Remote Instruction Guide

Adjusting implementation strategies to meet the the needs of a remote learning program requires careful consideration of the impact of changes to an evidence based program's fidelity model.
We have compiled resources and guidance for adaptation of the Too Good lessons to facilitate remote instruction while maintaining minimal changes to the Too Good program fidelity models.
We encourage you to review these recommendations and apply them to your remote learning implementation.

Remote Learning with Live Video

Delivery Adaptations and Recommendations

To increase the development of social emotional learning skills and empower your students to be strong learners that make healthy choices, conduct live videos of the Too Good lessons.  

We highly recommend that students have access to their own hard-copy of the Student Workbooks.  If your school has plans for remote learning this fall, be sure to include the Student Workbook in the materials packet you plan to distribute.  

Prior to conducting your first live video, assign your students to small groups identified by the colors of the game pawns: yellow, green, orange, blue, red, and purple.  These small groups will be used to play some of the interactive games and small group activities within the lessons.        

Hosting Live Sessions

  • Conduct each lesson as scripted in the Teacher's Manual while following our Social Distancing Adaptations.  If it is not possible to follow the social distancing adaptations, conduct the activity as a class.
  • If playing a game as a class is not possible, select 5-10 question cards from the game to read aloud to the students.  Call on students by name to answer the question.
  • If the students do not have a hard copy of their Student Workbooks, display the workbook pages by sharing your screen. Read, or select students to read, the scenarios and/or the information aloud.  Allow time for the students to discuss their answers or write them down on a sheet of paper.
  • Read role plays aloud to the students as a story.
  • Partner activities can be conducted as small group or whole class activities.
  • If the videoconferencing software you are using allows you to record your video call, then record your live video to share with the students who could not participate in the live session.
  • If you have a limited amount of time, consider conducting the lesson in smaller segments to be presented in multiple sessions. If it is not possible to conduct the lesson over multiple sessions, adjust the lessons as needed to fit the time you have available. 

    Breakout Rooms in Live Sessions

    Use the grouping features of your videoconferencing software to put the students into the groups you created prior to the first lesson.  Many videoconferencing programs allow for regular meetings to be subdivided into small group breakout sessions that you can supervise. 

    With this feature, you can more closely replicate the classroom group activities in the Too Good lessons. 

    Remote Learning with Pre-recorded Video

    Delivery Adaptations and Recommendations

    Another option for delivering the Too Good lessons with your students is with prerecorded videos.  Pre-recorded lessons allow you to deliver the content without interruption.  Once a video has been recorded, it can be shared with multiple teachers and classes at your school to ensure your students all receive the same content.   

    Pre-recorded lessons also allow your students to learn and move at their own pace and watch the videos on their own time.  Students can also access and watch the lessons again if necessary. 

    We highly recommend that students have access to their own hard-copy of the Student Workbooks.  If your school has plans for remote learning this fall, be sure to include the Student Workbook in the materials packet you plan to distribute.  

    Recording Lesson Presentations

    • Even though the students will not be actively answering questions,  pause to allow time for the students to consider the questions and answer them on their own. After you pause for students to answer, give the correct answer.  
    • If the students do not have a hard copy of the Student Workbooks, display the workbook pages by sharing your screen. Read scenarios and/or the information on the workbook page aloud.  Allow time for the students to consider their answers or write them down on a sheet of paper.
    • Read role plays aloud to the students as a story.
    • The questions in the games provide excellent opportunities for the students to review and practice what they have learned in the lesson. Select 5-10 question cards from the games to read to the students.  Pause to allow time for the students to answer the questions on their own.  
    • Remember to display posters and visual displays  when filming your lessons.
    • Keep in mind that you are speaking directly to the students and use phrases like “you should” rather than “students should.”
    • Use intonation and tone of voice to reflect your enthusiasm to keep your students engaged.   
    • If you have a limited amount of time, consider presenting each lesson in multiple prerecorded videos of shorter duration. If it is not possible to conduct the lesson over multiple prerecorded videos, make adjustments to the lessons as needed for the time you have been allotted. 

    Sample Lesson Presentations

    The following sample video presentations apply to both Too Good for Drugs and Too Good for Violence. Use these sample presentations to help you prepare your own presentations.

    Sample Pre-recorded Video Presentation:

    Sample Live Video Presentation:

    Contact Us

    If you aren’t certain what you can do, please reach out to us at info@mendezfoundation.org or call 800.750.0986, and we will be ready to assist you.