Le Monde Immersion Charter School

Structured Recess Program

Summary Structured recess is a planned and actively supervised break from regular instruction during the school day that involves planned and inclusive activities. Students engage in organized play or games that emphasize turn taking, helpfulness, rule following, and emotional control. During structured recess three stations were set up in the play space Le Monde has available at Lincoln High School. Each zone has a different activity supervised by staff. The three included: the Game of the Week, the Run/Walk Club, and a Small Games station (skill development games). For the first three weeks students were assigned a station to give all students an opportunity to try each station. After those three weeks, students were able to self-select which station to go to. A fourth station, the Chill Out Zone was also introduced, as a place for students to play in calmly and play self-directed games.

Objectives Utilize limited outdoor space Decrease conflict and increase conflict resolution skills Increase student physical activity Benefits to Stakeholders Students - Increased quality of play, increased physical activity, increased social learning opportunities for students, increased time to play Teachers Less reactive discipline, increased support supervising students, increased incentive to walk quickly and safely to Lincoln Assistants/Staff Clear expectations for active supervision, increased support supervising students Administration/Board Less reactive discipline, increased active supervision at recess, consistent expectations all adults follow for active supervision Parents Increased structured for volunteer activities, structured recess addresses concerns about lack of outdoor play space

Results

While there was a significant amount of qualitative data from students, parents and teachers account of the success of the new recess program, the quantitative behavior data showed the students were playing more appropriately and safely during structured recess. The graph above shows the number of behavior reports during recess (and the walk to and from)for the month prior to implementation and the first two months of structured recess implementation. Behavior reports dropped after the implementation of the new program.

Summary of Stations
Run/Walk Club Purpose: Students will run or walk for fitness and to meet personal goals. Each student has a Mileage Marker score card in their class folder. Students get a punch for every lap they walk or run (each lap is mile- one card is 5 miles). Students will earn prizes (to be determined) for meeting goals. Student Expectations: Students will keep hands and feet to themselves; students will stay on the track or designated area; students will pay attention to adults for signals and cues; students are responsible for their Mileage Marker card returning to the class folder. Game of the Week Club Purpose: Students will learn new playground games, physical skills, and conflict resolution skills. Students will learn to lead games themselves. On Mondays, the staff member leading this station, will teach the new game of the week (instructions provided) and reinforce safety and good-sportsmanship expectations. Staff member will facilitate the playing of the game on Mondays (after teaching), Wednesdays and Fridays. Staff member will help facilitate decision making and conflict resolution by encouraging students to use conflict resolutions skills (choosing-rhymes, rock/paper/scissors, wheel of solutions, etc.). Student Expectations: Students will keep hands and feet to themselves; students will follow directions and rules of the game; students will try and solve problems using conflict resolution skills with the help of adults. Small Games Club Purpose: Students will learn new ways to use playground equipment and rules for proper responsible use. Students will increase physical skills. Game focus shifts daily (catch games, kicking games, jump rope games, hand/body games). Staff teach proper and creative use of playground equipment available and focus on the skill of the day. Staff member will help facilitate decision making and conflict resolution by encouraging students to use conflict resolutions skills (choosing games, rock/paper/scissors, wheel of solutions, etc.). Student Expectations: Students will keep hands and feet to themselves; students will try and solve problems using conflict resolution skills with the help of adults.

Standards Addressed
Oregon State Standards for Physical Education
PE.03.EE.02 Demonstrate critical elements in manipulative skills: throw, catch, kick, and strike. PE.03.SM.01 Identify rules, procedures, and etiquette in a specified physical activity. PE.03.SM.02 Identify positive ways to resolve conflict.

Oregon Framework for Comprehensive Guidance and Counseling Related Student Competencies
Personal/Social Development Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. PS:A1.6 Distinguish between appropriate and inappropriate behavior PS:A1.8 Understand the need for self-control and how to practice it PS:A1.9 Demonstrate cooperative behavior in groups Standard B: Students will make decisions, set goals and take necessary action to achieve goals. PS:B1.1 Use a decisionmaking and problem-solving model PS:B1.3 Identify alternative solutions to a problem PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions PS:B1.6 Know how to apply conflict resolution skills