Exploring the Benefits of Social Emotional Learning

In today’s rapidly evolving world, academic success alone is not enough to prepare children for the challenges they will face in their personal and professional lives. Recognizing the significance of holistic development, we have begun emphasizing the teaching of social-emotional skills in our elementary schools. These skills include skills for learning, empathy, emotional management and problem-solving, and friendship skills.

Social-emotional skills cultivate emotional intelligence in children, enabling them to understand and manage their own emotions effectively. By learning to identify and regulate their feelings, children become more resilient and capable of coping with stress and adversity. This emotional intelligence also extends to their interactions with others, promoting empathy, compassion, and kindness, which are crucial for building positive relationships and fostering a harmonious classroom environment.

Research has consistently shown a positive correlation between social-emotional development and academic success. When children are equipped with social-emotional skills, they are better able to concentrate, manage their time effectively, and collaborate with their peers. By promoting self-discipline and self-motivation, these skills empower students to set goals, persist in the face of challenges, and ultimately excel academically.

Elementary school can be a challenging environment where conflicts may arise.

By teaching social-emotional skills, educators provide students with the tools to navigate conflicts peacefully and constructively. Children learn how to communicate effectively, actively listen, and seek resolutions that are fair and inclusive. Such skills foster a supportive and inclusive atmosphere, reducing instances of bullying and promoting a positive and healthy school climate.

Social-emotional skills are not only vital during childhood but also have a profound impact on individuals’ lives as they grow into adults. These skills lay the groundwork for success in higher education, careers, and personal relationships. By cultivating self-awareness and empathy at an early age, children develop a strong foundation for becoming responsible and well-rounded adults who can navigate challenges, work collaboratively, and contribute positively to society.

Hastings Special Services Assistive Technology

All students receiving special education services, as outlined in an Individual Education Plan (IEP), must be provided needed Assistive Technology (AT) as determined by the IEP team to have access to a Free and Appropriate Public Education (FAPE). In fact, when the IEP team meets for the annual IEP meeting, assistive technology must always be considered. Assistive Technology can be as simple as access to larger grip crayons or as complex as a voice-activated communication device. According to the Individuals with Disabilities Education Act (IDEA,) AT is defined as “any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.”

When a student can benefit from lowtech AT, the team may consult the student’s therapists, such as speech/ language clinicians, autism specialists, and occupational therapists, as initial resources. Low-tech AT is typically thought of as minor modifications to a student’s everyday life. They do not require the use of a computer or computer software. Examples could include the use of portable whiteboards, documents in large print, adapted eating utensils, or alternative keyboards. Hightech AT includes the use of computers, iPads, and computer software and apps. Examples could include voice recognition software, scanning switches, word prediction software, voice output devices with dynamic displays, or speech synthesis.

1. When trialing a new device: Is the device working like you hoped it would?

2. At the beginning stages of using the device: Is the student showing improvement in the compensated skill?

3. Periodically while using a device: Is the student maintaining success?

Whenever it is decided that assistive technology will benefit a student, the team MUST take data on the usefulness of that device or strategy. This data will benefit current teams in telling them whether the AT is working and future teams telling them what has already been trialed. Data needs to be taken at the following times:

In Hastings Public Schools, we are proud to offer a large variety of AT devices to our students who require them for needs in areas of vision, hearing, speech communication, mobility, and acts of daily living. If you have a child receiving special education services in Hastings and have questions about AT for your child, please contact your child’s case manager for more information.

Special Education Advisory Council (SEAC) Meeting Dates for 23-24

• October 10th, 6-7 PM at the District Office

• February 13th, 6-7 PM at the District Office

• April 8th, 5-6 PM (All Dakota County SEAC) location TBD

Hastings High School: Systems of Learning

Looking back to the spring of 2020, schools across the state were moved to distance learning. Here at Hastings High School, the scramble was on to be able to provide the necessary technology to our students. Over 600 students were sent home with a district-issued Chromebook at that time. These devices were taken from limited classroom sets and several hotspots to ensure connectivity throughout distance learning. As the spring progressed and it was apparent that students would not be returning before the end of the year, that number grew until the school was confident that all students could continue their education.

As the following year began with a hybrid model, the need for this technology continued. Students and staff alike were able to overcome tremendous challenges by developing new systems of learning. We learned to be innovative and efficient. With this change in education, our use of technology has transformed into what it is today. Our students have access to their learning with the click of a button. Their access to teachers and support staff is at an all-time high. As we move forward, we are excited to continue with this level of technological advancement. Our levels of student engagement continue to improve. Teacher feedback is prompt, and students can reflect on their progress more effectively.

We have committed to continue our efforts in providing appropriate access to technology for our students. Our 1:1 device initiative has become the standard with like-sized districts, and we look forward to finding sustainable financing.

CAD and 3D Printing to Make the World More Accessible

8th graders at Hastings Middle School can think beyond the classroom with an exciting CAD and 3D printing project that asks them to make the world a better place for someone they’ve never met. They get a case study of a 3-5-year-old with a mobility challenge during this project. They will never get the chance to meet this person but do learn what medical condition is, making a task difficult for them and some of their likes and dislikes. From there, they work to build or 3D print something that will make the world a more accessible place for that child. Their teacher, Mark Cernohous, said, “I like to see how creative they can get with their projects.” All of their builds were then displayed during a project fair where teachers could ask questions about their designs and builds.