Introduced into NYC schools in 2008, the program was initially used in classrooms with students with a wide range of developmental and educational challenges. Since then, we’ve developed sequences and supports tailored to the needs of client groups across age ranges and ability levels. The program is currently used in schools around the US and Europe for students of all ages in typical, integrated and self- contained classrooms.
THE DEMAND FOR A DAILY PREPARATION ROUTINE
Distractions are all around us the moment we wake up; from technology notifications to the daily stresses of our morning commute, our attention is manipulated and strained before we even arrive to school or work.
We believe that for optimal learning to take place, students must have the opportunity to build connections between all of the systems in their bodies, and that for optimal teaching and caregiving, adults must have the same opportunity.
HOW IT WORKS
Through a developmentally based, tiered program, The Get Ready Project incorporates the centuries old practice of yoga and mindfulness with current educational and therapeutic strategies, including:
POSITIVE BEHAVIOR INTERVENTION
SOCIAL EMOTIONAL LEARNING
RESPONSE TO INTERVENTION
The Get Ready Project differs from other school-based yoga programs in that it is a daily classroom, morning routine that uses graded manualization in the form of guided videos and onsite modeling to ensure fidelity of implementation and ease of administration for both participants and instructors. The program addresses the needs of students of all ages and abilities. Trainings and support tutorials aid the program providers in accessing deeper understanding of body-brain development, and how that development influences student learning and behavior.
Our program provides the opportunity for optimal learning in a way that is easy to integrate into a daily classroom routine, and sets up all participants for success. The floor program offers scaffolded sequences beginning with a grounded practice -- offering a solid foundation for the development of higher level motor skills while supporting emotional and energy regulation.
Designed to build mind-body or "self-to-self" connections. Students develop body awareness as they build foundations for self regulation, sensory motor skills and learning.
Identifies and strategically supports those students who require individualized adaptations to optimize independence.
Focuses on enhanced self awareness, postural control and higher level skills which translate into increased attention, performance, behavior and communication in the classroom.
THE RESULTS AND RESEARCH
American Journal of Occupational Therapy published a 2012 study that provides sound evidence that the Get Ready Project (formally known as the Get Ready to Learn program) reduces irritability, lethargy, social withdrawal, hyperactivity, and noncompliance in children with autism spectrum disorders (ASDs).
This highly regarded study concluded that incorporating our program into classroom morning routines can maximize academic engagement and optimize classroom time for classrooms facing self regulatory challenges of ASD.
WHAT OUR COMMUNITY IS SAYING
The following data was taken from 212 participants in our NYC schools during the 2018-2019 school year.
of teachers, administrators, and parents
agreed the program had an
overall positive impact.
More than half
of participating parents believed the program provided a positive influence on their child's behavior/mood.
Participants also reported:
Positive impact on focus/attention
Positive impact on routines/transitions
Positive impact on school/staff culture
“I love this program! [My Daughter] has been coming home asking to do [The Get Ready Program]. I notice that when she is anxious or upset she will grab her mat and ask for yoga, and she will do her entire routine and calm herself down. It is amazing to watch!!
GET READY PROGRAM PARENT
“[With The Get Ready Project] students focus is increased, and hyperactivity is reduced. Ultimately, the program has shown improvement in academic and behavioral performance. As a classroom we are able to reflect on ourselves, are stable, focused, and happy. It is truly a pleasure.”