(Assessment Toolkit, Progress Monitoring Manual, Parent Communication

Kit, and Templates Book Sections 2-6).

All children can learn emotional awareness and self-regulation when

guided through accessible, multisensory learning that integrates

empathy, creativity, and routine practice.

Calm Connections Learning Lab is built on the fundamental belief that

emotional literacy is not a \"soft skill\" or an optional add-on to

education---it is a foundational competency that enables all other

learning. When students understand their emotions, recognize their

body\'s signals, and have tools to regulate themselves, they are better

positioned to:

Engage in academic learning

Build positive relationships

Navigate challenges and setbacks

Communicate needs effectively

Develop resilience and self-efficacy

Our Philosophy in Action

We believe in meeting students where they are. Calm Connections does not

require specific developmental milestones, communication abilities, or

behavioral baselines. Instead, it provides multiple entry points so that

every student---regardless of ability, language, or learning

profile---can access emotional learning.

We believe all emotions are valid. There are no \"bad\" feelings in Calm

Connections. Anger, sadness, frustration, and fear are as important as

joy, calm, and excitement. Our sea-friend characters normalize the full

spectrum of human emotion, teaching students that feelings are

information, not problems to fix.

We believe in empowerment, not control. This program does not aim to

make students \"behave\" or \"comply.\" Instead, it gives students

agency over their own emotional experiences, teaching them to recognize,

name, and respond to their feelings in healthy, safe ways.

We believe in the power of story and metaphor. Young children and

students with diverse learning needs often connect more deeply with

concrete characters than abstract concepts. The sea friends provide

tangible emotional anchors that make internal experiences visible and

discussable.

We believe in collaboration. Emotional learning happens in community.

Calm Connections creates opportunities for students to learn from each

other, support each other, and build empathy through shared experiences.

Calm Connections Learning Lab is grounded in evidence-based frameworks

and best practices in social-emotional learning, sensory integration,

and inclusive education.

Zones of Regulation (Leah Kuypers, 2011)

The Zones of Regulation framework teaches students to identify their emotional and physiological states using four color-coded zones. Calm Connections adapts this framework with sea-friend characters:

Blue Zone (Manny): Tired or low energy, needing gentle activation

Green Zone (Stella): Calm, focused, ready to learn

Yellow Zone (Shelly): Excited or elevated energy (silly, wiggly, playful), sometimes mixed with worry or sensitivity

Red Zone (Crabby): Intense emotions, overwhelmed, out of control

By pairing zones with memorable characters, students gain concrete

reference points for abstract emotional states. This system helps

students understand that:

All zones are normal and necessary

Different situations call for different zones

We can use strategies to shift between zones

Noticing our zone is the first step toward regulation

Sensory integration theory recognizes that how we process sensory input

(touch, movement, sound, etc.) directly impacts our emotional state and

ability to regulate. Calm Connections incorporates sensory supports

throughout:

Tactile exploration: Sensory swatches provide calming or alerting input

Proprioceptive activities: Breathing exercises and physical movements

ground students in their bodies

Visual supports: Character cards and zone posters reduce cognitive load

Auditory regulation: Calm Corner environments minimize overwhelming

noise

For students with sensory processing differences, these built-in

supports make emotional learning more accessible and sustainable.

CASEL Social-Emotional Learning Framework

The Collaborative for Academic, Social, and Emotional Learning (CASEL)

identifies five core competencies for SEL. Calm Connections explicitly

addresses all five:

Students identify and label emotions using character language

Students recognize physical cues associated with different emotional

states

Students understand their personal emotional patterns and triggers

Students learn and apply regulation strategies (breathing, sensory

tools, Calm Corner)

Students practice transitioning between emotional zones

Students set and work toward personal emotional goals

Students recognize emotions in peers through observation and

perspective-taking

Students demonstrate empathy during storytelling and group discussions

Students understand that different people may respond differently to the

same situation

Students communicate emotional needs using learned vocabulary and tools

Students offer support to peers experiencing difficult emotions

Students collaborate during activities and share personal experiences

Students choose appropriate strategies based on their emotional state

Students request help or breaks when needed

Students reflect on which tools work best for them

Universal Design for Learning (UDL)

Calm Connections is designed from the ground up to be accessible to

diverse learners. Following UDL principles, each lesson provides:

Multiple means of representation: Visual character cards, tactile

swatches, auditory breathing demos, kinesthetic activities

Multiple means of engagement: Choice in activities, varied difficulty

levels, personal relevance

Multiple means of expression: Drawing, writing, speaking, using AAC,

physical demonstration, sticker placement

This ensures that students with varying communication abilities, motor

skills, sensory needs, and learning preferences can all participate

meaningfully.

Recognizing that many students in special needs settings have

experienced trauma, Calm Connections incorporates trauma-sensitive

principles:

Safety: Predictable routines, transparent expectations, no surprises

Choice and control: Students always have agency over participation

Connection: Building trusting relationships through consistent, warm

interactions

Regulation before reasoning: Breathing and sensory tools come before

discussion

Strength-based: Focus on growth and capability, not deficits

By the end of the 12-week Calm Connections program, students will have

developed skills and knowledge across five key areas:

Build a robust emotional vocabulary using sea-friend language

Recognize and label emotions in themselves and others

Understand that emotions are normal, temporary, and information-rich

Learn and practice multiple breathing techniques matched to different

emotional states

Identify and use sensory tools (swatches, fidgets) for calming or

alerting

Request and utilize Calm Corner resources independently

Identify physical cues that accompany different emotions (tight muscles,

fast heartbeat, etc.)

Recognize early warning signs of dysregulation

Use body awareness to guide strategy selection

Communicate emotional needs verbally, visually, or through AAC

Express emotions through multiple modalities (drawing, journaling,

storytelling)

Ask for help or support when experiencing difficult emotions

Recognize emotions in peers through observation

Demonstrate concern and offer support to others

Understand that different people may feel differently in the same

situation

By Week 4, students will:

Name all four sea-friend characters and their associated emotions

Match their current emotional state to a zone color

Demonstrate at least two breathing techniques

Explore and describe sensory swatches using emotion language

By Week 8, students will:

Independently identify which zone they are in during daily check-ins

Use breathing strategies with minimal prompting during transitions

Connect specific situations to predictable emotional responses

Express emotions through journaling or visual representation

By Week 12, students will:

Use regulation tools independently when dysregulated

Transition between emotional zones with appropriate strategies

Demonstrate empathy by recognizing and responding to peers\' emotions

Teach at least one Calm Connections strategy to a peer or family member

Reflect on personal emotional growth across the program

How Learning Outcomes Align with IEP Goals

Calm Connections directly supports common IEP goals in special education

settings:

Social-Emotional IEP Goals:

\"Student will identify emotions in self and others with 80% accuracy\"

\"Student will use a calming strategy when upset in 4 out of 5

opportunities\"

\"Student will request a break or support when dysregulated in 3 out of

5 opportunities\"

Communication IEP Goals:

\"Student will use emotion vocabulary to express needs\"

\"Student will respond to \'How are you feeling?\' with appropriate

emotion word or visual\"

\"Student will initiate communication about feelings using AAC device\"

Sensory Processing IEP Goals:

\"Student will identify preferred sensory input for calming\"

\"Student will request sensory tool when experiencing dysregulation\"

\"Student will tolerate non-preferred textures for 2 minutes with

decreasing prompts\"

Self-Regulation IEP Goals:

\"Student will transition between activities using breathing strategy

with 70% independence\"

\"Student will decrease dysregulation episodes from 5 per day to 2 per

day\"

\"Student will use Calm Corner independently when needed\"

Beyond the 12-week program, students who complete Calm Connections

demonstrate:

Increased academic engagement due to improved self-regulation

Decreased behavioral incidents as students use tools before escalation

Stronger peer relationships built on empathy and emotional understanding

Greater independence in managing their emotional needs

Improved home-school connection as families adopt program language and

strategies

Calm Connections is organized into a carefully sequenced 12-week

curriculum. Each week builds on previous learning while introducing new

concepts and skills.

Introduce characters and emotional vocabulary

Teach zone identification and body awareness

Practice core breathing techniques

Explore sensory tools and preferences

Apply learning to real-life scenarios

Practice transitioning between zones

Deepen expression through journaling and storytelling

Connect multiple program components (puzzle play)

Weeks 9-12: Mastery and Celebration

Create emotion-based narratives

Design and use personal Calm Corner

Reflect on growth and progress

Celebrate accomplishments and share learning

Each week follows a consistent, predictable structure that supports

student learning:

Welcoming ritual

Connection to previous learning

Introduction of weekly theme

Activation of prior knowledge

Hands-on, engaging learning experience

Differentiated for emerging, developing, and advanced learners

Incorporates multiple modalities (visual, auditory, tactile,

kinesthetic)

Includes both group and individual components

Featured character\'s breathing technique

Guided practice with clear verbal cues

Connection to emotional state and regulation

Reflection on physical and emotional impact

Personal processing of learning

Multiple expression options (drawing, writing, AAC, stickers)

Optional sharing with peers

Celebration of effort and participation

Summary of key learning

Preview of next week

Take-home materials and family prompts

Appreciation and closure ritual

Total Time: 30-40 minutes per week (flexible based on student needs)

Alternative Format: Lessons can be split into two 15-20 minute sessions

or five 8-10 minute daily segments throughout the week.

This Educator Guide: Complete lesson plans, scripts, assessment tools,

troubleshooting guidance

Printable Resources Folder: All worksheets, visuals, posters, cards

organized by week (modular PDF system)

QR-Linked Video Demos: Breathing technique demonstrations and activity

guides

Professional Development Support: Implementation guidance and pilot site

protocols

Character Cards: Visual representations of Manny, Stella, Shelly, and

Crabby

Zone Posters: Color-coded emotional zone displays for classroom

reference

Sensory Swatches: Tactile texture samples paired with emotions

Student Workbook Pages: Weekly worksheets differentiated by learning

level (printed from Resources Folder)

Journals: Personal reflection and expression spaces

Calm Corner Tools: Regulation resources including breathing cards,

fidgets, and comfort items

Weekly Home Connection Prompts: Simple, one-question family discussions

QR Demo Cards: At-home access to breathing technique videos

Family Newsletter Templates: Monthly updates on program progress

Take-Home Materials: Student work, visual supports, strategy reminders

Calm Connections Learning Lab is designed for K-5 students in special

needs settings, including:

Special education self-contained classrooms

Resource rooms

Inclusion/co-taught classrooms with high needs

Alternative education programs

Social-emotional learning (SEL) small groups

Students with autism spectrum disorder

Students with emotional/behavioral disabilities

Students with communication disorders

Students with sensory processing differences

Students with ADHD

Students with intellectual disabilities

Students with anxiety or selective mutism

Students who have experienced trauma

Students with multiple disabilities

Verbal students

Non-verbal students using AAC (speech-generating devices, PECS, sign

language)

Students with emerging verbal skills

Students with echolalia or scripted language

Students with limited expressive language

Why This Program Works for Diverse Learners

Universal Design Principles: Every lesson includes built-in

differentiation with three learning levels:

Emerging: Visual matching, tactile exploration, minimal output demands

Developing: Scaffolded tasks with sentence starters and peer support

Advanced: Open-ended expression, writing, peer teaching

Multiple Communication Pathways: Students can participate through:

Speaking

Pointing/selecting visuals

Using AAC devices

Drawing/coloring

Physical gestures/movements

Sticker placement

Adult scribing

Predictable routines reduce anxiety

Sensory tools integrated throughout (not just \"rewards\")

Movement and regulation built into lessons

Calm Corner provides escape/recovery option

Flexible timing and pacing

No forced vulnerability or sharing

Choice and control emphasized

Emotions normalized, never judged

Regulation comes before discussion

Safe, consistent relationships prioritized

Calm Connections can be implemented by:

Special education teachers (all certification areas)

General education teachers in inclusive settings

School counselors facilitating SEL groups

Occupational therapists addressing sensory and emotional regulation

Behavior specialists working on self-management skills

Social workers supporting emotional wellness

Paraprofessionals and teaching assistants (with teacher guidance)

No prerequisite training required. This guide provides all necessary

background, scripts, and supports for successful implementation.

While designed for K-5, Calm Connections can be adapted:

For Younger Students (PreK-K):

Focus more on character play and movement

Reduce writing demands; increase drawing and tactile activities

Shorten lesson segments (5-10 minutes at a time)

Repeat weeks as needed for mastery

Use more mature language while keeping character references

Increase discussion and reflection components

Connect to real-world scenarios relevant to middle school

Add leadership opportunities (teaching younger students)

For Students with Significant Support Needs:

Focus on emerging-level activities throughout

Emphasize sensory and movement components

Use AAC and visual supports extensively

Celebrate small, incremental progress

The heart of Calm Connections Learning Lab is the sea-friend character system. Four memorable ocean characters—Manny, Stella, Shelly, and Crabby—serve as emotional anchors throughout the 12‑week program.

For Young Children: Characters make big feelings concrete. Instead of saying “You’re experiencing heightened arousal,” we say “You feel like Crabby right now.” Simple language lands.

For Students with Communication Differences: Non‑verbal students can point to a character card. Students using AAC can tap a sea friend. Students with limited speech can hold up a visual. Characters open another door to communication.

For Students with Autism: Many autistic students connect more easily with concrete, consistent characters than with shifting human facial expressions. The sea friends are predictable, structured, and feel safe.

For Students with Trauma: Characters create gentle emotional distance. It’s less vulnerable to say “I feel like Shelly” than “I feel scared and small.” That little bit of distance often makes deeper sharing possible.

For All Students: Characters are memorable and fun. Students develop real affection for the sea friends, which increases buy‑in for check‑ins, breathing practice, and Calm Corner tools.

How to Use the Characters Effectively

Introduce Gradually: Don’t overwhelm students by introducing all four characters at once. Present them over the first few days:

Day 1: Manny (Blue – tired & low energy) and Stella (Green – calm & ready to learn)

Day 2: Shelly (Yellow – excited & vulnerable)

Day 3: Crabby (Red – angry & intense)

Days 4–5: Review and practice all four together in simple scenarios

Model Consistently: YOU are the primary teacher of character language. Use it yourself throughout the day:

“I’m feeling a little like Manny this morning—tired and slow. I’m going to use Manta Glide and a stretch break to wake up.”

“That traffic made me feel like Crabby! I had to use my Claw Reset to calm my body.”

“I feel like Stella because I’m calm and ready to learn with you.”

Never Use as Labels: Teach explicitly: “We use sea friends to talk about our own feelings. We don’t say ‘You’re being Crabby.’” This keeps characters from becoming insults or shaming tools.

Allow Natural Connections: Some students will immediately connect with one character more than others. That’s normal and helpful. Notice and honor it:

“I notice you really understand Shelly’s big, wiggly feelings.”

“You’re a Stella expert—you know what calm and ready feels like.”

Normalize All Emotions: Emphasize that ALL sea friends are equally important. There are no “good” or “bad” characters. Manny, Stella, Shelly, and Crabby all show up in a healthy emotional life; our goal is to notice who’s visiting and choose helpful tools.

Name: Manny the Manta Ray
Zone: Blue (Tired & Low Energy)
Core Emotions: Tired, low energy, worn out, slow, a little down or bored, needing gentle activation and care.
Key Message: “When you feel like me, your body is tired and needs rest, comfort, or a small, gentle boost.”

Manny is a graceful manta ray with wide, gentle fins. He moves through the water slowly and smoothly, gliding effortlessly. His color is deep ocean blue, calming and steady.

Heavy‑looking fins (like they’re working a bit harder)

Soft, slightly droopy smile

Half‑closed or sleepy eyes

Slow, flowing movement lines

In the Body:

Slow, shallow or “heavy” breathing

Slumped or leaned‑over posture

Low muscle energy (especially in arms and legs)

Body feels heavy, like it wants to sit or lie down

Moving more slowly than usual

In Behavior:

Quiet or very soft voice

Slow to start tasks or transitions

Needs extra time to get going

May look bored, uninterested, or “checked out”

Lower participation, head on desk, staring off

In the Mind:

Harder to focus or think quickly

Thoughts feel slow or foggy

May feel “blah,” down, or unmotivated

Less curiosity or excitement

Might think “This is too much” or “I just want to be done”

Rest & Reset State: Manny represents a low‑energy state that needs care, rest, or gentle activation before students can reach the Green learning zone (Stella). When students feel like Manny, they may:

Need a break, snack, movement, or sensory support

Struggle to start difficult tasks without support

Benefit from shorter, simpler steps and encouragement

Common Manny Moments:

Early in the morning before fully awake

Right after lunch or recess when energy has crashed

End of day fatigue

After a big academic or social effort

After feeling sad, disappointed, or worn out

When basic needs (hunger, sleep, sensory) are not fully met

Times We Want to Visit Manny Briefly:

After a high‑energy activity to rest before moving toward Stella

After a Crabby episode, when body is exhausted

When a student needs calm, low‑demand time before re‑engaging

Manny’s Breathing Technique: MANTA GLIDE BREATH

Purpose: To give the body a gentle, predictable rhythm that supports rest, recovery, and a soft transition toward the Green learning zone (Stella) when the student is ready.

Movement: Arms extend wide to sides like manta ray wings, moving slowly outward during inhale and gliding back down during exhale.

Inhale through nose for 4 counts (arms glide out)

Hold for 2 counts (arms extended)

Exhale through mouth for 5 counts (arms glide down)

Verbal Cue: “Glide wide… and slowly float back down.”

When to Use:

During transitions (recess → classroom, lunch → lesson) when students feel tired

Before challenging academic tasks, paired with gentle activation (stretching, movement)

After big emotional moments (Crabby or Shelly) when students feel drained

When a student says “I’m too tired,” “I can’t,” or “My body feels heavy”

Teaching Tips:

Model with slow, soothing movements and voice

Count out loud at first; fade to silent counting as students internalize the rhythm

Pair with a visual cue card showing Manny gliding through calm blue water

Practice during calm, low‑demand times so students can access it when tired or worn out

Modifications:

For students with motor challenges: Glide hands along desk or lap instead of raising arms

For students with respiratory needs: Shorten to 3‑2‑4 while keeping the gentle rhythm

For reluctant students: “Just watch me glide. You don’t have to join yet.”

Manny’s Message to Students

“Hi, friends! I’m Manny the Manta Ray. I glide through the calm, blue ocean, moving slowly and gently. When you feel like me, your body might feel tired, heavy, or worn out. You might need a break, a snack, or some quiet time.

Sometimes your brain and body can’t go fast all day. That’s okay. Manny feelings are a signal that you need care—not that something is wrong with you.

Use my Manta Glide Breath when you need to slow down, rest, or take gentle care of your body. Breathe slowly, glide smoothly, and give yourself time.

Remember: Manny zone isn’t lazy or “bad.” It’s your body’s way of saying ‘I need a little help before I can feel like Stella again.’ With rest, support, and small steps, you can move toward calm, Green‑zone learning when you’re ready.”