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Zoning

Zoning is a system of organizing staff and the environment of a classroom to increase engagement and support children's learning.

Zoning plans show where staff should be and what they should be doing for different routines throughout the day.

Your plans can be simple drawings or created electronically, whichever works best for you and your team.

Copy of Zoning3.pdf

classroom diagram with color coded zones

FAQ: How do we use zoning for a child who needs more adult support (or a 1:1 adult)?

Does this child need 1:1 support during every routine? If not, which routine is she/he most independent? How will zone that?
How can we ensure this child interacts with all adults throughout the day?
What is the least amount of support we can give this child in each routine and she/he will still be successful?
Do we need multiple plans for zoning certain routines?
How will we know this child is ready to be independent during a routine (not have a 1:1 zone)? What data can we collect?
What other children is this child most likely to be successful with? Can we pair them with this peer for some routines?
What skills/goals does this child need to work on in order to be more independent?

Below are 2 examples of zoning plans to support individual students.

zoning example for child who needs 1:1 support. Table with routines on left column: arrival, circle, small group, center time, large motor, snack, departure circle. Rows describe what each staff person will do during those routines. The target child "tasha" is rotated between staff a, b and c for each routine.

Rotating adults

By aligning a different staff member to support an individual student during each routine, all adults learn to support the student and the student will learn to generalize the skills he/she needs.

second zoning example for child who needs 1:1 support. Table with routines on left column: arrival, circle, small group, center time, large motor, snack, departure circle. Rows describe what each staff person will do during those routines. The target child "tasha" is only rotated between staff a, b and c when she needs extra help at snack and circle time

Planning extra support as needed

As a student becomes more successful, the staff are able to scale back 1:1 support to difficult routines only.

zoning example for itinerant staff. Table with routines on left column: arrival, circle, small group, center time, large motor, snack, departure circle. Rows describe what each staff person will do during those routines. The OT is added to zoning plan for small group, ECSE teacher zoned for center time and SLP zoned to lead departing circle.

FAQ: How should we zone when staff members (ECSE teacher or related service providers) are not always in the room?

What do you need Staff A to do when they are in your room?
Where will the child they need to work with be when they come into the room?
Is there consultation or modeling you need to see?
Are there goals for children that you don’t know how to elicit, prompt or reinforce?
Can Staff A help support a routine when a child is struggling?
Does Staff A come at the same time every time they come? Why or why not? Would it be helpful? Is it possible?
When would you have Staff A come if it were up to you? Is that a possibility?
What peers would the identified child learn best from? Can you arrange a zone when Staff A is here to include peers?