels-Aubrey Daniels International.

5.  You willingly give up your holiday weekend to advance your knowledge and learning while sitting in uncomfortable seats and eating overpriced hotel food

Yep! That’s us–walking 15,000 steps (or approximately 7 miles per day) from classroom to classroom and even spending some sessions seated on the floor, all in the name of knowledge!

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Why do we do it you ask? The answer is simple: we are passionate about our field and consider the chance to advance our knowledge of value to ourselves, the places we work, and the children and students we support. See you all next year for more of the same!

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Spotlight Teacher: Amanda O’Dell

School DAmanda O'Dell 2istrict: Kansas City Public Schools, MO
Position:  Special Education Teacher

Since she began using Rethink 2 years ago, Amanda O’Dell has experienced its tangible benefits at work in her classroom, impacting everyone from paraprofessionals and parents to general education teachers. Most importantly, Amanda has seen her students grow.  Using Rethink, each classroom team member is able to implement student programs and run classroom systems at anytime, providing students with consistent and regular access to meaningful learning opportunities all throughout the day. Rethink has also lead to increased inclusion opportunities for her students.  Using the Rethink Activity Center, students are able to be fully included in lab time with their general education peers as they work on Rethink goals tied to their IEPs online.

One of the most valuable aspects of Rethink has been its ability to facilitate collaboration with parents and with general education teachers.  The parents of Amanda’s students are able to be more involved in their children’s education with access to Rethink’s printable materials, progress reports, lesson videos, and the Activity Center.  Likewise, general education teachers are able to better support students’ individual needs with access to lesson videos, data collection and the many other valuable resources Rethink provides.


 

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“Rethink provides me and my team with what I like to call the 5 Cs: consistency, confidence, collaboration, community and connections to real life application of best practices that benefit students, parents and educators.”


1041Amanda has witnessed remarkable success with one student in particular.  This student started the year struggling to read sight words, a goal he had been working toward the previous year. Amanda and her team used Rethink to create a more rigorous program that pushed him to read and communicate more about the world around him. Amanda found that using Rethink to help this student relate pictures to words, he was able to learn and acquire more words at a faster pace. He is now reading full sentences aloud and matching them to pictures with no assistance. Using Rethink’s data tracking and graphing tools in Rethink, his learning team was able to see what they needed to adjust in their teaching to ensure the student’s continued progress. They were also able to use this data to prove that while this student was making marked progress, he was having trouble maintaining academic skills during extended breaks from school, helping them make the important decision to support him with ESY programming over the summer.

 Keep up the amazing work, Amanda!

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3 Tips for Building Your Personal Learning Network Using Twitter

Becoming a more informed, more knowledgable, more connected educator.

It’s spring, which at Rethink can only mean one thing—it’s User Group Season! Throughout April and May Rethink has been visiting districts across the country that are utilizing Rethink in their special education programs and facilitating conversation and sharing around best practices.

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Educators share and connect at the San Francisco User Group

What becomes clear with every User Group is the incredible value for those involved, from administrators and coordinators to teachers and paraprofessionals.  It’s a wonderful time for sharing resources, and most importantly, best-practices with one another. With all the demands on educators’ time and resources these in-person opportunities for sharing can be few and far between, and many educators have increasingly turned toward building their own Personal Learning Networks online.  This month, as a follow-up to User Group Season, we are sharing some ideas for building your own Personal Learning Network using one of the most popular social media sites for educators, Twitter.

1.  Follow other educators and thought leaders

Twitter is full of educators. One of the most powerful things about the Internet, even since the early days of AOL chat rooms, is its ability to bring together likeminded people with similar interests who may never have the opportunity to connect.

To build your personal network on Twitter, start by following other educators and organizations germane to what you do in the classroom or the populations you teach. Here are a few great resources that point you to some awesome special education Twitter accounts.

Also follow Rethink and our team of clinicians and educators. They are a wonderful source of information, tips, and encouragement!

2.  Join weekly Twitter chats

Twitter chats provide an opportunity to follow topical conversations live on Twitter. With a shared time, hashtag, and topic to discuss, Twitter chats bring together all of the best aspects of Twitter into a structured forum. Participants can ask questions, share topical ideas, and stay up-to-date on latest trends in education. To participate in a Twitter chat, use a tool like Tweetchat to easily follow the conversation.

A few Twitter chats you might consider joining are:

  1. #Spedchat – Mondays from 9-10pm Eastern: A chat specifically for special educators to discuss issues in special education, share ideas and resources, and connect with others in the field.
  2. #Edtechchat – Mondays from 8-9pm Eastern: A chat for all educators to learn more about best-practices for using technology in the classroom.
  3. #Edchat – Tuesdays from 12-1pm and 7-8pm Eastern: Like #spedchat but for all educators, this is a place to talk about trends, share best-practices, and connect with other educators.
  4. #EWedchat – Wednesdays from 8-9pm Eastern: A chat hosted by Education Week that discusses a different topic every week germane to education.

For more information about joining a Twitter chat, check out this blog post.

3.  Live tweet events

Live tweeting events, trainings, webinars, conferences and other events is another way to build your network and keep you in the social loop. Many events (including all of Rethink’s public webinars) will share a hashtag with you for live tweeting. Using this hashtag to live tweet during the event helps you connect with others participating in the same event, gather succinct ideas from the event, and chat with others about a topic online, even after the event is over.

Some examples of the kinds of things you may consider tweeting during an event are:

  • quotes or interesting ideas mentioned by the presenter/s
  • questions you have about something mentioned by the presenter
  • questions you have for other event participants
  • ideas that occur to you during the event/presentation
  • resources pertinent to the topic being discussed

Twitter is just one of many social media tools you can use to navigate the landscape of digital learning. Best of luck finding new ways to build your Personal Learning Networks and connect with other special educators. See you in the Twittersphere!

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May the Workforce be with You!

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Join us for a FREE webinar on preparing students with special needs for on-the-job success!

According to recent research, students with disabilities are significantly more likely to be unemployed or without educational plans in the first two years after high school than their general education peers. Transition planning, required by federal law to begin at the age of 14, is crucial for preparing students for life beyond school.  In this FREE webinar, Rethink’s Maria Wilcox will discuss techniques for preparing students for success once the school bus stops coming–whether it’s a summer job or post-secondary employment.

Participants in this webinar will leave with:

  • specific skills to teach students to help them prepare for employment
  • strategies for helping students generalize skills they learn at school for application in the workplace
  • ideas for how to make transition planning meaningful and effective

 Wednesday, May 20th at 12 and 6pm EDT

12pm Register

6pm Register


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About Our Guest: Maria Wilcox

Maria Wilcox currently serves as the director of professional services for Rethink. She works with districts throughout the western part of the United States. Her classroom teaching experience covers a wide range of student abilities and has taken her to schools in small rural towns to large urban areas. Maria is passionate about transition-age planning and ensuring students are prepared for success in life beyond school. Maria holds a bachelor’s degree in special education from the University of Northern Colorado and is currently pursuing her graduate work. She lives in a little mountain town in Colorado and spends her free time exploring the woods, expanding her vinyl collection, and finding joy in small, everyday moments!

@MariaInColoradoTwitter-icon tweet about this webinar using the hashtag #maytheworkforcebewithyou 

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Spotlight Teacher: Jesse Rubio

Sbbcfe37b-37ed-4415-897b-08bc80ed1fe0chool District:Fresno Unified School District, CA
Position:  Paraprofessional and Rethink Trainer

Jesse Rubio began using Rethink in August of 2014. His role as a paraprofessional covers a broad area of responsibilities, but for him, the purpose of his job each day is to ensure every student at Fresno USD with learns and grows, and has the best educational experience possible. He and other members of the autism support team are certified as Rethink trainers and now use the program on a daily basis throughout their school district supporting a variety of students across all grade levels to ensure their vision becomes a reality.

For Jesse and his team, the steps to get there were clear; set a common goal and expectations, and use Rethink to collaborate across all channels. Jesse makes daily classroom visits, trains teachers to better use Rethink, supports teachers in data collection, and provides overall suggestions and ideas to everyone he works with; truly a jack of all trades!

“The quality of instruction for our students has risen and teachers are growing because of Rethink. We are stronger than ever!”

The results are clear. “I have seen the extremely positive results with what Rethink has done for the classroom. It has brought a focus to academics for our students and the flexibility to make quick adjustments,” said Jesse. Fresno uses Rethink’s developmentally sequenced lesson library to take the guesswork out of what may or may not work, which benefits both teachers and students. Jesse can not get enough data and feels it really gives teachers in Fresno the edge they need to help students succeed. It allows for more one-on-one time with students and ensures that data informs instruction. “The quality of instruction for our students has risen,our students and teachers are growing because of Rethink. We are stronger than ever,” he told us. Great job, Jesse!
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Early Intervention and Beyond: Top 5 Tips for Teaching a Child with Autism

iStock_000028867426_XXXLargeAbout this FREE Webinar

Early intervention can be crucial in helping children with autism be successful in school and in life, but effective intervention can begin at any age. Teaching a child with autism can be easier than you think and fun for you and your child or student!  Whether you’re an educator, parent, or caregiver, there are practical things you can easily do to integrate effective teaching into your everyday routine. In this free, 60-minute webinar, Rethink’s Angela Nelson, MS, BCBA will discuss practical tips for educators and parents who want to learn more about how to effectively teach a child with autism in a fun and natural way!

Attendees will:
  • Gain practical knowledge on effectively teaching children with autism
  • Learn how to make teaching effective AND fun
  •  Learn easy-to-implement strategies for successfully motivating a child with autism

Wednesday, March 22nd, 12pm EST  REGISTER

Wednesday, March 22nd, 6pm EST  REGISTER

About Our Guest

Angela Nelson currently serves as the Executive Director of Family and Clinical Services for Rethink, conducting trainings for educators, therapists, and administrators on how to utilize Rethink’s platform as well as consultation and support on how to implement a robust platform such as Rethink in both small and large school districts.  She also provides consultative services to families utilizing the program as part of Rethink’s Employee Benefits program.  She has devoted her career to supporting children and adults with a variety of disabilities in their classrooms, homes, and communities for many years. Angela holds a Master’s degree in Educational Psychology and Counseling from California State University, Northridge, a Bachelor’s degree in Psychology from UCLA, and is a BCBA (Board Certified Behavior Analyst).  Aside from her interest in Applied Behavior Analysis, Angela enjoys spending time with her daughter and husband, going to the beach, and playing sports.

 

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