Teaching Regulation Like We Teach Reading

Well, and you were leading into what I'm going to ask next is just like how this fits in with MTSS and sort of this idea that that what you're talking about is that tier one practice that everyone talks about it.

So what is let's talk a little bit more and kind of explore a little bit.

What does that regulation support actually look like beyond tier one and tier two and tier three? And and then maybe maybe talk a little bit about a mistake that you think you see districts making in this.

Well, for those familiar with the zones, it is a curriculum and it is also just a way of thinking to help us categorize our feelings and support regulation.

So, and there's four colored zones.

Red is very red zone, very high energy, heightened state of alertness.

Like we have a lot of fear, anger, elation, just really overwhelming, powerful feelings.

Yellow is some elevated feelings and energy, maybe frustrated, silly, scared, but not terrified.

In the red, worried.

Green is a more calm state of alertness.

We put feelings like maybe focused, happy, feeling good.

proud about something and then the blue zone is our lower states of alertness like sad sick tired bored and so all zones are okay and we're just helping create this common language to support the learners and being able to bridge from maybe more of those behavior strategies as they develop regulation skills to language-based strategies to support their regulation.

So the zones can give that easy language.

And that is something that when we look at Back to your like tiers of support.

When we have a tier one classroom using zones regulation, we're going to be able to not just meet the needs of kids who also need the tier three and maybe lessen some of that, you know, highly individualized tier three needs.

or tier two supports by creating a space where regulation is more than norm.

They're getting their needs met in that environment.

We have a common language, so maybe they have zones check-ins as they transition into the classroom.

The teacher can do a quick gauge of like, okay, where's my learners at? Teacher is also checking in to create this, again, acceptance that all zones are okay, all feelings are okay, we're going to naturally fluctuate through these feelings.

They can see and prioritize a kid who might check in in the red zone as they come back from recess and have maybe a very different outcome than if they didn't have that information and that kind of snowballs into something bigger as they try to get started on their academics and they can make modifications to the environment knowing our kids are coming in like i got a lot of kids coming in silly and energetic in the yellow zone maybe i do some environmental supports like turn down the lights or maybe we do a mindfulness activity together before we jump into our unit so we're trying to create a space where tools are accessible in tier one we have this common language we have visual supports so that everyone has easy access to this you know it's not just a video that we're all learning about the zones it's really creating an environment that also supports this and creates in a safe space to talk about and work through our feelings tier two might look more like Some learners who have identified as needing some additional support, so maybe they're in small groups, they're getting more intensive interventions, or they're taking what's been taught in the classroom with the curriculum and breaking it down into further more process practice opportunities with that's an adult.

And then tier three is maybe highly individualized learning.

reports, more frequent check-ins, customized visuals for that learner to increase accessibility and communication.

What I really try to

advocate

for is if we can get the adults in this building to essentially trained up and understanding what the zones are and how to support that curriculum.

Well, and you were leading into what I'm going to ask next is just like how this fits in with MTSS and sort of this idea that that what you're talking about is that tier one practice that everyone talks about it.

So what is let's talk a little bit more and kind of explore a little bit.

What does that regulation support actually look like beyond tier one and tier two and tier three? And and then maybe maybe talk a little bit about a mistake that you think you see districts making in this.

Well, for those familiar with the zones, it is a curriculum and it is also just a way of thinking to help us categorize our feelings and support regulation.

So, and there's four colored zones.

Red is very red zone, very high energy, heightened state of alertness.

Like we have a lot of fear, anger, elation, just really overwhelming, powerful feelings.

Yellow is some elevated feelings and energy, maybe frustrated, silly, scared, but not terrified.

In the red, worried.

Green is a more calm state of alertness.

We put feelings like maybe focused, happy, feeling good.

proud about something and then the blue zone is our lower states of alertness like sad sick tired bored and so all zones are okay and we're just helping create this common language to support the learners and being able to bridge from maybe more of those behavior strategies as they develop regulation skills to language-based strategies to support their regulation.

So the zones can give that easy language.

And that is something that when we look at Back to your like tiers of support.

When we have a tier one classroom using zones regulation, we're going to be able to not just meet the needs of kids who also need the tier three and maybe lessen some of that, you know, highly individualized tier three needs.

or tier two supports by creating a space where regulation is more than norm.

They're getting their needs met in that environment.

We have a common language, so maybe they have zones check-ins as they transition into the classroom.

The teacher can do a quick gauge of like, okay, where's my learners at? Teacher is also checking in to create this, again, acceptance that all zones are okay, all feelings are okay, we're going to naturally fluctuate through these feelings.

They can see and prioritize a kid who might check in in the red zone as they come back from recess and have maybe a very different outcome than if they didn't have that information and that kind of snowballs into something bigger as they try to get started on their academics and they can make modifications to the environment knowing our kids are coming in like i got a lot of kids coming in silly and energetic in the yellow zone maybe i do some environmental supports like turn down the lights or maybe we do a mindfulness activity together before we jump into our unit so we're trying to create a space where tools are accessible in tier one we have this common language we have visual supports so that everyone has easy access to this you know it's not just a video that we're all learning about the zones it's really creating an environment that also supports this and creates in a safe space to talk about and work through our feelings tier two might look more like Some learners who have identified as needing some additional support, so maybe they're in small groups, they're getting more intensive interventions, or they're taking what's been taught in the classroom with the curriculum and breaking it down into further more process practice opportunities with that's an adult.

And then tier three is maybe highly individualized learning.

reports, more frequent check-ins, customized visuals for that learner to increase accessibility and communication.

What I really try to

advocate

for is if we can get the adults in this building to essentially trained up and understanding what the zones are and how to support that curriculum.