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“IamintheZone”UsingZonesofRegulationandSocialThinkingasaGradeLevel
InterventiontoSupportAllStudents,includingStudentswithSelf-RegulationandEmotionalIssuesintheInclusiveSetting.
TracyParent:SpecialEdCoordinator- WilmetteD39AlisonSteele:LBS- WilmetteD39
IllinoisCouncilforChildrenwithBehavioralDisordersConferenceFebruary3-4,2017
ObjectivesforThisPresentation
• GainanessentialunderstandingoftheZonesofRegulationProgram• Recognizehowbothstudentandteacherstressandemotionaldysregulationcanaffectstudentachievement• LearnKeyElementstoSuccessfulImplementationofZonesacrossagradelevel• LearnEssentiallessonstosharegrade-wide• Gainaccesstoresourcestobeginaplanforimplementationwithinyourschool
Teacher Stress
• Thereisadirectcorrelationbetweenteacherstress(bothmentalandphysical)andtheacademicsuccessandachievementofstudents.
• Teachers’physiologicalstatewillbepickedupbystudentswhoareconstantlyreadingwhereteachersareandmatchinguptoit.
ParaphrasedfromRobertWoodJohnsonFoundation2016
Whataboutourstudents?
Oftenstudentsareunabletorecognizeand/orarticulatetheirneeds.Theycan“zoneout”,shutdown,becomeemotionallydysregulated
andbehaviorally actout
TheImportanceofLearningtobeintheZone!
• Scientificevidencehasshownthatastudent’sacademicachievementintheclassroom,futuresuccessinlife,andoverallhappinesscanbesignificantlydeterminedbytheattainmentofthreeskills:
• Selfregulation– abilitytomanageemotionsandselfclam
• Focus– abilitytodirectattentionandmangedistractions
• Resilience – abilitytoadaptandthrivedespiteadversityandchallenges
• Overallexecutivefunctioning,studentbehavior,reductionofanxiety,peerinteraction,selfesteemandconfidenceanddecisionmakingandproblemsolvingAllisonMorgan,MAOTR,RYTallison@zensationalkids.com
HowDoestheZonesFitIntoSchools?• TypicallyusedasSpecialEducationIntervention–StudentswithIEPswhoneedassistancelearninghowtoselfregulate.• Behavior/SocialEmotionalGoalsandminuteswrittenintotheirIEPs.• Pointsheets/Selfawarenesssheetstomonitorzonesacrosssettings• Selfregulationcheckinsandseparateroomforsensorybreaks• IndividualorsmallgrouplessonsonZones/SocialThinkingInstruction• TaughtbySpecialEducationand/orRelatedServices• Limitations:SeparatecurriculumfromGeneralEducationmakesitdifficulttogeneralizeacrossallschoolenvironments.GenEdteachersunfamiliarwithZonesLanguage,toolsnotinclassrooms
MeasuringGrowth
StudentswithBehavioral/SelfRegulationIEPgoals:• StudentswilluseZonesLanguagetoidentifyandcommunicatetheiremotionalzoneanduseastrategytoselfregulateasevidencedbyengaginginexpectedbehaviorssuchas:
• Keepingselftoself• Promptlyfollowingdirections• Increasedtimeontaskandengagementinlearningactivitiesacrosssettings• Completionofqualitywork
• Measuredbydatafromdailypointsheets,worksamples,greenzonepercentages,Informalformativeandsummativeassessments
EssentialQuestionforSELStudentLearning
• IfweimplementessentiallessonsfromtheZonesofRegulationacrosstheall3rdgradeclassroomswiththeexpectationsthatteachersgeneralizezoneslanguageandtoolsintotheirclassroom,willALLstudentslearnto:• becomemoreawareoftheiremotions?• improvecontrollingtheiremotionsandimpulses?• managesensoryneeds?• improveabilitytoproblemsolve?
• Ifso,ourhypothesisisthissocialemotionallearningwillimprove:• selfregulation• focusandawareness• timeontaskandstudentengagement• resiliency• STUDENTGROWTHANDACHIEVEMENT
LearningObjective:Thirdgradestudentswillincreasetheirabilitytoself-managevialabelingfeelingsintotheappropriate“zone”andidentifyastrategythatwillhelpthestudentsgetbackintotheoptimalzoneforlearning(GreenZone)in3outofthe4zones.SIP:70%ofallstudentswillmeetthisgoal
ContentStandards• Goal1:Developself-awarenessandselfmanagementskillstoachieveschoolandlifesuccess.• Goal1A2a.Describearangeofemotionsandthesituationsthatcausethem• 1A2b.Describeanddemonstratewaystoexpressemotionsinasociallyacceptablemanner.• Goal2A2a.Identifyverbal,physical,andsituationalcuesthatindicatehowothersmayfeel• Goal2A2b.Describetheexpressedfeelingsandperspectivesofothers
MeasureGrowthTowardLearningStandard?
• Allthirdgradestudentsparticipatedinapreandpostassessmentsurveyandassessment(InformalFormativeAssessments).• Studentscompletedexitslips,emotions/zonesmatchassessment,completedstrategyvideos,participatedincreatingpersonaltoolboxesofstrategiesandcompletedselfevaluations(SummativeAssessments).• Anecdotal,behavioralandobservationreportingfromteachers
PathtoSuccessfulImplementation
• CommunityReviewCommitteeonincreasingSEL–>StrategicPlan->SchoolImprovementPlan->AdministrationSupport!• Zonescommittee->InterestedStaffwhowilllead• Stafftraining–>StaffmeetingandfundedPD• Scheduledplanaroundimportantdatestolessenteacherstress• Collaborationwithgeneraleducation,relatedartsteachers,parentsandstudents
7.Staff- funvideos8.StudentswithIEPssharetheirexpertise9.Hallway– Zonesposters10.Parents– Description11.Halloween– staffdressedthepartsofZonesandUnthinkables
1. PE- Zoneslessonsandvideotapes2.Music- Useofmusicmatchedtozones3.Art- drawingsrelatedtofeelings&zones4.Media- ReadAloudsrelatedtoSEL5.Tech-PicCollageselfportraitsforeachzone6.Spanish:learnWordsforzones/emotions
MakingitManageable:MoreKeystoSuccess
• Zonescommitteepreparedmaterials• 1lessonevery2weekstaughtbyCommittee• Sharedplanswithfollowupactivitiestoreinforce• Linktoexistingprogramswheneverpossible• Linktospecialslessons• Parasaddedsupportforlessons• ReadAlouds providedandkeptinMediaCenter• Boxofsensorytoolstobeshared• Useexistingrecesstapes/studenttapes• 3copiesofZonesofRegulationbookavailable
ZONESLesson1(AandB)ZonesIdentificationandDescription/Posters
A. Pre-assessment/SurveyAheadofTimeIntroFourZonesandcorrespondingemotionsDiscussFaceandBodyClues
StudentsbegintomakeZonesPosterinpreparationforpart2B.TechClassSupport:Studentstakeselfiesineachzoneasfollowuptothislessonforusein“MeandMyZones”.Art:colorsofEmotionsMusic:Soundsofemotions,Tech:SELapps,PE:MovementstogetintoZone,Spanish:EmotionWords,Media:readorhelpchildrenpickSELbooks
• SmartBoard lessonsandvideosonExpectedvsUnexpectedBehaviors leadingtoGoodthoughtsvsUncomfortableThoughts.AssiststudentsUnderstandingDifferentPerspectives• BeforestudentscancorrectlyIDzonesinselves,themmustbeabletorecognizezonesinothers.ThencanbegintounderstandwhensomeoneishavingGoodThoughts/UncomfortableThoughtsbecauseofsomeone’sbehavior• HavestudentsoffertheirownGoodThoughtsvsUncomfortableThoughts.• Filloutworksheets• Teachersfollowupbyusingthislanguageduringtheday
ZONES Lesson2:IdentifyZonesandPerspectiveTaking
ZONESLesson4:IdentifyingPersonalZonesandFaceandBodyCluesinMeandMyZonesBook
Copyright © 2011 Leah M. KuypersThis page may be copied for the purposes of educating students and other professionals.
The ZONES of Regulation ® Reproducible H
Which ZONE Should I Be In?All of the zone colors are okay. There are times when you should be in different zones. In the classroom, we try to stay in the Green Zone. Think about times when it’s expected that you would be in the Yellow, Blue, or even the Red Zone.
Times when it is expected to be in each zone...
Times to be in the BLUE ZONE... Times to be in the GREEN ZONE...
Times to be in the RED ZONE...Times to be in the YELLOW ZONE...
ZONESLesson5:TriggersandBeginExploringTools
Copyright © 2011 Leah M. KuypersThis page may be copied for the purposes of educating students and other professionals.
The ZONES of Regulation ® Reproducible P
CAUTION!TRIGGERS AHEAD
Triggers WorksheetCAUTION! Sometimes things happen to make me feel worried, upset, or frustrated! These things are called “triggers.” These put me in the Yellow or Red Zone! Here are some of my triggers:
Copyright © 2011 Leah M. KuypersThis page may be copied for the purposes of educating students and other professionals.
The ZONES of Regulation ® Reproducible AA Page 1
JumpReadCarry
Bounce
Tickle Pull Swing
Talk to Adult Hug Animal Walks
Run Push
ZONES Tools Menu
EndAssessmentResults
• Collectedsummativeassessments• AssessmentofMeandMyZones• StudentSelfAssessment• CollectedVideos• SurveyedTeachers• PostAssessment• 95%ofall3rd GradersmetSIPGoalidentifying• TalliedTargetStudentGrowthPopulation88%mettheirGrowthGoal
• Thirdgradestudentswillincreasetheirabilitytoself-managevialabelingfeelingsintotheappropriate“zone”andidentifyastrategythatwillhelpthestudentsgetbackintotheoptimalzoneforlearning(GreenZone)in3outofthe4zones
• SIPGoal70%ofall3rd gradestudentstomeetstatd goal• SLO:70%oftargetstudentpopulationwillmeettheirexpectedgrowthgoal
HOWWEIDENTIFIEDOURTARGETGROUP:Wehaveidentifiedourtargetgroupasanystudentwhoreceived70%orlessontheZonespre-assessmentform(67students)
SLODATA13of19studentswhoreceived70%,metexpectedgrowthtargetof20%(90%)19of21studentswhoreceived60%metexpectedgrowthtargetof20%.(80%)20of20studentswhoreceived50%,metexpectedgrowthtargetof30%.(80%)4of4studentswhoreceived40%,metexpectedgrowthtargetof30%.(70%)2of2studentswhoreceived30%,metexpectedgrowthtargetof50%(80%)1of1studentswhoreceived10%,metexpectedgrowthtargetof50%(60%)
Total:59outof67studentsmettheirexpectedgrowthtarget=88%Allstudentsubgroupswhotookthepreassessmentbythecutoffdatewereincludedinthisstudy.
AnecdotalandInformalData:SUCCESS• TeachersfeltmorecomfortableusingtheZonesLanguageafterourimplementation• Studentsincreasedtheirawarenessoftheiremotionalzones• StudentsincreasedknowledgeoftoolstousetomovebackintotheGreenZoneanddemonstratereadinessforlearning(Increasedfocus)• Targetedstudentsgainedconfidenceinusingstrategiesandincreasingtimeontaskandworkcompletion• StudentswithIEPwereeagertosharetheirexpertiseinsteadoftryingtohidethezonesawarenesspointsheet• CommonlanguagehelpedallteacherscommunicateaboutemotionsandstrategiestobegetinoptimallearningZone
References
• AllisonMorgan,MAOTR,RYTallison@zensationalkids.com• CentralElementarySchoolPresentations/Samples• ExecutiveFunctioningPresentation,SarahWard,• WebPPTonZonesofRegulationClassroomInquiry• RobertWoodJohnsonFoundation2016• SocialMappingbyMichelleGarciaWinner• ZonesofRegulationsbyLeahKuypers