FIRST WAVES **My Body Tells Me** *A Tide Pool Introduction to Ocean Zones* ───────────────────────── **COMPREHENSIVE TEACHER GUIDE** Mastery-Based Curriculum for Students with Significant Support Needs ───────────────────────── Includes: Quick-Start Guide • Delivery Modes • Complete Unit Lessons In-the-Moment Scripts • Family Materials • IEP Goals Calm Connections Learning Lab LLC Version 5.0 — January 2026 # QUICK-START GUIDE (Read This First!) *You have 5 minutes before students arrive. Here's everything you need:* ## THE 30-SECOND SUMMARY First Waves teaches Calm vs Not Calm (Units 1-2), then teaches 5 named feelings (Happy, Sad, Mad, Scared, Calm). Tired is included as an always-available option (no standalone unit). Every day: 5 minutes. Show card → Point to body → Name it → ONE breath → Celebrate. **Use the tier cheat sheet as your daily script (keep it visible during instruction):** - Foundational: `First_Waves_Foundational_Cheat_Sheet_V2.md` - Supported: `First_Waves_Supported_Cheat_Sheet_V2.md` - Transitional: `First_Waves_Transitional_Cheat_Sheet_V2.1.md` ## MINIMUM DAILY SETUP (DO THIS EVERY DAY) - 2-Zone visual (Calm / Not Calm) - Not Calm Menu (Break / Help / Squeeze) - Today's feeling card **If you only remember one thing:** This is a skills routine, not a discussion. Keep language short, repeat the same script, and measure progress by participation (not perfect answers). ## TODAY'S 5-MINUTE ROUTINE | **Time** | **Step** | **Say This** | | -------- | ------------- | ------------------------------------------------------------ | | 30 sec | **GATHER** | "Let's check our bodies!" | | 30 sec | **SHOW** | Hold up card: "This is [FEELING]. [Feeling]. [Feeling]. [Feeling]." | | 1 min | **BODY** | "Where do you feel it?" + point to body part | | 1 min | **NAME** | "Show me [feeling]!" or "Point to how you feel." | | 1 min | **BREATHE** | "Let's take a belly breath. In... Out..." (just ONE) | | 30 sec | **CELEBRATE** | "You LISTENED to your body! That's AMAZING!" | For exact daily script wording by tier, use the cheat sheets: `First_Waves_Supported_Cheat_Sheet_V2.md` and `First_Waves_Transitional_Cheat_Sheet_V2.1.md`. ## WHICH FEELING THIS UNIT? | Units 1-2 | **CALM / NOT CALM** | Units 7-8 | **MAD** | | --------- | ------------------- | ----------- | ---------- | | Units 3-4 | **HAPPY** | Units 9-10 | **SCARED** | | Units 5-6 | **SAD** | Units 11-12 | **CALM** | **NOTE:** Units are taught in sequence but progression is mastery-based, not time-based. A unit may take 1 week or 4 weeks depending on student progress. Some students will repeat the full sequence multiple times. ## WHICH SCRIPT DO I RUN THIS WEEK? Use the unit sequence to pick the **feeling card**, and use the student's tier to pick the **daily script**. **Units 1–2 (CALM / NOT CALM):** - Foundational: Run the Unit 1 micro-lesson script (30–60 seconds) multiple times daily. - Supported: Use the Supported cheat sheet backbone (Calm/Not Calm + menu first). - Transitional: Use the Transitional cheat sheet backbone (Calm/Not Calm + menu first). **Units 3–12 (HAPPY/SAD/MAD/SCARED/CALM):** - **Daily rule (all tiers):** Calm/Not Calm first. If Not Calm → Menu first → deliver → then return to the unit script. - Foundational: If the routine needs to stay very short, do Calm/Not Calm + Menu only (30–60 seconds). If the student is Calm and stable, you may briefly show the unit feeling card and celebrate participation. - Supported: Use the Supported cheat sheet 5-minute script (includes feeling card + body cue + breath choice). - Transitional: Use the Transitional cheat sheet (On-Ramp A or B depending on readiness). Use unit feeling cards as appropriate, but keep the Calm/Not Calm backbone primary. ## NON-VERBAL STUDENTS? Success is ANY response: - Looking at the card = participation - Any sound = communication - Body movement toward card = choosing - Being present = learning ## STUDENT IN CRISIS? Skip the routine. Just say: **"Your body is telling you something. I'm here. Let's breathe."** One breath. That's it. Return to routine tomorrow. **IMPORTANT SAFETY NOTE:** First Waves is a regulation skills routine. It is **not** a crisis protocol. If a student is in crisis (unsafe behavior, serious aggression, self-injury, elopement risk, or active property destruction), follow your school/district safety plan first. Do NOT attempt First Waves during active crisis. Resume First Waves when the student is safe and settled. **Crisis vs. Not Calm:** - **Not Calm** = Dysregulated but safe. Use the Not Calm Menu. - **Crisis** = Unsafe behavior requiring safety protocol. Do NOT use First Waves. **That's it. You're ready. The rest of this guide is details.** # PROGRAM FIT (USE WHAT YOU ALREADY DO) First Waves is designed to fit inside your existing classroom routine. **Standard implementation:** 5-minute whole group routine once daily, plus 30–60 second 1:1 micro-lessons for students who need errorless practice. ## What to keep consistent - Prompting: ask once, wait 10 seconds, then prompt (use your team's prompt hierarchy) - Reinforcement: use your existing system (tokens/praise/items) - Data: track **Independent vs Prompted (I/P)** (or map to your existing codes) ## For Schools With Structured Teaching Programs (STAR, TEACCH, etc.) First Waves fits inside your existing system. Keep your prompt hierarchy, reinforcement system, and data codes. Run First Waves as a 5-minute daily routine. ## For Schools Without a Structured Teaching Program First Waves includes everything you need: scripted lessons, prompt rules ("ask once, wait 10 seconds, then prompt"), I/P data tracking, and built-in reinforcement (celebration step). No additional system required. # IMPLEMENTATION DEFAULTS (USE AS WRITTEN) Use these defaults unless your team already has standard wording and visuals. ## Language (use consistently) - Zones: **CALM / NOT CALM** - Script: "Calm means my body is ready. Not Calm means my body needs help." ## Not Calm Menu (start with 3) - **BREAK** - **HELP** - **SQUEEZE** Supported add-on (optional 4th tool): - **WALK** (to a defined spot and back) **Delivery rule:** Student selects → adult delivers within 3 seconds. No bargaining. No negotiation. ## Visual standard - Use one consistent style across the set (icons or photos). - Use large text labels on all visuals. - Use soft, neutral colors for visual calm. - **Do NOT teach zone colors (Blue/Green/Yellow/Red) during Foundational or Supported tiers.** Zone colors are introduced only at Transitional tier. ## What counts as a response Any of these count: - Point/touch - Place token/Velcro - Eye gaze (2 seconds) - AAC selection - Stand/move to zone (if mobile) ## Prompting + data (default) **Prompt Hierarchy:** 1. **Independent (I):** No prompt needed 2. **Verbal (V):** "Check your body" 3. **Gestural (G):** Point to visual 4. **Partial Physical (PP):** Guide hand toward visual 5. **Full Physical (FP):** Hand-over-hand to complete response **Rule:** Ask once. Wait 10 seconds (count slowly: 1-Mississippi, 2-Mississippi...). Then prompt. **Data:** Track **Independent vs Prompted (I/P)** at minimum. ## Primary metric (keep it simple) Track one primary skill: - Student indicates **CALM** or **NOT CALM** (I/P) ## Breathing rule - Foundational: breath is offered, not demanded - **What this means:** Offer one breath opportunity. If student does not participate, note it and move to Celebrate. Do not re-prompt or extend the breath step. Breath participation is tracked but is NOT required for tier advancement at Foundational. - Always: **one breath only** ## Tired (always available) Tired is NOT a teaching unit. It is always available on the check-in board. - **Tired can be Calm** (sleepy but regulated) OR **Not Calm** (exhausted and dysregulated) - Staff ask about Tired proactively when they observe fatigue cues - When student indicates Tired + Not Calm, run the Not Calm Menu - Tired does not require a specific response—it's information about baseline state ## Decision rules (keep implementation consistent) - **Adding WALK (optional 4th tool)** - Track recovery time in ranges: **<1 min, 1–2 min, 2–5 min, 5+ min** - Add WALK when recovery is **consistently <2 min for 3 consecutive school days** - **Advancement decisions (Foundational → Supported → Transitional)** - **Who decides:** Team decision (teacher + specialist) - **What to use:** Data sheet + brief anecdotal notes - **How often:** Review every **2–4 weeks** (plus ad hoc when criteria are met) **See also:** - **Appendix A (Data & Decision Rules):** `First_Waves_Appendix_A_Data_And_Decision_Rules_V2.md` - **Appendix B (Sensory & Environment Supports):** `First_Waves_Appendix_B_Sensory_And_Environment_Supports_V2.md` ## THREE TIERS: FOUNDATIONAL → SUPPORTED → TRANSITIONAL First Waves has three tiers: - **Foundational** — Calm/Not Calm + 3-tool menu - **Supported** — Named feelings + body cues + optional 4th tool (WALK) - **Transitional** — Bridge to Ocean Zones; introduces 4-zone colors **Daily scripts by tier (use the cheat sheet during the routine):** - Foundational daily script: `First_Waves_Foundational_Cheat_Sheet_V2.md` - Supported daily script: `First_Waves_Supported_Cheat_Sheet_V2.md` - Transitional daily scripts: `First_Waves_Transitional_Cheat_Sheet_V2.1.md` **Tier progression is mastery-based, not time-based.** Students advance when they meet exit criteria, not when they complete a certain number of weeks. Some students will stay at Foundational for an entire school year. That's success if they're safer, communicating more, and recovering faster. **Zone colors (Blue/Green/Yellow/Red) are NOT taught until Transitional tier.** Materials may use soft, neutral colors for visual clarity, but staff do not teach or label zone colors in Foundational or Supported. Use: **First_Waves_to_Ocean_Zones_Transition_Protocol_V2.md** ## Foundational (default) Use Foundational when the student needs the simplest possible routine. - Keep the 2-Zone system (Calm / Not Calm) - Keep the Not Calm Menu at 3 options (Break / Help / Squeeze) - Keep lessons at ~5 minutes - Keep breathing as: one belly breath (offered, not demanded) - **No zone colors. No characters.** ### Foundational Exit Criteria Student advances to Supported when ALL of the following are demonstrated for **5 consecutive school days**: 1. ☐ Discriminates Calm vs. Not Calm with **80%+ accuracy** (10+ trials) 2. ☐ Selects from Not Calm Menu with **gestural prompt or less** 3. ☐ Completes selected tool without escalation 4. ☐ Participates in breath attempt (any effort counts) **If criteria are met for 3 days, then not met on day 4, restart the count.** ## Supported (bridge level) Use Supported when the student is advancing beyond Foundational but is not yet ready for zone color instruction. Supported keeps the First Waves backbone (Calm/Not Calm first + Not Calm Menu first), but adds small, controlled upgrades. **Use Supported when the student can:** - Participate in the routine intentionally with consistent prompts - Indicate Calm/Not Calm with gestural prompt or less most days - Select from the Not Calm Menu with gestural prompt or less - Tolerate brief skill practice without escalation **Supported upgrades (keep it small):** - Breathing becomes: student chooses 1 breath from 2 options (still one breath total) - Belly Breath - Bubble Breath - Language becomes: add "My body feels ____" when possible - Body awareness becomes: 1 body point + 1 feeling word (not multiple) - Tools can expand by 1 tool only (optional): add WALK - **Still no zone colors. No characters.** If you add WALK, define it tightly: - Walk means: walk to a defined spot and back (10–20 seconds) - No wandering - Adult walks with student (or blocks/redirects immediately) - Return to the routine after the walk **Supported guardrails (do NOT do these yet):** - Do not teach zone colors (Blue/Green/Yellow/Red) - Do not introduce Ocean Zones characters (Manny/Stella/Shelly/Crabby) - Do not run long zone discussions - Do not add large strategy menus - Do not demand full zone naming - Do not turn First Waves into a 10–15 minute lesson ### Supported Exit Criteria Student advances to Transitional when ALL of the following are demonstrated for **10 consecutive school days**: 1. ☐ Identifies Calm/Not Calm **independently** (unprompted) 2. ☐ **Initiates** tool request when Not Calm (doesn't wait for menu presentation) 3. ☐ Selects from expanded menu (4 tools if WALK added) with **gestural prompt or less** 4. ☐ Chooses between 2 breath options 5. ☐ Identifies **3+ named feelings** with gestural prompt or less 6. ☐ Points to **2+ body locations** for feelings **If criteria are met for 7 days, then not met on day 8, restart the count.** ## Supported routine add-on (use within any unit) If you are running Supported, keep the same 5-minute routine and make only these changes: - During **BREATHE**: show 2 breath visuals and say: "Pick a breath." (Belly or Bubble.) Do one breath. - During **NOT CALM** moments: run the Not Calm Menu first. If WALK is present, limit to the defined spot and back. # PROGRAM STRUCTURE First Waves is a **mastery-based curriculum** with 12 teaching units built on one simple insight: before students can manage feelings, they need to notice them. **Units are taught in sequence but progression is mastery-based, not time-based.** A unit may take 1 week, 2 weeks, or longer depending on student progress. The goal is skill mastery, not curriculum completion. **Units 1-2 (Foundation):** Students learn the most basic question: *Is my body CALM or NOT CALM?* This binary choice is simple enough for any student to grasp. When they identify "Not Calm," they immediately learn to use the **Not Calm Menu** (Break, Help, or Squeeze) — giving them a tool before we add complexity. **Units 3-10 (Named Feelings):** Now that students can identify Calm vs Not Calm, we teach specific feeling names: Happy, Sad, Mad, Scared. Each feeling gets a name, a body cue, and practice connecting the two. Throughout, the Not Calm Menu remains available — students always have a tool when they need it. **Units 11-12 (The Payoff):** We return to CALM — but now as an **action**, not just a state. Students have spent units learning to notice when they're Not Calm. Now they learn the empowering finish: *"I can GET calm."* They practice the full sequence: notice → use a tool → return to calm. Across the program, there are **5 taught feelings** (Happy, Sad, Mad, Scared, Calm). Tired is included as an always-available option (no standalone unit). ## The 12-Unit Sequence | **Units** | **Focus** | **Body Cue** | **Key Learning** | | --------- | -------------- | -------------------------- | ---------------------- | | **1-2** | **FOUNDATION** | Calm body vs Not Calm body | 2-Zone + Not Calm Menu | | 3-4 | **HAPPY** | Smiling face, bouncy body | "My face goes UP!" | | 5-6 | **SAD** | Tears, heavy body | "My body feels heavy" | | 7-8 | **MAD** | Tight fists, hot face | "My hands go TIGHT!" | | 9-10 | **SCARED** | Big eyes, fast heart | "My heart goes FAST!" | | **11-12** | **CALM** | Soft body, slow breath | **"I can GET calm!"** | ## What About TIRED? Tired is **always available** on the check-in board but is **not a standalone teaching unit**. Here's why: - Tired is often confused with sad (both low energy) - The intervention for tired (rest) is different from emotional regulation - Ending with CALM is more empowering than ending with TIRED - Tired is a chronic state indicator, not a discrete feeling to practice **How to use Tired:** - Keep TIRED card always visible on check-in board - When student looks fatigued, offer proactively: "Your body might be TIRED." - If Tired + Not Calm, run the Not Calm Menu - If Tired + Calm, acknowledge and continue - **Extension option:** Add Units 13-14 for TIRED if your students need focused teaching # DELIVERY MODES (HOW YOU RUN IT) First Waves is taught in short, repeatable routines. Choose the delivery mode that fits your staffing and your students. | **Delivery mode** | **Primary use** | **Typical length** | | ----------------- | --------------- | ------------------ | | **1:1 micro-lessons** | Teach Calm/Not Calm + Not Calm Menu participation | 30-60 seconds | | **Small group** | Practice named feelings + body cues with support available | 5 minutes | | **Whole group** | Run the full 5-minute routine as a daily group practice | 5 minutes | Minimum daily setup: - 2-Zone visual (Calm / Not Calm) - Not Calm Menu (Break / Help / Squeeze) - Today's feeling card See cheat sheets: - **First_Waves_Foundational_Cheat_Sheet_V2.md** - **First_Waves_Supported_Cheat_Sheet_V2.md** - **First_Waves_Transitional_Cheat_Sheet_V2.1.md** ## When to add small-group instruction (readiness) Add small-group instruction when the student can: ☐ Indicate Calm or Not Calm (any response mode) with 80% accuracy across 3 consecutive days ☐ Select from Not Calm Menu with gestural prompt or less ☐ Attend to routine for 30+ seconds without elopement ## When to run the whole group routine (readiness) Run the whole group routine when the student can: ☐ Identify 3+ feelings with verbal/gestural prompt or less ☐ Point to 2+ body locations when asked "Where do you feel it?" ☐ Participate in belly breath (any effort counts) ☐ Attend to routine for 3+ minutes **IMPORTANT:** Some students will stay in 1:1 micro-lessons all semester. That's success. The goal is connection to their bodies, not advancing through levels. ## Mixed-Tier Classrooms If you have students at different tiers in the same classroom: - Run the whole group routine at the **lowest common tier** (usually Foundational) - Provide tier-appropriate **1:1 micro-lessons** for students at higher tiers - Keep all materials available but only actively teach to each student's tier - Do NOT expose Foundational students to zone color instruction intended for Transitional students ## Prompting + data (keep it simple) **Prompting rule:** Ask once. Wait 10 seconds. Then prompt. **Data rule:** Track **Independent vs Prompted (I/P)**. # UNITS 1-2: FOUNDATION Calm vs Not Calm + The Not Calm Menu ## The Foundation Before students can identify specific feelings, they need the most basic distinction: ***Is my body CALM or NOT CALM?*** | **CALM** | **NOT CALM** | | ------------------------------------------------------------ | ------------------------------------------------------------ | | **Also called:** • Safe body • Ready body • Relaxed body | **Also called:** • Upset body • Busy body • Body needs help | ## The Not Calm Menu When students indicate "Not Calm," they immediately select **what helps**. Start with **3 options only**: | **Option** | **What It Means** | **How to Deliver** | | ---------- | --------------------------- | -------------------------------------- | | **BREAK** | Pause demand, go to calm spot | 30-60 sec in designated calm area | | **HELP** | Adult co-regulation needed | Adult sits near, breathes with student | | **SQUEEZE** | Sensory/proprioceptive input | Give squeeze immediately | **THE SQUEEZE:** Use ONE consistent squeeze item in every classroom (e.g., a small soft pillow, stress ball, or weighted item). Standardization means students recognize it anywhere. Call it **SQUEEZE** consistently. ## Unit 1 Daily Script (1:1 Micro-Lessons) **Duration:** 30-60 seconds per student, multiple times daily *(use throughout all units for Foundational students)* 1. **Show 2-Zone visual:** "Check your body." 2. **Wait 10 seconds.** (Count slowly in your head.) 3. **Ask:** "Calm or Not Calm?" *(If no response after 10 seconds, prompt.)* 4. **If Calm:** "Your body is calm! Great listening!" *(Done)* 5. **If Not Calm:** "Your body needs something. What helps?" *(Show 3-option menu)* 6. **Wait 10 seconds.** *(If no response, default to SQUEEZE and deliver.)* 7. Student selects: BREAK / HELP / SQUEEZE. *(If no selection, default to SQUEEZE.)* 8. **Deliver within 3 seconds:** Give the break/help/squeeze right away 9. **Celebrate:** "You listened to your body! You told me what helps!" ## Unit 2 Daily Script (Adding Group) Continue 1:1 micro-lessons AND add brief whole group practice: 1. **Gather:** "Let's check our bodies!" 2. **Show:** Hold up 2-Zone mat. "Calm... or Not Calm?" 3. **Wait 10 seconds.** 4. **Model:** "My body feels calm today. See? My shoulders are soft." 5. **Check:** "Point to your zone." *(Accept any response)* 6. **Breathe (offer, don't demand):** "I'm going to take ONE belly breath. You can join if you want." 7. **Celebrate:** "You checked your bodies! AMAZING!" **CRITICAL:** "Not Calm" is NEVER bad. It is **information**, not misbehavior. We never punish, shame, or negatively reinforce Not Calm. ## Using TIRED in Units 1-2 (always available) - If the student looks droopy/slow or you suspect low energy, offer the card: "Your body might be TIRED." - Ask the same question: "Calm or Not Calm?" (TIRED can be Calm or Not Calm.) - If Not Calm, run the Not Calm Menu first, then return to the routine. **UNITS 3-4: HAPPY** **Body Cue:** Smiling face, bouncy body **Zone:** Calm **Key Phrase:** *"When I'm happy, my face goes UP!"* If a student is Not Calm during Happy unit, run the Not Calm Menu first (Break/Help/Squeeze), then return to the Happy script. ## Unit 3: "This Is Happy" **Goal:** Students recognize the word "happy" and the happy face. 1. **GATHER:** "Let's check our bodies!" 2. **SHOW:** Hold up HAPPY card. "This is HAPPY. Happy. Happy. Happy." 3. **BODY:** "When we're happy, our face goes UP! Like this!" *(Big smile)* 4. **NAME:** "Can you show me happy? Show me your happy face!" 5. **BREATHE:** "Let's take a happy breath! Breathe in... breathe out..." 6. **CELEBRATE:** "You showed me HAPPY! Look at that beautiful smile! AMAZING!" ## Unit 4: "I Feel Happy When..." **Goal:** Students connect "happy" to their own experiences. - Review HAPPY card: "Remember our friend Happy?" - Connect: "I feel happy when I eat ice cream! What makes YOU happy?" - Accept all responses: pointing, looking, sounds, words - Celebrate: "You know what makes you happy! Your body knows!" **UNITS 5-6: SAD** **Body Cue:** Tears, heavy body **Zone:** Not Calm **Key Phrase:** *"When I'm sad, my body feels heavy."* If a student is Not Calm during Sad unit, run the Not Calm Menu first (Break/Help/Squeeze), then return to the Sad script. ## Unit 5: "This Is Sad" **Goal:** Students recognize the word "sad" and the sad face. 1. **GATHER:** "Let's check our bodies!" 2. **SHOW:** Hold up SAD card. "This is SAD. Sad. Sad. Sad." 3. **BODY:** "When we're sad, our body feels heavy. Our face goes down." *(Slump shoulders)* 4. **NAME:** "Can you show me sad? Show me your sad face." 5. **BREATHE:** "When we're sad, a breath can help. Let's try one together." 6. **CELEBRATE:** "You showed me SAD! It's okay to feel sad. You listened to your body!" ## Unit 6: "I Feel Sad When..." **Goal:** Students connect "sad" to their own experiences. - Review: "Remember our friend Sad? Sometimes we all feel sad." - Normalize: "I feel sad when my friend goes away. That's okay!" - Connect: "What makes YOU feel sad?" (Accept all responses) - **Key message:** "Sad is not bad. It just IS. And a breath can help." **UNITS 7-8: MAD** **Body Cue:** Tight fists, hot face **Zone:** Not Calm **Key Phrase:** *"When I'm mad, my hands go TIGHT!"* If a student is Not Calm during Mad unit, run the Not Calm Menu first (Break/Help/Squeeze), then return to the Mad script. ## Unit 7: "This Is Mad" **Goal:** Students recognize the word "mad" and the mad face. 1. **GATHER:** "Let's check our bodies!" 2. **SHOW:** Hold up MAD card. "This is MAD. Mad. Mad. Mad." 3. **BODY:** "When we're mad, our hands go TIGHT!" *(Make fists)* "Our face feels HOT!" 4. **NAME:** "Can you show me mad? Show me your tight hands!" 5. **BREATHE:** "When we're mad, we can SQUEEZE... then RELEASE. Let's try." 6. **CELEBRATE:** "You showed me MAD! Mad is okay. You used your breath! AMAZING!" ## Unit 8: "I Feel Mad When..." **Goal:** Students connect "mad" to their own experiences. - Review: "Remember Mad? Sometimes we ALL feel mad." - Normalize: "I feel mad when someone takes my things. That's okay!" - **Key message:** "Mad is not bad. It just tells us something is wrong." - Practice: Squeeze fists tight... breathe... release. Repeat. **UNITS 9-10: SCARED** **Body Cue:** Big eyes, fast heart **Zone:** Not Calm **Key Phrase:** *"When I'm scared, my heart goes FAST!"* If a student is Not Calm during Scared unit, run the Not Calm Menu first (Break/Help/Squeeze), then return to the Scared script. ## Unit 9: "This Is Scared" **Goal:** Students recognize the word "scared" and the scared face. 1. **GATHER:** "Let's check our bodies!" 2. **SHOW:** Hold up SCARED card. "This is SCARED. Scared. Scared. Scared." 3. **BODY:** "When we're scared, our eyes go BIG! Our heart goes FAST!" *(Hand on heart)* 4. **NAME:** "Can you show me scared? Show me your big eyes!" 5. **BREATHE:** "When we're scared, a slow breath helps our heart slow down." 6. **CELEBRATE:** "You showed me SCARED! And you took a breath! You're SO brave!" ## Unit 10: "I Feel Scared When..." **Goal:** Students connect "scared" to their own experiences. - Review: "Remember Scared? Everyone feels scared sometimes." - Normalize: "I feel scared when it's dark. That's okay!" - **Key message:** "Scared keeps us safe. And a breath helps us feel better." - Practice: Hand on heart, feel it beat, slow breath, feel it slow. **UNITS 11-12: CALM** **Body Cue:** Soft body, slow breath **Zone:** Calm **Key Phrase:** *"I can GET calm."* If a student is Not Calm during Calm unit, run the Not Calm Menu first (Break/Help/Squeeze), then return to the Calm script. ## Unit 11: "This Is Calm" **Goal:** Students recognize the word "calm" and calm body cues. 1. **GATHER:** "Let's check our bodies!" 2. **SHOW:** Hold up CALM card. "This is CALM. Calm. Calm. Calm." 3. **BODY:** "When we're calm, our body is soft. Our breath is slow." *(Soft shoulders)* 4. **NAME:** "Can you show me calm?" *(Prompt a calm body position or point to calm)* 5. **BREATHE:** "One belly breath. In... out..." 6. **CELEBRATE:** "You showed me CALM! Your body can be calm! AMAZING!" ## Unit 12: "I Can Get Calm" **Goal:** Students practice one simple return-to-calm sequence. 1. **GATHER:** "Let's check our bodies!" 2. **CHECK:** "Calm or Not Calm?" *(Prompt as needed)* 3. **IF NOT CALM:** "Your body needs something. What helps?" *(Run Not Calm Menu. Deliver within 3 seconds.)* 4. **RETURN:** "Now let's try to get calm." *(Back to CALM card + body cue)* 5. **BREATHE:** "One belly breath. In... out..." 6. **CELEBRATE:** "You listened to your body and got calm! You did it!" # TROUBLESHOOTING | **Problem** | **Solution** | | -------------------------------- | ------------------------------------------------------------ | | Student won't look at card | Hold card near preferred item. Accept proximity as success. | | Student picks same feeling daily | That's okay! They found a word. Model variety but don't force. | | Student upset during mad/scared | Frame as success: "Your body knows this feeling!" Breathe. | | Can't/won't do belly breath | Use bubbles, parallel breathing, or just watching. | | 5 minutes is too long | Start with 2 min. Just SHOW + BREATHE + CELEBRATE. | | Student elopes during routine | Don't chase. Try shorter routine tomorrow. Presence = success. | | Student escalates during teaching | Stop teaching. Run Not Calm Menu. Return to Calm/Not Calm only. | | Different staff do different things | Return to scripts. All staff use exact same words. | # IEP GOAL BANK Copy and adapt these goals. All goals reference **5 taught feelings** (Happy, Sad, Mad, Scared, Calm) plus Tired as always-available. ## Emotion Recognition Goals **Goal 1:** When shown a feeling face card and asked "Show me [feeling]," [Student] will point to/look at the correct card for 4 out of 5 taught feelings, across 3 consecutive sessions, as measured by teacher data collection. **Goal 2:** When presented with 2-Zone visual, [Student] will indicate (point, eye gaze, AAC, or movement) the correct zone (Calm/Not Calm) matching their current state, with 80% accuracy across 10 opportunities over 5 consecutive school days. **Goal 3:** When asked "How do you feel?" during daily check-in, [Student] will select a feeling from their choice board for 4 out of 5 days per week, across 4 consecutive weeks. ## Body Awareness Goals **Goal 4:** When asked "Where do you feel [feeling]?" [Student] will touch an appropriate body part for 3 out of 5 taught feelings, across 3 consecutive sessions. **Goal 5:** During daily check-in, [Student] will imitate the teacher's demonstration of a body cue (e.g., tight fists for mad) with 80% accuracy across 10 opportunities. ## Self-Regulation Goals **Goal 6:** When prompted "Let's take a breath," [Student] will participate in a belly breath (inhale/exhale visible) for 4 out of 5 opportunities, across 4 consecutive weeks. **Goal 7:** When experiencing mild dysregulation, [Student] will use a breathing strategy OR select from the Not Calm Menu to return to calm within 3 minutes, for 3 out of 5 occurrences. **Goal 8:** When in "Not Calm" state, [Student] will independently select from the Not Calm Menu (Break, Help, or Squeeze) within 10 seconds, with 80% accuracy across 10 opportunities over 5 consecutive school days. # TRANSITIONAL: BRIDGE TO OCEAN ZONES After completing First Waves Supported tier, some students may be ready for the Transitional tier, which introduces 4-zone colors. For First Waves students ready to bridge to Ocean Zones, use: **First_Waves_to_Ocean_Zones_Transition_Protocol_V2.md**. ## The Tier Progression Path ``` First Waves Foundational (Calm/Not Calm, 3-tool menu) ↓ First Waves Supported (Named feelings, optional WALK) ↓ First Waves Transitional (4-zone colors + characters introduced) ← Still First Waves ↓ Ocean Zones Emerging (Full 4-zone system with expanded lessons/activities) ← Now Ocean Zones ``` ## Transitional Readiness Indicators The student should demonstrate ALL of the following for 10 consecutive school days before starting Transitional: ☐ Indicates Calm or Not Calm independently (any response mode) ☐ When Not Calm, initiates tool request (doesn't wait for menu presentation) ☐ Selects from Not Calm Menu (Break/Help/Squeeze/Walk) with gestural prompt or less ☐ Identifies at least 4 out of 5 taught feelings with gestural prompt or less ☐ Points to body location for at least 3 feelings ☐ Participates in breath choice (Belly or Bubble) without distress ☐ Expresses current feeling (with or without support) ☐ Attends for full 5-minute routine ☐ Tolerates 10-15 minute group activities **NO PRESSURE TO ADVANCE:** Some students will thrive staying in Supported tier long-term. The goal is connection to their bodies, not curriculum completion. ## What Transitional Introduces (and What It Doesn't) **Transitional DOES introduce:** - 4-zone colors (Blue, Green, Yellow, Red) - Zone labels paired with Calm/Not Calm - Brief zone-identification practice - Simple strategy matching (1-2 strategies per zone) - Characters introduced one at a time (Manny, Stella, Shelly, Crabby) as brief visual anchors **Transitional does NOT introduce:** - Long character stories or discussion-based lessons - Long zone discussions - Extended worksheets - Complex strategy menus ## Adult Reference Only: Feeling-to-Zone Mapping This table is for **adult reference only**. Do not teach or drill these mappings. Students will learn zone concepts through experience at Transitional tier. | **First Waves Feeling** | **Maps to Ocean Zones** | | ----------------------- | ----------------------------------------- | | Calm | Green Zone (calm, focused, ready to learn)| | Happy | Green Zone (if calm) or Yellow Zone (if hyper/silly) | | Sad | Blue Zone (low energy, down) | | Tired | Blue Zone (low energy) | | Scared | Yellow Zone (elevated, alert, worried) | | Mad | Yellow Zone (frustrated) → Red Zone (intense anger) | **Note:** Feelings don't map 1:1 to zones. Zones are about energy and regulation state, not specific emotions. A student can be Happy in Green Zone (calm happy) or Yellow Zone (hyper happy). # CELEBRATION & COMPLETION ## Unit 12 Celebration Ideas - **Feelings Parade:** Each student holds their favorite feeling card - **All the Feelings:** Review all cards together (5 taught + Tired) - **Breath Circle:** Group belly breath — "We ALL know how to breathe!" - **Certificate Ceremony:** Present certificates individually (match celebration to student sensory preferences) - **Photo with Feelings:** Student with favorite feeling card ## Completion Certificate **FIRST WAVES CHAMPION** — This certifies that _____________ has completed First Waves: My Body Tells Me. They learned to recognize feelings in their body, name their feelings, and take a calming breath. They learned: I CAN GET CALM! They are a FEELINGS CHAMPION! ───────────────────────────────────────── **First Waves: My Body Tells Me** *A Tide Pool Introduction to Ocean Zones* Version 5.0 © 2026 Calm Connections Learning Lab LLC — All rights reserved.