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Zones of regulation presentation 2019
- 1. Zones of Regulation School-wide Implementation of a Tier I Self-Regulation Strategy
- 2. Hello! I am Dr. Mike Trimmell ▧ Principal, Laurel Magnet School ▧ Adjunct Professor, CSULB, Department of Educational Leadership 2 You can find me at: mtrimmell@bousd.us
- 3. Hello! I am Sonia Kadakia ▧ BOUSD District Behavior Specialist ▧ District Speech & Language Pathologist 3 You can find me at: skadakia@bousd.us
- 4. 4 “Kids do well If they CAN, instead of, If they want to”. ~Ross Green
- 7. ““Self-regulation is the ability to manage your emotions and behavior in accordance with the demands of the situation. It includes being able to resist highly emotional reactions to upsetting stimuli, to calm yourself down when you get upset, to adjust to a change in expectations and to handle frustration without an outburst” ~Child Mind Institute 7
- 8. Examples of Self-Regulation Resisting ▧ Emotional Outbursts ▧ Distractions ▧ The need for Instant Gratification Controlling ▧ Impulses ▧ Feelings of Worry, Self-Doubt, or Anxiety Transitioning ▧ From Task to Another ▧ From One Location to Another 8
- 9. Development of Self-Regulation 9 Metacognitive Strategies (2nd Grade & Onward) Self-awareness of needs. Ability to reflect Regulate emotions Perspective taking Understand social conventions Behavior Strategies (Infant to 3 years) Motor actions Sensory exploration Express emotions Language Strategies (Preschool to 2nd Grade) Words and symbols Organize actions Identify emotions Label emotions
- 10. What Are Your Takeaways Thus Far? New information: How will you apply it? Review Information: What’s next for you? 10
- 12. ““In some cases, social skills may even be better predictors of future successes than academic ones” ~Dr. Damon Jones, Penn State Child Study Center 12
- 13. ▧ A cognitive behavior based curriculum ▧ Designed to help children learn how to regulate their emotions independently ▧ Teaches students to recognize and identify their feelings 13 What is Zones of Regulation?
- 14. What is Zones of Regulation? ▧ Teaches students to learn how their behavior affects those around them ▧ Equips students with the tools they need to regulate their actions ▧ Allows students increased control and problem solving abilities 14
- 15. What it IS... ▧ A student driven self-regulation tool ▧ A thinking framework ▧ A way to nurture development of social-emotional skills ▧ A way to create consistent language across all settings The Zones Framework What it IS NOT... ▧ Teacher driven ▧ A discipline model ▧ A reactive behavior approach ▧ A way to shame negative behavior ▧ Punitive in nature 15
- 16. 16
- 17. What is the Blue Zone? https://youtu.be/VujyGcyKljg Sad Sick Tired Bored You are running slow
- 18. What is the Yellow Zone? Loss of control Frustrated Worried Silly/wiggly Excited
- 19. What is the Green Zone? Happy Calm Focused Feeling okay Ready to learn
- 20. What is the Zone?What is the Red Zone? Mad/angry Terrified Yelling/hitting Elated Out of control
- 21. Tier I, II, and III Intervention Zones can be used at all levels, bringing consistency across the entire campus 21
- 22. Universal Tool Universal Interventions Targeted Interventions Individual Interventions 22 1 32 Language & techniques used by all staff and in all settings. Small groups and/or one to one. Individualized plan for identified students.
- 23. Learning Differences All Students Benefit Experienced Trauma Multiple Learning Styles 23 Lack of Coping Skills Experienced Trauma Social Anxiety
- 24. Place your screenshot here What Zone Are You In? Turn to a partner and share why 24
- 25. Sensory Tools ▧ Fidget tools ▧ Therapy Ball, Swivel Chair ▧ Stretch Bands ▧ Listen to music ▧ Chew on crunchy food ▧ Calming scents ▧ Proprioceptive input Calming Techniques ▧ Deep Breaths ▧ Count to 10 ▧ Calming sequences ▧ Have a drink of water or snack ▧ Take a break Thinking tools ▧ Big vs. Small problem ▧ Inner Coach vs. Inner critic ▧ Flexible thinking vs. Rigid thinking ▧ ZigZag- change in routine ▧ Talk to someone Find a Tool 25 Emotional Regulation
- 26. 26 Implementation Process Self-Regulation Strategy School-wide Implementation T E A M S U P P O R T T R A I N I N G
- 27. How Did We Make it Happen? Team Training Supports & follow-up 27
- 28. 28 Team ▧ Administrator ▧ Champion of Champions ○ Lead Teacher ○ Specialists ▧ Staff Buy-In ▧ Implementation Plan
- 29. 29 Training ▧ Staff ○ Whole Staff Meeting ■ Understanding the Framework ■ Overview of Student Presentation ▧ Student ○ School-wide Assembly (2-6) ○ Role Play https://www.youtube.com/watch?v=E59d7mrfFC0 ▧ Parent/Guardian/Caregiver ○ Parents in Action ○ School Site Council ○ ELAC ○ PTA
- 30. 30 Supports & Follow-Up ▧ Providing Materials & Resources ▧ Prep Time ▧ Determining How to Implement Lessons ▧ Development of Activities ▧ Inclusion as Part of Restorative Practices ▧ PBIS Team Discusses Tier 2 & Tier 3 student interventions (Data Collection) ▧ Link Resources to Website
- 31. 31 Next Steps ▧ Student PD ○ 2-4: Repeat of Zones presentation ○ 5-6: Focus developing toolbox of coping strategies ▧ Staff Support ○ Consultation with Implementation Team (Staff Meeting, PLC Time, By Appointment ▧ Staff survey for feedback ▧ Exit survey for 6th graders
- 32. Who is on your team? What Training Opportunities Are There? What Supports Do You Need to Provide? Brainstorm Turn to a partner and share 32
- 33. 33 Resources ▧ Kuypers, L. (2011). The Zones of Regulation: A Curriculum Designed to Foster Self-Regulation and Emotional Control. San Jose, CA: Think Social Publishing, Inc. ▧ https://www.zonesofregulation.com/teaching-tools.htm ▧ http://makesociallearningstick.com/uploads/3/4/7/2/34723372/es_lk_emotional _regulation.pdf ▧ https://www.weareteachers.com/zones-of-regulation-activities/ ▧ https://www.socialthinking.com/eLearning/Webinar-Size-of-Problem ▧ Incredible 5 Point Scale: Understanding Social Interactions and Controlling their Emotional Responses by Kari Dunn Buron (Author), Mitzi Curtis (Author) ▧ L. Kuypers Facebook Group page ▧ Teacher Pay Teachers ▧ Pinterest
- 34. 34 “Behaviorally challenging kids are challenging because they lack the skills to not be challenging” ~Ross Green
- 35. Thanks! Any Final Thoughts? You can find us at: mtrimmell@bousd.us skadakia@bousd.us 35