• Systematic, cognitive and behavioral approach to help self-regulate by categorizing the different ways we feel into four concrete colored zones.

• Provides strategies to teach students to become more aware of their emotions and impulses, manage sensory needs, and improve their ability to problem solve conflicts.

• The zones incorporate social thinking concepts that teach students to identify their feelings/levels of alertness, understand how their behavior impacts others around them, and learn tools they can use to manage their feelings and states.

• Increase the number of students engaged in recess activities.

• Decrease the number of student visits to the health office.

• Reduce bullying incidents by increasing positive peer relationships and sportsmanship-like behavior.

• Increase student knowledge of physical education and develop their gross motor skills by continuing to reinforce recess activities and pre-teach the students specific activities during their physical education classes.

Safety First!

• Inclusive P.E. and recess model that allows students to work together while including everyone in a variety of activities in P.E. and recess.

• This philosophy is not to overtake our unstructured recess but to enhance it. Two times a week students can have Zones Recess where there are four zones spread out through the recess area. Each color zone will have many different and appropriate activities that students choose depending on how they are feeling.

• Students can self-select their choices and activities, and are free to move from one activity to another whenever they feel it is appropriate.