• www.facebook.com/ReadyRosie
     
    Each week, caregivers receive an email or text message with videos explaining how to do activities together as a family to support and reinforce the learning we are doing in class. Each activity is modeled in a quick, 2-minute video that you and your child can watch and do together at home or on the go.
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    Ready Rosie is a program paid by Denton ISD through its Title I, Part A funds and provided at no charge to parents and caregivers of current and potential Denton ISD students attending campuses that receive Title I. The program is designed to serve students from birth to age six. Funding meets the requirement to address the needs of preschool children through section II.D. of the Title I, Part A "Assurances Relating to the Title I Program Plan" guidance and the needs of parental involvement through section VI.A. of the Title I, Part A "Assurances Relating to Parental Involvement" guidance.
     
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    How does it work? It's as easy as 1-2-3!
    1. Parents watch a 2- to 3-minute video.
    2. Parents and children do the activity.
    3. Everyone has fun while learning more about literacy, math, social and emotional skills, etc.! 
     
    Ready for Denton, Rosie?  
    A blog written by Chris Shade, Coordinator of Federal & State Programs
     
    Parenting. I can't think of a more difficult word to define. I can't think of a more difficult thing to do.  Regardless of race, sex, creed, and culture, as humans we’ve either had or been a parent. Remarkably, despite the fact that over 107 billion people have been born, we all do it differently. From Tiger moms to helicopter dads, there are as many ways to parent as there are parents. In our culture, we face a relentless media assault telling us we aren’t enough. Buy this laundry soap and your kids will look perfect. Put your child into this program or he will be left behind. “We live in a culture of scarcity in a “never ___ enough” world.

    Never good enough
    Never perfect enough
    Never successful enough
    Never smart enough
    Never safe enough
    Never extraordinary enough

    Scarcity thrives in a culture where everyone is hyperaware of lack.” But as author Brene Brown continues in her book, Daring Greatly, “Who we are and how we engage with the world are much stronger predictors of how our children will do than what we know about parenting.” Brown does not claim to be a parenting expert; in fact, she doubts there are any. But she offers wisdom in encouraging parents to “parent from a place of “enough” rather than scarcity.” Simply stated, “You.are.enough.”

    As a young parent, I did not hear this message. When my children were little, I believed I was a failure as a parent. The other kids were reading and mine was not. I had developmental charts and graphs and worksheets. And stress. I confided in a principal friend who gave me sound advice, “Chill out. He's three.” (He was in a preschool class with three, four, and five year olds.) We all want our children to be successful. But what is success? It depends on who you ask. Recently, at a Summit for Innovative Education, Dr. Yong Zhao quipped, “What is success as a parent? If they don't move back home into the basement upon graduation, that is success.” I had to laugh. So did everyone else in the room. Feeling inadequate as a parent is universal. And there is no instruction manual. I appreciate the words of David Brooks, author of The Social Animal. “If there’s one thing that developmental psychologists have learned over the years, it’s that parents don’t have to be brilliant psychologists to succeed. They don’t have to be supremely gifted teachers. Most of the stuff parents do with flashcards, special drills, and tutorials to hone their kids into perfect achievement machines don’t have any effect at all. Instead parents just have to be good enough. They have to provide their kids with stable and predictable rhythms. They need to be able to fall in tune with their kids’ needs. They need to establish secure emotional bonds that kids can fall back upon in times of stress. They need to be there to provide living examples of how to cope with the problems of the world so their children can develop unconscious models in their own heads.”

    That seems less complicated. Sometimes, as parents we just need an idea. A prompt. And that’s what I really like about
    ReadyRosie. Each day, parents receive a two minute video of activities using simple household objects such as rocks and coins. In other videos, it has activities with food such as counting sugar packets or gummy bears. Others take place reading in the floor at the local used bookstore or searching for sounds at the store. And it’s real parents teaching real children in real places like a restaurant, the city bus, the grocery store, the doctor’s office, the playground, etc. Places where authentic learning occurs. Since there’s not a parenting how-to manual, sometimes it’s nice just to see how others are doing it. This is in part why Ready Rosie was created. Founder, educator, and parent Emily Roden said in an article in the Denton Record Chronicle that she struggled to come up with ideas for teaching her two children and thought a quick video everyday would be an easy way to solve the dilemma. And it is not overly complex. Videos are sent by email to a smartphone, home computer, or the public library computer. The video activities come in both English and Spanish. For those interested, each segment also includes an “expert” video explaining the “why” behind the activity, which is helpful and insightful but not required. Nor is watching the video every day. As a parent, I have to remind myself to be gentle with me. I can’t beat myself up for not viewing it daily. Maybe I want to hang onto one of the videos until we go out to dinner over the weekend. But if I find a few extra minutes at the doctor’s office, standing in line at the store, or stuck in traffic, I could always use a few things to keep the kids busy. Regardless, it’s time I’m already spending with my children; and brain researcher and author Eric Jensen writes, “To grow up emotionally healthy, children simply need a strong, reliable primary caregiver who provides consistent and unconditional love, guidance, and support; safe, predictable, stable environments; and ten to 20 hours each week of harmonious, reciprocal interactions.” Paul Tough, author of How Children Succeed found, “What matters most in a child’s development is not how much information we can stuff into her brain in the first few years. What matters, instead, is whether we are able to help her develop a very different set of qualities, a list that includes persistence, self-control, curiosity, conscientiousness, grit, and self-confidence.” That seems doable especially when I see a couple of ideas.
     
    While I like Dora the Explorer, I love ReadyRosie. It puts me as the parent in the driver’s seat. I wish I’d had Ready Rosie when my 18-year-old was three. Being stuck in traffic would have been much more fun.
     
    ReadyRosie is a program paid by Denton ISD through its Title I, Part A funds for parents of current and potential Denton ISD students at no charge. The program is designed to serve students from birth to age six. Funding meets the requirement to address the needs of preschool children through section B.4. of the Title I, Part A “Assurances Relating to the Title I Program Plan” guidance and the needs of parental involvement through section F.1. and F.10. of the Title I, Part A “Assurances Relating to Parental Involvement” guidance.


    B. Assurances Relating to the Title I Program Plan

    The LEA assures the following:

    "The LEA will coordinate and integrate Title I, Part A, services with other educational services at the LEA or individual campus level, such as Even Start, Head Start, Reading First, Early Reading First, and other preschool programs, including plans for the transition of participants in such programs to local elementary school programs and services for children with limited English proficiency; children with disabilities; migratory children; neglected or delinquent youth; Indian children served under Title VII, Part A; homeless children; and immigrant children in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program (P.L. 107-110, Section 1112[b][1][E]).”

    F. Assurances Relating to Parental Involvement.

    The LEA assures the following:

    1. If the LEA’s Title I, Part A, entitlement is more than $500,000, the LEA shall reserve at least 1% of its Title I, Part A, entitlement for parental involvement activities, including promoting family literacy and parenting skills.

    10. To ensure effective involvement of parents and to support a partnership among the campus involved, parents, and the community to improve student academic achievement, each campus and the LEA will do the following:

    b. Provide materials and training, such as literacy training and using technology, to help parents work with their children to improve their achievement, as appropriate, to foster parental involvement

    d. to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children

    Research has shown that high quality education for 0 – 4 year olds improves children’s standardized kindergarten entry tests to the 50th percentile from the 24th percentile, with long term learning gains of close to 20 percentile points (www.readyrosie.com).

    In what stands as the fullest evaluation to date on the long-lasting effects of early parental relationships on a child’s development, Paul Tough, author of How Children Succeed, cites how researchers at the Institute of Child Development at the University of Minnesota found that “early parental care predicted which students would graduate even more reliably than IQ or achievement-test scores” and discovered “they could have predicted with 77 percent accuracy, when the children were not yet four years old, which ones would later drop out of high school.” The subjects of the study, now in their late thirties, “with secure attachments early on were more socially competent throughout their lives: better able to engage with preschool peers, better able to form close relationships in middle childhood, better able to negotiate the complex dynamics of adolescent social networks.”