The Importance of Systematic Instruction

Systematic instruction is an evidence-based method for teaching individuals with disabilities that spans more than 50 years. It incorporates the principles of applied behavior analysis and allows for educators to teach a wide range of skills, including everything from academic to functional living skills. Most importantly, systemic instruction is the process of breaking a skill down into individual components so for students and identify the appropriate teaching method or prompting strategy that allow for students to fully comprehend instruction about a new skill or learning objective.

Data collection also ensures that this method of teaching is effective and results are measureable. To better understand the importance of systematic instruction, let’s break it into steps:

Step 1: Define the instructional objective. It is wise to identify your objective first and then break it down in to a single step or a chain of steps to complete. You should also review students’ prior learning history, preferences, or prerequisites skills that might assist in obtaining the skill.

Step 2: Choose an appropriate teaching/prompting strategy and materials. This will allow students to complete the skills or steps in the chain.  If you know that a student is having difficulty with instruction in a particular lesson, as an educator, you should find a way to teach or prompt them through the process to eventually get to the instructional objective and complete the skill on their own.

Ask yourself: What instructional strategy might support me in prompting or teaching my student to complete this skill? You should also consider how you will fade out teaching prompts over time and support your student so they can become independent learners.

Step 3: Determine the data collection method. This will allow you to evaluate how well your students are doing over instructional trials and whether they are gaining independence over time.  You should make sure that the evaluation method is sensitive enough to pick up on how students are progressing in becoming independent and performing the skills necessary for their success.

Step 4: Implement the instructional strategy and collect data. This step ensures that educators are implementing strategies designed for success and that, even though variations are inevitable, all individuals teaching the skill are implementing them in a similar way. It is imperative that you also determine an appropriate reinforcement strategy.  So many students have a negative experience when it comes to learning. You can make learning fun by reinforcing the benefits of correct skill usage and support students along the way. After that, you should aim to fade prompts and scale back until students become independent.

Step 5: Evaluate your data. You should do this to find out whether the strategy you are using to teach a skill is effective and whether there is an increase in student comprehension or capability.  If there is a positive trend, then continue to implement the same instructional strategy. If the trend is flat or variable (meaning it jumps up and down) you should reevaluate the data to determine if the instructional method will be effective in the long term.

Step 6: Refine the process and make decisions based on data. You should always take the results you are seeing in your data into consideration when determining whether you should adjust your instructional strategies. If the instructional objectives were attained, then determine the next step of your instruction. If the instructional objective was not obtained, then you must determine what you need to change, any additional materials required and if there is an inconsistency in the implementation of the instructional strategy. Occasionally, you might discover the instructional method you’re using needs to be broken down into a simple steps or that you need to teach a prerequisite skill prior to teaching a learning objective.

Systematic instruction is a great way to show that any student can learn. Educators are also responsible for breaking skills down to help students learn, no matter their challenges. Discovering and utilizing the power of systematic instruction can ensure that educators everywhere are helping students at every grade and le

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Raising the Bar for Students with Disabilities: Endrew F. v. Douglas County School District

The Supreme Court ruling in the Endrew F. v. Douglas County School District case is now raising the bar for special education for the first time in decades. The unanimous decision, issued in favor of Endrew on March 22, clearly establishes that “a student offered an educational program providing ‘merely more than de minimis’ progress from year to year, can hardly be said to have been offered an education at all.”

The ruling came after the Supreme Court heard oral arguments on behalf of Endrew F., a child with an autism spectrum disorder and an attention deficit/hyperactive disorder, who received annual Individualized Education Programs in the Douglas County School District in Colorado. According to the case, Endrew’s school never effectively addressed his behavioral issues and as a result, he made little to no progress from year to year. In fifth grade, his parents withdrew him from the school in Douglas County and enrolled him in a private school. They immediately developed a behavioral intervention plan and Endrew has since made significant progress.

This case is important to schools and individuals who serve students with disabilities because it addresses a very grey area in the Individuals with Disabilities Act. The act offers states federal funding to assist in educating children with disabilities. Along with that funding, states must comply with statutory requirements that obligate them to provide every child a “free appropriate public education.” Until now, that level of education was interpreted by a 1982, Board of Education v. Rowley case, in which the Supreme Court determined that free appropriate education meant states only had to provide “some educational benefit” to students with disabilities who meet grade-level expectations.

Today, that thought process has changed. The Supreme Court’s ruling is sending a message that it is necessary for schools across the country to help students progress, no matter their challenges. Quality instruction and intervention is the expectation for students with disabilities and therefore, we cannot ignore or dismiss the need for IEPs and interventions to be reasonably calculated to ensure children make progress in light of their circumstances or disabilities.

Over time, we’ve seen that students with disabilities can and do learn with quality programming. With the right support, they can also make progress throughout their educational career and integrate into society by acquiring jobs and living meaningful adult lives. One of the growing expectations to accomplish this in special education is the need to utilize evidence-based practices. Endrew was placed at a school that utilized Applied Behavior Analysis as the basis of its intervention practice. ABA is a well-established evidence-based practice in education. For students to have the greatest opportunity to succeed, their educational plan or program must be proven effective. Rethink is committed to all children and educators having access to the professional development tools and resources necessary to deliver effective interventions. The intervention strategies contained within Rethink are both highly effective and evidence-based. Like the program that Endrew attended, ABA is the foundation of Rethink.

Endrew prevailed in this case because he made significantly more progress in his alternative school after regressing in the previous public school he attended. This progress was demonstrated through his behavioral intervention plan and through his private school’s ability to track his progress with quality data collection and analysis tools. As a result of this case, schools must now be prepared to demonstrate that every student is making more than de minimis progress. Progress monitoring, although required by IDEA, is an aspect of special education service delivery that teachers are often not able to implement with a high degree of fidelity. Rethink supports teachers to develop, implement and monitor instructional programs. It also helps them to feel confident monitoring progress in instruction to ensure that children are not just learning, but growing in their abilities to meet their educational goals. Educators can also use Rethink to monitor progress and adapt their intervention plans and strategies to confirm students are making more than de minimis progress to meet the Supreme Court’s expectations. While more support is still necessary for schools to serve students with special needs adequately, this ruling is certainly a step in the right direction. With hope, education will rise to the challenge and R

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RethinkEd Spotlight Teacher of the Month: Tracy Shellooe

Position: Special Education Teacher                                                                                    District: Denver Public Schools, Denver, CO

Tracy Shellooe is a Special Education Teacher at Oakland Elementary in the Denver Public Schools in Denver, CO.  Oakland is one of 93 elementary schools in the district and is a Title I school with about 400 students and is what Ms. Shellooe describes as “a great school” with a team of professionals who “all work really hard to get students and families involved.”

Ms. Shellooe started her education career as a paraprofessional about 8 years ago where she worked in a worked in a high school.  She “fell in love with it and decided to go back to school to get (her) Master’s.”  She has been working with children with autism for 5 years now and is teaching a 1st through 5th grade class with 11 students. She has quite the range of abilities and developmental levels in her classroom.  She is a passionate teacher who loves her students and is motivated to be a big part of “helping them to gain a voice, help the kids grow reach their potential.”

Teaching such a large class with such a range of skills has “been a big challenge” particularly at the beginning of the year when the children must adjust to each other and the new learning environment. During this initial phase the educational team must also identify the areas of need for each student.  Ms. Shellooe has been using RethinkEd for 5 years and she relies on it heavily for tracking data in her classroom.  She uses it for herself, her paraprofessionals, and parents to “see which interventions are working.”  The Antecedent-Behavior-Consequence (ABC) data is one of her favorite pieces of the RethinkEd tool.  She states that the “ABC graphs are really great for (her) staff” and that the data “are really clear” to look at.  She bases a lot of her goals for her students based on RethinkEd goals.  She feels that “the wording is nice, and it makes it more cohesive when working on goals.”

In her classroom, they use a lot of the RethinkEd lesson plans as well as the data sheets and materials.  One specific lesson plan that she has used recently is one for tying shoes.  She likes how RethinkEd demonstrates how to start with hand over hand and then fade out prompts.  To help her paraprofessionals implement RethinkEd lesson plans, she has them watch the RethinkEd training modules and this helps them to increase their independence and help make the classroom run smoothly.

In Ms. Shellooe’s class, she has “really great parents” who are involved and work with her as a team on their child’s goals.  She uses the data and graphs from RethinkEd to show parents the progress that their child is making and what they need to work on.  She thinks that RethinkEd is particularly valuable for “setting up behavior plans with parents and being able to show them the graphs.”  She states that “it’s so much more visual for them” and some parents even “use it with home providers” or use it when “other evaluations are being done.”

The most important part of RethinkEd to Ms. Shellooe is the value that it brings to the students.  She has the children work in centers throughout the day and uses RethinkEd for many of the lesson plans.  She also engages children in RethinkEd directly by having them complete online lessons in the RethinkEd A
ctivity Center.  She says that the students “love it” and that these online activities allow them to work independently and keeps them engaged.  She likes how data is automatically collected and how the students “get excited because the system cheers them on.”  She also really likes the resources, such as the token boards, which seem to work well to motivate many students.

The system that “easy to navigate” and the time it saves for Ms. Shellooe is important to her, but, even more important is the improved quality of instruction and data collection that she sees directly benefiting her paraprofessionals, students, and parents.  RethinkEd has been “very helpful” for her and she is looking forward to continuing to use it with her students.

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Techniques for teaching complex skills to children with special needs

Have you ever written a shopping list for the upcoming weeks groceries and then forgot to bring it with you to the store? If so, you will know how difficult it is to remember everything that was on the list.  The same is true when we have to remember significant amounts of information for an exam or a test.

For children with special needs; remembering all of the steps to a skill such as washing their hands or following a daily schedule can be a similar challenge.

The good news is that there is an evidence-based tool called a “task analysis” that we can use to break any complex tasks into a sequence of smaller steps or actions to help our children learn and become more independent.

 

Task analyses can take on many forms depending on how your child learns.

The examples below show written lists for how to complete tooth brushing:

If you are working with children who can read and understand directions, you can use a task analysis that has a lot of detail, such as this example for doing laundry.

If your child is unable to read, task analyses can be made using just picture cards or actual photographs to illustrate the steps of a skill. These examples following a morning routine, riding in the car and using a stapler:

 

How do I create a Task Analysis?

Here are the steps to take to create a task analysis to help your child:

  1. Physically complete all of the steps of the skill yourself
  2. Do the skill again and write down each step as you do it
  3. Compile all the steps into a sequence using words, pictures or both that your child will be able to understand and use to help them learn

There is no set number of steps to a skill.  Some children will require the skill broken down into many small steps to be able to be successful, others may require less steps. You can decide how many steps will be needed for your child to learn.

 

How do I know if my child is learning?

You can observe your child to see if they are making progress, however having a little bit of data will show you exactly how fast your child is progressing and which steps are being mastered, as well as which steps may need more learning attention.  To take data, you would note if the child completed each step correctly (independently) or incorrectly (needed help).   Here is an example for a simple data collection sheet for getting dressed:

 

Date:

March 3rd

Describe Step Did the child complete independently?

(Yes or No)

Step 1 Take off PJ’s Yes
Step 2 Put on underwear Yes
Step 3 Put on pants Yes
Step 4 Put on shirt No
Step 5 Put on socks No
Step 6 Put on shoes No
50% Correct

 

For more resources and information about using a task analysis:

 

The tools every district needs to design, deliver and monitor evidence-based practices in special education. (2015). Retrieved March 10, 2017, from http://www.rethinkfirst.com/

Developing Life Skills: How to Teach A Skill. (n.d.). Retrieved March 10, 2017, from http://www.tacanow.org/family-resources/developing-lifeskills-how-to-teach-a-skill/

Printable Picture Cards. (n.d.). Retrieved March 10, 2017, from http://www.do2learn.com/picturecards/printcards/index.htm

Says, R., Says, C., Says, J., & Says, D. W. (2015, August 27). What You Need to Know About Task Analysis and Why You Should Use It. Retrieved March 10, 2017, from http://www.autismclassroomresources.com/what-you-need-to-know-about-task-analysis-and-why-you-should-use-it/

 

 

 

 

 

 

 

 

 

 

 

 

 

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Effective Interventions for Autism Spectrum Disorders

There are many interventions available for educators who work with students with autism spectrum disorders (ASD). But not all interventions are created equally. Educators need to be good consumers in evaluating interventions and applying those that have been determined effective and ergo have the best chance of promoting positive outcomes for students. Only some of the touted interventions are based on rigorous scientific research and have the capacity to improve a student’s development, these are called evidence-based practices (EBP).

 

Interventions established as evidence-based should be the go-to interventions for educators. Because of this, the law now requires that teaching practices be based on evidence of effectiveness to further the development of students.

(Source: National Professional Development Center)

To assess whether an intervention qualifies as an EBP, the National Professional Development Center on ASD looks at peer-reviewed research on the intervention. An intervention is also considered to be an evidence-based practice if it meets one of the following criteria:

  • Randomized or quasi-experimental design studies: Two high-quality experimental or quasi-experimental group design studies by two different research groups.
  • Single-subject design studies: Five high-quality, single-subject studies by three different research groups with at least 20 participants.
  • Combination of evidence: One high-quality, randomized or quasi-experimental group design study conducted by at least three different investigators or research groups.

While the criteria is not easy to fulfill, in this way educators and interveners are able to gain confirmation of effectiveness of a particular intervention that enhances a child’s development and supports them in a vital way. A sample of ASD interventions that are considered effective include:

  • Antecedent-based intervention: Arranging events or circumstances that precede an interfering, or problematic, behavior in order to reduce that behavior. For example, say a student repeatedly struggles to focus on her workbook exercises during class time. An instructor using antecedent-based intervention might realize that the issue is related to the student’s schedule, and offer a break before workbook time.
  • Functional behavior assessment: Systematic collection of information about an interfering behavior designed to identify circumstances that support the behavior. When an instructor uses FBA, he describes the problem behavior, identifies events before or after that control the behavior, and develops a hypothesis about the behavior. Then, he tests the hypothesis.
  • Modeling: Demonstration of a desired behavior that encourages the student to imitate the behavior. This EBP is often combined with other strategies such as prompting and reinforcement.
  • Peer-mediated instruction and intervention: Typically developing peers or help children with ASD to acquire new behavior, communication, and social skills by interacting in natural environments. Teachers or service providers teach peers strategies for engaging children and youth with ASD in positive and extended social interactions in both teacher-directed and learner-initiated activities.
  • Social skills training: Group or individual instruction designed to teach learners with autism spectrum disorders (ASD) ways to appropriately interact with peers and adults. Most social skill meetings include instruction, role-playing or practice, and feedback to help learners with ASD acquire and practice communication, play, or social skills.

Keeping up with evidence-based practices takes some extra effort, but being knowledgeable about the options available and how to implement them properly makes a significant impact. Students deserve the best education possible..

To learn more, view the updated EBP report that supports the identification of 27 ASD evidence-based practices and includes fact sheets for each evidence-based practice.

For more resources, visit The National Professional Development Center online.

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Changing the Seclusion and Restraint Culture in Schools

By Dr. Patricia Wright, Vice President of Professsional Services, Rethink Ed

Schools often face many challenges when it comes to responding to students who exhibit challenging behaviors. In some cases, these behaviors can pose a serious danger to one’s self or others and require careful attention. However, in most cases, challenging behaviors are merely disruptive and should not be considered an opportunity to restrain or seclude a student. While it is common practice to discourage seclusion and restraint, these practices are still being used in some schools.

The Government Accountability Report published in 2009 by the U.S. Government Accountability Office documents multiple cases of abuse and death related to seclusion and restraint in schools. The report also found “no federal laws restricting the use of seclusion and restraints in public and private schools.” Several states and territories have policies and guidelines regarding seclusion and restraint and they are exceedingly clear that these practices are to be used only for dangerous behaviors.

But according to the GAO report, students with disabilities in some schools around the country were often forcibly restrained by untrained professionals when they were performing non-threatening behaviors. This is a clear indication that these practices are still used inappropriately. The use of seclusion and restraint also continues to be a major source of contention for educators.

In the three decades I’ve spent working with educators and students with challenging behaviors, I’ve noticed that consultations often started with educators asking “What should we do when a dangerous behavior happens?” This is an important question; however, I believe that a more appropriate question educators should ask is “What should we to do prevent a dangerous behavior from ever happening?”

Corporal punishment and seclusion can have a negative and sometimes traumatic effect on students and should never be used in cases where a student is not a threat to themselves or others. It has also been systematically demonstrated that these types of discipline aren’t as effective as the use of evidence-based behavior intervention and support, which can dramatically reduce dangerous and disruptive behaviors and prevent them from happening in the future.

Positive Behavioral Interventions and Supports is an approach that establishes the behavioral support and culture necessary for students to succeed socially, emotionally and academically. It provides concrete strategies to promote skill development and reduce the likelihood of a student exhibiting a challenging behavior. Although challenging behaviors aren’t common in every student, there are a number of factors that can lead a student to perform a challenging or disruptive behavior.  This can include mood swings, difficult situations at school, sudden trigger or a learning disability.

Teaching students to engage in appropriate behaviors is well within the educator wheelhouse and teachers, paraprofessionals and related service-providers can accomplish this by simply utilizing evidence-based practices such as functional behavior assessments, functional communication training and positive reinforcement.

In order for the culture of seclusion and restraint to change, more professional development and support is necessary for educators who deal with students who exhibit challenging behaviors. Educators can also benefit from access to training videos and comprehensive resources on how to implement effective positive behavior and support strategies.

Rethink is committed to ensuring that all children receive a quality educational experience in environments that are conducive to the growth and development of students and educators. Addressing challenging behavior is necessary to ensure a safe and effective learning environment. Through Rethink’s easy-to-use platform and extensive training programs, educators can learn the basics of behavioral intervention and gain helpful advice on how to impact their school culture in a positive way.

With hope, the use of effective positive behavioral support strategies can be the key to reducing the need for seclusion and restraint and moving towards a safe and healthy environment for all.

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Person-Centered Planning for Adulthood

Person-centered planning (PCP) is an approach to support individuals with disabilities in planning for their future. PCP benefits students, supporting them to define the life they wish to live and develop a problem-solving process to achieve their life goals.  The process includes a student inviting family members, friends and others to meetings to discuss their hopes, dreams and desires; inviting others to  contribute to the discussion on identifying their goals and ways to achieve them.  Facilitators play an important part in the PCP process. They keep supporters focused on the individual and ensure that the voice of the individual is heard and is the primary focus. Some schools use PCP as part of the IEP process.

Although the PCP approach helps students and families create a concrete vision and plan for a student’s future, some students require significant support to participate as fully as possible in the process. This can be due to communication limitations or a lack of maturity.

To support students’ increased participation in the PCP or transition-planning process, educators and families can:

  • Promote choice – Help students make simple choices (e.g., what to wear, what to make for breakfast, what order to complete their homework in, what they want to order for lunch, etc.) Promoting more choice-based options can help lead to self-advocacy later in life.
  • Create sampling opportunities – Provide sampling opportunities to students and help them identify their goals and preferences. This can include giving a student the opportunity to engage in a variety of activities to gauge interest. Use an assessment to identify student interests. Once a level of interest is established in a particular activity, continue to support the student in further developing skills specific to their interests.
  • Use assessments – Find and use different assessments and curriculum to facilitate the sampling process and gain support. The Assessment of Functional Living Skills (AFLS) created by James Partington and Michael Mueller is a skills assessment that encourages community participation and helps identify interests and areas where students need assistance. Once you identify these interests and needy areas, you can start to teach students skills to achieve their goals. This can empower them to fully participate in the PCP or transition-planning process.

Rethinks’ Transition Curriculum helps educators build and further enhance transition-related skills for students. It includes goal builders, lesson plans and materials to teach community, home, employment and social skills to help students actively participate in their life planning process and prepare for life beyond school. It also enables students become their own advocates and encourages them to actively participate in communities specific to their interests.

Transition lessons break skills down into simple lessons that help students understand the importance of self-care, following routines and instructions, making choices, participating in groups, accepting feedback and correction and more. These sample lessons demonstrate how skills can be used to teach students to assume responsibility for their actions and establish independence in skill-building scenarios.

The PCP or transition process doesn’t happen overnight. It’s an ongoing process that requires care and consideration of a student’s specific needs and goals. Students also vary in skill and disposition, so it is always wise to develop plans and steps to support a student throughout the process, even if he or she can clearly articulate their expectations for their own personal development. Starting early in the educational process with communication, social skills and self-determination encourages children and youth to actively engage in their future planning and will promote improved participation in Person Centered Planning.

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Development and Career Advancement for Paraprofessionals

By Christina Whalen, PhD, BCBA-D Director of Research at Rethink

The role of a paraprofessional is heavily dependent on the needs of each student, and as such, their duties are ever changing. Some of the most important changes to highlight are the fluctuations in student behavior and performance that many paraprofessionals encounter. This is significantly heightened in school environments where paraprofessionals support students with disabilities and those who exhibit challenging behaviors.

To meet these challenges, it is important for paraprofessionals to learn and apply behavior analytic skills in their work. Applied Behavior Analysis (ABA) is an effective and commonly used approach for special education and inclusive models for students with Individualized Education Programs. It used as a means to apply interventions that help to significantly improve and impact behavior. Learning how to use it successfully can help paraprofessionals remediate disruptive behaviors, provide new learning opportunities for students and assist teachers in helping students build the skills necessary to meet their IEP goals.

In addition to managing student behavior, there are a number of additional skills paraprofessionals must master. These include:

  • Implementing behavior intervention plans
  • Using effective reinforcement to assist students
  • Using prompts after instructional stimulus
  • Using prompt-fading strategies
  • Implementing evidence-based instruction
  • Accurately recording student progress
  • Providing maintenance and generalization opportunities
  • Providing opportunities to build communication and social skills

Despite promise in the profession, many paraprofessionals who encounter issues on the job struggle to find adequate training for the skills they must possess. Many convey they are not adequately trained or prepared to take on the responsibilities that are required of their position.

Paraprofessionals also report that they are often left alone with students to make important decisions and act independently, despite federal mandates that require paraprofessionals to work under the supervision of a certified teacher. This discomfort is illuminated when paraprofessionals receive professional learning opportunities from sources that are lacking in cohesion and comprehensiveness.

Creating opportunities for paraprofessionals

Paraprofessionals can positively influence student achievement and the classroom environment when they are provided with adequate training and professional support.

This type of support means granting more opportunities for paraprofessionals to grow professionally and learn skills they can use to benefit their students and their schools. Like any job, career growth provides motivation for engagement and learning. Once basic skills are acquired through relevant training, paraprofessionals should be given the opportunity to advance their skills and advance in their career.

Here are two ways that paraprofessionals can experience high-quality professional development:

Registered Behavior Technician training

The Registered Behavior Technician (RBT) credential from the Behavior Analyst Certification Board (BACB) is for paraprofessionals who wish to demonstrate competency in behavior analysis under the supervision of a certified behavior analyst. Acquiring the credential requires 40 hours of instruction in behavior analysis, demonstration of these skills in an observation conducted by a certified behavior analyst and a competency exam. Certification also improves the confidence of administrators and parents that students are receiving quality services from paraprofessionals.

On-demand training

On-demand training provides opportunity to learn the necessary skills with flexible scheduling. On-demand professional development in conjunction with strong coaching and leadership leads to a higher quality in instructional support. On-demand training is delivered in a number of different forms, including video modeling, video self-modeling, didactic instruction via video, narrated PowerPoint presentations and assigned readings. Training includes learning assessments for those receiving training and requires teachers and administrators to monitor the progress of those engaged in training. On-demand professional development is also convenient and it can increase confidence, reduce costs and decrease time needed for training.

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Spotlight Teacher of the Month: Tracy Niccum

Position: Special Education Life Skills Teacher
District: School District of Washington, Missouri

Ms. Niccum is a Special Education Teacher from Washington West Elementary School.  Washington West is one of seven elementary schools in the School District of Washington in Washington, Missouri. Ms. Niccum educates students in grades 2 through 6 and has used the Rethink platform for two years.

As a second-year teacher, Ms. Niccum was initially hesitant to implement Rethink with all the work teachers are required to do during the year. So she started small.

“I focused on one or two students and realized I could link their behavioral plans and Individualized Education Program goals to Rethink,” Ms. Niccum said. Once she learned how Rethink could improve her classroom, she started using it more.

Ms. Niccum now uses Rethink regularly and said she feels “The most valuable aspect of Rethink is the ability to collect data and link Individualized Education Program goals and behavioral plans to the platform.”

One of the toughest challenges for Ms. Niccum as a teacher is improving her data collection process and encouraging student independence within the classroom.

“Data collection is a huge part of education and when you have a self-contained classroom, it can be very overwhelming,” said Ms. Niccum.

Rethink’s easy-to-use platform makes it seamless, said Ms. Niccum, with printable data collection sheets, graphs and summary reports. Rethink webinars and on-site visits provide her with the extra support she needs to implement individual schedules for students and help them succeed.

Her students also use the Activity Center to practice specific skills that align with
their IEPs. One of Ms. Niccum’s students uses the Activity Center twice a week and takes the lead setting up her own schedule on the platform, which she enjoys.

Ms. Niccum regularly selects different math and reading activities for her student to complete that align with her student’s IEP goals and the curriculum she teaches.

This integration, Ms. Niccum said, makes it easier to track progress and is important because teachers “have to be able to show student growth on IEP goals.” Teachers in her district must also indicate how students are improving on each goal at the end of every quarter.

The process can be riddled with paperwork, but Ms. Niccum said Rethink makes it much more manageable for paraprofessionals and teachers at her school.

Ms. Niccum on tracking student progress and IEP goals using the Rethink IEP builder

“The most valuable aspect of Rethink is the ability to collect data and link IEP and behavioral plans to the platform.”

Ms. Niccum said she plans to implement Rethink programs and activities for all her students so she can track student progress and IEP goals in the most effective way.

She hopes other teachers and principals consider subject areas in their schools that need improvement and discover how Rethink can help them. Ms. Niccum also believes that Rethink is especially valuable to special educators.

“We are always looking for ways to reduce the abundance of paperwork we have to do on a daily basis,” Ms. Niccum said. “The process goes much quicker when you can just click a button and pull up all the data. It’s all right there.”

Keep up the fantastic work, Ms. Niccum! Congratulations on being this month’s Spotlight Teacher!

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Need to Know News: Endrew F. v. Douglas County School District

Rethink Commends the Recent Special Education Decisions to Promote Quality Services and Supports.

Last week a unanimous decision was handed down by the court providing increased opportunities for students with disabilities. In Endrew F. v. Douglas County School District, the U.S. Supreme Court ruled in favor of a higher standard of education for children with disabilities. Chief Justice Robert’s written opinion contained strong words:

“When all is said and done, a student offered an educational program providing ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all,” Roberts wrote. “For children with disabilities, receiving instruction that aims so low would be tantamount to ‘sitting idly . . . awaiting the time when they were old enough to “drop out.” ’ ”

In Texas there has been significant discussion around the so-called cap that implied that Texas schools should maintain an 8.5% or below qualification for special education. Given that the national average is approximately 13% this low eligibility cap is problematic. Earlier this month it was announced that this arbitrary cap is being removed.

Since its inception, Rethink has been committed to the assumption that with effective, evidence-based instruction children with disabilities can make progress and achieve their highest potential. It is with great positivity that we now have the Supreme Court demonstrating this shared belief and Texas making a commitment to serve all students in need of special education services and supports.

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