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Remote Learning Plan with ReadyRosie®

This page is created solely as a summary of key pieces from ReadyRosie® for Collaborative and EHS Center-based teachers to reference when aligning their practice with the curriculum for EHS and HS enrolled children. It is not a substitute for the curriculum materials, nor is it a training endorsed or created by or for ReadyRosie®, Inc.
NMCAA Remote Learning for Collaborative and EHS Center-based Classrooms
By adding a remote learning component to programming, families become a part of a system that supports them as their child's first and most important teacher. ReadyRosie® provides a consistent resource for families to engage with and supports them in the important role they play in meeting their child’s needs through rich and intentional interactions.  This program is child centered and offers developmentally appropriate experiences that incorporate learning objectives across all domains of development and puts relationships first. Whenever you work with families using the remote learning platform, it is essential to keep family needs, connectivity/device limitations, and children’s social-emotional needs at the forefront of your plans and individualization. For a training webinar on how to use ReadyRosie® please click on the button below. A passcode is required for access to this webinar. Passcode: 2Hyrv*LP
THREE TIERS FOR READYROSIE® IMPLEMENTATION
The remote learning component for Collaborative HS and EHS Center-based learning is categorized into three different tiers based on the level of interactions families and teachers will have with each other and the ReadyRosie® platform. See below for how to implement each TIER.
TIER 1 - All Families
  1. This level is an option for all EHS and HS families. The ReadyRosie® program is set up for families to receive suggested activities and instructional links automatically every Monday via email or text. When opening the links, parents will be connected to the ReadyRosie® platform for viewing activity instructions.
  2. Each week the teacher will also receive the same email and see the activities being sent to families. It is important for teachers to be aware of the activities being sent out by ReadyRosie®, so that in the event a parent/guardian initiates a conversation about the activities or shares a successful experience with the teacher, the teacher is aware of what is being shared.
  3. Additionally, teachers may find the activities to be helpful ways to extend the work they do in the classroom, or use the suggested activities as a way to engage parents in conversations about their child's development or challenges.
  4. If enrolled in ReadyRosie®, NMCAA will supply each HS or EHS family with a starter kit containing age appropriate materials to support families in implementing ReadyRosie®.  Note: Most activities will require minimal materials that are commonly found in homes or no materials at all.​
TIER 2 - Extended Absences for Children enrolled as Face to Face Learners
  1. At times students may be absent for extended periods of time (e.g., prolonged illness, birth or death in the family, vacation, etc.). In the event a child is absent for a prolonged period of time, the ReadyRosie® platform can be enhanced by the teacher. The teacher can create activities of their own or select activities from ReadyRosie® that supports that child's specific developmental progression and what the child is missing out on while they are away.
  2. The teacher can select when the activities they create are sent out in addition to the automated ones that go out on Mondays. To ensure the family gets the most out of the suggested activities, it is recommended that the teacher select a day later in the week to send out their own activities through ReadyRosie®.
To go to the ReadyRosie® website, click on the logo below.
TIER 3 - Children enrolled as Remote Learners 
Note: The Tier 3 implementation is for children who are enrolled solely as Remote Learners. Tier 3 requires internet connectivity and usable devices. If families have questions or concerns about either of these components, reach out to your Coordinator. With this enrollment families will receive 4 contacts each week. Please see below the types of contacts each family will receive in the left column and supporting information in the right column.
Four Weekly Contacts for Tier 3
  1. ReadyRosie® Activities: Every Monday the family will receive a suggested activity automatically from ReadyRosie® via either email or text.
  2. Teacher Selected/Created Activities: The teacher will create activities of their own or select activities from ReadyRosie® to support remote learners developmental progression and send these out to families each week.
    • These activities are in addition to the ones automatically sent out on Mondays by ReadyRosie®. To ensure the family gets the most out of the suggested activities, it is recommended that the teacher select a day later in the week to send out their own activities through ReadyRosie®.
  3. Weekly Remote Learning Individual Contact: Each week the teacher will contact the family via one of the approved virtual platform options listed to the right. This contact is to discuss how the child's development and progress with the activities is going. This meeting is important for continued individualization of activities and to document progression within GOLD.
    1. During these conversations teachers will utilize the Creative Curriculum® and ReadyRosie® resources and goals to ensure the skills, knowledge and concepts for all domains of learning continue to be supported.
    2. The goal is for this contact to take place on a virtual platform so there is visual contact with the families. If a phone call needs to take place on occasion that is okay too.
  4. Weekly Remote Learning Group Gatherings: Once a week have an established meeting time for all the Remote Learner families and children to come together to do a ‘large group’ type gathering. Strive to include activities that replicate the child’s experience at school such as book reading, music and movement, weekly question, games, etc.
Documenting the Four Weekly Contacts for Tier 3 ONLY
All four contacts will be documented on the Collaborative Centers Remote Learners Weekly Contacts Log and In-kind form. 
Assessment and Screeners for Tier 3 Remote Learners
For every Remote Learner, teachers and families together will complete 4 checkpoints using the GOLD assessment tool, and an ASQ screening within the first 45 days after enrollment. See the buttons below for links to more information regarding these tools.
Virtual Platform Options for Weekly Remote Learning Individual Contact (Tier 3, Weekly Contact #3)
A virtual platform will need to be selected based on the resources and comfort level of the enrolled families.  The 4 recommended platforms are a private Facebook page, SeeSaw, Remind app or Blooms.  If staff have other platforms they would like to pursue, a discussion with the Coordinator will need to take place. Please do not use dojo as it will be discontinued soon because of confidentiality issues.
Social Emotional Support
Keep in mind children and families enrolled as Remote Learners have access to the same social emotional supports offered to children enrolled as in-person HS and EHS students. Please see the buttons below for more information regarding these supportive tools.
Ideas from Teachers for Remote Learning Group Gatherings
Check out the list below for successful ideas/suggestions from other teachers who facilitated the Weekly Remote Learning Group Gatherings over the summer with their students.
  1. Name Games or Name songs using Name cards - Hickey, Picky, Bumblebee Can you say your Name for Me? Or Who took the Cookie from the Cookie Jar.
  2. Mystery bag - put objects or cards in a bag. Give clues to what it is and students guess what it could be.  Try this with vehicles, farm animals or other groupings of items that children are interested in.
  3. Scavenger hunts inside the home-colors, shapes, letters; scavenger hunt outside looking for things found in nature.
  4. Have a dance party.
  5. Read a book/Retell a book with character cards/Use puppets with books or songs.
  6. Show and Tell - Do show and tell but tie it to a learning object like bring something that is red, bring something that starts with the letter P, bring something you can recycle.
  7. Count and move - rote count and move as you count: clap, tap, twist, jump, shoulder raises. 
  8. Have a spirit or dress up day.  Try a PJ day, super hero day, sports day, bring a friend or stuffed animal, crazy hair day, hat day, etc.
  9. Animal walks - show an animal card or say an animal and students move like that animal.
  10. Give students a fun challenge to do after the video meeting (aka fun homework). Children/family can take a photo and post it or if it is a project then they can bring it to the next zoom meeting. Make it simple using materials your students have at home so it’s not overwhelming for families and connect it to a book or your study.
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