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Board adopts RethinkEd social-emotional curriculum funded by disproportionality grant
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Summary
The Normandy Schools Collaborative Board approved RethinkEd as the districtwide social-emotional learning (SEL) curriculum. The one-year program, paid from a disproportionality grant, will provide digital SEL lessons, mental-health resources and family-facing content for k–12.
The Normandy Schools Collaborative Board of Education voted unanimously to adopt RethinkEd as the district’s social-emotional learning curriculum and resources.
The program, presented by Passion Bragg Hathorn, the district’s MTSS (multi-tiered system of supports) interventionist, is a digital, research-based SEL curriculum that the presentation said includes four pillars: SEL instruction, character education, 21st-century skills and mental-health supports. "RethinkEd is a social emotional learning program designed to help our students and educators in schools develop emotional intelligence and to build positive relationships," Hathorn said.
Board members were told the annual cost — $39,750 — will be paid from the district’s disproportionality grant so there is no general-fund impact this year. The presenter and other staff said the package includes real-time data reports for district leaders, teacher resources and parent-facing materials.
Why it matters: Board members linked SEL work to other district priorities — improving climate and culture, reducing behavior incidents and supporting academic progress. During discussion, trustees asked whether the program includes parent education and whether it supports teachers with classroom-level strategies; Hathorn said parents and students will be able to access materials online and the program includes family-facing exercises.
What happens next: The board approved implementation by roll-call vote. Staff said they will begin onboarding and training for teachers and administrators and will report back to the board about rollout timelines and early usage metrics.
No statute or external legal authority was cited during the vote or presentation.
Ending: Board members framed the adoption as part of a broader strategy to address student mental-health needs and to create consistent, trauma-informed practices across schools.
