Enhance students' academic, social emotional, and behavioral success
Achieving sustainable student success is possible with access to an analysis of the soft skills of your students. Soft skills, considered alongside all other academic, cognitive and assessment data, empowers student services teams to provide outstanding support to students. Identify where students are likely to find success or where they may be at risk academically, in specialized education services, or after they have left the academic setting.
Use these invaluable insights to build on the current systems you have in place to develop targeted interventions to address specific skills gaps across a variety of learners. Addressing the soft skills gap helps your students realize their full potential in school and in life.
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Soft skills data at your fingertips to support data-based MTSS decisions
There are many programs that exist to collect data on academics and behavior, many do not include a space for soft skills. Getting the soft skills data insights you need to target specific student issues is hard, but our soft skills assessment will identify the strengths, challenges and commonalities of students that can be used in MTSS program strategies and development.
For example you can factor in the commonalities in work ethic, teamwork, curiosity, stress tolerance and communication skills with the number of office referrals and late attendance. You may add these commonalities to your MTSS model to assist with data-driven decisions for resources (e.g. time, staff, strategies) to provide instruction and intervention based on the student’s needs.
Include soft skills assessment with your 504 cognitive, academic and/or social emotional assessments
Understanding your student's soft skills strengths and challenges identifies where students are likely to find success or where they may be at risk. Section 504 coordinators can use this data in tandem with the accommodations, assistive technology and school services to plan where the student may need additional support or where the student may showcase their strengths.
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For example, the soft skills assessment has indicated that the student has a low stress tolerance, but the accommodation includes seating near the front of the class. Sitting in the front of the class causes the student to feel stressed, lessening the effectiveness of the accommodation. Equipped with this knowledge the 504 coordinator may consider a modification to this part of the accommodation (e.g. moving the seat just one row back or one over) allowing for the best possible outcome.
