Rock Clay Slides Brain Superpowers • Elementary 1-on-1
Step 1: Rock vs. Playdough
Rock Brain & Playdough Brain!
What do you do when school feels tricky, plans change, or your feet want to zoom away?
⭐
Your Secret Mission Today:
Learn how to squish stuck thoughts so you can stay safe and calm!
Meet the Two Brain Modes
Which One is Talking Right Now?
🪨 Rock Brain Stuck & Hard
Says there is only ONE rule and ONE way. If things change, it gets angry and wants to run!
"It MUST be my turn right now!"
"Someone sat on my rug spot—I'm running!"
Makes you feel trapped, mad, and out of control.
🎨 Playdough Brain Bendy & Squishy
Soft and stretchy. When a door shuts, it finds another fun window to climb through!
"I didn't get that spot, but I can sit here today."
"This math is hard. I can ask for help or a pause."
Makes you feel calm, proud, and in charge of you!
💡 We ALL have Rock Brain moments. The trick is turning it into Playdough!
Body Warning Lights
How Does Your Body Tell You You're Stuck?
💓
Cheetah Heart
Your chest thumps fast like a wild cheetah running across the jungle.
✊
Balled-Up Fists
Fingers clench tight like stone, and your jaw or teeth squeeze shut hard.
🚀
Rocket Feet
Your shoes bounce and buzz. Your feet want to launch straight out the classroom door!
🛑
When your Rocket Feet turn on: FREEZE! Don't blast off. Put both feet flat on the floor!
Squish the Rock
3 Super Squish Steps When Feeling Mad
1
Press the Pause Button
Take 1 giant dinosaur breath in... and blow it slowly out.
2
Ask: "Is this a Fire or a Glitch?"
No sirens? No fire? That means it's a small glitch. We can bend it!
3
Pick a Plan B
Show your Break Pass or ask: "Can I do this with a timer?"
Ready for hands-on practice? Let's open your Playdough Brain Worksheet!
Stuck to Flexible Worksheet ⭐ Elementary 1-on-1 Activity
Stuck to Flexible Worksheet
Name:
Date:
🪨➡️🎨 Secret Mission: Catch when your brain feels like a hard Rock ("I'm bolting out!"), and squish it into soft Playdough ("I can bend and stay safe!").
1
Circle: 🪨 Rock Brain or 🎨 Playdough Brain?
1. "Someone else got to be the Line Leader! It's not fair, I'm running!"
🪨 Rock 🎨 Dough
2. "Recess is over, but we have read-aloud next. I can pack up."
🪨 Rock 🎨 Dough
3. "We have a substitute teacher today. I hate this, I'm heading for the door!"
🪨 Rock 🎨 Dough
4. "I made a mistake in coloring. I'll turn it into a cool purple star."
🪨 Rock 🎨 Dough
2
My School "Sticky Spots"
Check the boxes that make your body feel stuck or make your feet want to run:
🚨 A surprise schedule change or drill
🎲 Losing a game or tag at recess
📝 Writing sentences or math is too long
🛑 Having to stop playing with toys/Legos
📢 Loud cafeteria or crowded hallway
✋ A teacher says "Not right now, please wait"
Draw or write one other thing that makes your feet want to zoom:
Bend Don't Break • Elementary SEL Page 1 of 2
Playdough Power Lab
Squish the Rock Into Clay!
Lesson 1 Activity
3
Turn Hard Rocks Into Bendy Dough
🪨 Hard Rock: "Free play is over and I'm not done building. I'm going to run!"
Squish it! What can you say or do instead of bolting?
🪨 Hard Rock: "Someone sat in my favorite spot on the carpet. Everything is ruined!"
Squish it! What is your bendy Plan B choice?
4
My Body Alarm Signals
Where do your warning lights turn on before you run? (Check your signals):
💓 Chest: Fast cheetah heartbeat
✊ Hands: Tight fists squeezing desk
🚀 Feet: Rocket legs wanting to zoom
🔥 Face: Cheeks feeling hot or angry
⭐ My Super Flex Promise 🏅
When my Rocket Feet turn on, I will freeze for 5 seconds and show my Break Card!
My Signature / Star:
My Adult Partner:
Bend Don't Break • Elementary SEL Page 2 of 2
Concrete Thinking Teacher Guide Elementary Facilitator Blueprint
Concrete Thinking Teacher Guide
Grades K–5 Adaptation
Session: 30–40 min 1-on-1
Elementary Developmental Focus: Young elementary students experience cognitive rigidity as literal, physical sensations of danger. When their expectation (e.g., being first in line, having their chosen marker) collapses, their nervous system perceives emergency and activates "rocket feet" flight. We use sensory metaphors (actual stones and soft dough) to ground abstract thinking into tangible play.
Hands-on Elementary Materials Needed
1 Smooth stone / brick (Rock Brain)
1 Tub of colorful playdough (Playdough Brain)
Rock Clay Slides (digital or color print)
Stuck to Flexible Worksheet & Crayons
Instructional Steps & Elementary Scripts
Step 1: Tactile Stone vs. Dough Discovery (8 min) Sensory Play
Have the student squeeze both items simultaneously.
"Feel this rock. Can we bend it into a circle? Nope, it's stiff and unmoving. When our brain gets stuck like a rock, we feel mad and want our feet to bolt out of the room. Now squish this dough! Dough can change its shape anytime!"
Step 2: Slide Walkthrough & Naming Rocket Feet (10 min) Visual Slides
Display Slide 2 & 3. Normalize the urge so the child feels understood, not shamed.
"Having rocket feet doesn't mean you are a bad kid. It just means your alarm bell got too loud! Today we are learning how to glue your sneakers down for 5 seconds so we can help you."
Bend Don't Break • Elementary Facilitation Page 1 of 2
Elementary Application
Carpet Time, Recess & Differentiation Strategies
Lesson 1 Guide
Carpet Time & Line Up Support Routine Classroom Sync
Carpet squares and line position are the #1 cognitive rigidity triggers in elementary grades.
Flexible Spot Anchor: Provide two pre-designated carpet options with a visual Velcro marker. If Spot A is occupied, prompt: "Check Plan B spot!" Line Order Role: Assign the student "Caboose" (line ender) or "Door Holder" rather than competing for Line Leader to remove pushing triggers.
Recess Boundary & Game Loss Prevention Outdoor Safety
Losing a game or sudden whistle blowing triggers open-field playground elopement.
Pre-Recess Plan: Practice the "Recess 2-Minute Whistle" warning before stepping outside.Safe Playground Zone: Designate a yellow bench as the "Playground Safe Turtle Spot" where the student can sit without staff chasing them.
Stay Say Slides Rocket Feet Mission • Step 2
Stay & Say
Stay & Say!
How to freeze your rocket feet, use your voice power, and get the safe break you need without running away.
🐢
Your Secret Superpower:
Running out makes things scary. Flashing your card gives you instant help and safety!
Inside Your Brain
Why Do Your Feet Want to Zoom Away?
The False Alarm 🚨
When you get mad, confused, or scared, your brain thinks a dinosaur is chasing you!
• Your sneakers want to sprint out the door
• You stop hearing your teachers calling
• Parking lots and stairs become dangerous
Running triggers alarms and worries all the adults.
The 60-Second Bubble 🫧
The urge to run is like a giant bubble. It gets huge for 60 seconds, and then it pops!
• If you freeze your sneakers, the bubble pops
• If you take 3 breaths, your body calms down
• You can still have a cozy quiet break
You don't have to obey rocket feet! You can freeze them.
"I feel like zooming, but my shoes choose to stay glued!"
Your 3 Super Moves
The "Freeze, Breathe & Flash" Trick
1
Sneaker Glue
Glue both shoes flat to the rug or floor. Grab your desk. Count: 1, 2, 3, 4, 5!
Anchor your feet in place.
2
Turtle Breath
Pull in like a turtle, smell the flower for 4 counts, and blow out the candle slowly.
Turn off the alarm bell.
3
Flash the Pass
Hold up your Pause Card in the air. You don't even have to say words!
Teachers will say: "Yes, go rest."
🌟
When you flash your card, you are doing the right thing. You get your break with zero trouble!
Our Safe Spaces
Where Can You Go When You Need a Break?
🛋️
The Cozy Corner
The beanbag or pillow spot inside our room with noise-canceling headphones, timers, and squishies.
Walk over, flip your 5-minute timer, and chill.
🚶
The Walk & Talk Trip
Walking side-by-side with your adult buddy to get a cold drink of water or visit the counselor.
We walk calmly together. No running, no chasing.
Let's practice cutting out your official Break Passes in your worksheet!
Escape to Advocate Worksheet ⭐ Elementary 1-on-1 Action Map
Escape to Advocate Worksheet
Name:
Date:
🛑➡️🗣️ Secret Mission: When your rocket feet want to sprint out the door, use your Freeze & Flash power instead. You CAN take breaks—we just do it the safe way!
1
The Rocket Feet Meter: Rate the Urge to Run
Circle how much each surprise tempts you to bolt: 1 (Tiny Spark) to 5 (Rocket Blast!) .
1. A loud alarm rings or unexpected drill starts
1 2 3 4 5
2. A big math worksheet looks confusing and too long
1 2 3 4 5
3. Someone grabs your favorite marker without asking
1 2 3 4 5
4. The teacher tells you: "First write one sentence, then recess"
1 2 3 4 5
2
Danger Zone vs. My Cozy Safe Spot
❌ Where I used to run or hide:
Why that spot is dangerous:
✅ My agreed Cozy Safe Spot:
Calming toy or tool I can use there:
Bend Don't Break • Elementary SEL Page 1 of 2
Break Passes & Practice
My Voice Super Passes
Lesson 2 Activity
3
Cut-Out Power Passes (Keep at Your Desk!)
Flashing one of these passes tells the teacher you need a break without yelling or running!
PAUSE PASS ⏸️
I need 3 minutes in the Cozy Corner to reset.
Timer: [ 3 min ]
PLAN B PASS 🔀
My brain is stuck. Teacher, please help me bend!
Action: [ 1:1 Help ]
WALK PASS 💧
I need a calm drink of water walk with an adult.
Escort: [ Partner Walk ]
4
Practice What to Say or Show
Situation: Teacher says: "It's time to put away the playdough and start silent reading."
Instead of bolting for the door, what card will you show or words will you say?
Situation: You lost a game of Four Square at recess and feel boiling mad.
Instead of running off the playground, what is your safe move?
Student Champion:
Partner Coach:
Bend Don't Break • Elementary SEL Page 2 of 2
Flexibility Power Moves Handout ⭐ Kid Superpower Mat
5 Super Flex Power Moves!
Keep your cool, freeze rocket feet, and get the safe break you need.
🦸
1
👟 Sneaker Glue (The 5-Second Freeze)
Body Move
Glue both shoes flat to the floor. Grab the edges of your chair. Count 1-2-3-4-5 while the urge wave passes!
2
🔍 Fire vs. Glitch Check
Brain Move
Ask: "Is there an actual fire or danger?" No sirens? Then it's just a small glitch . Glitches have solutions!
3
🎨 Squish into Playdough (Plan B)
Bendy Move
When Plan A is blocked, say: "What is Plan B?" (Like writing with a marker instead of a pencil, or doing 2 problems first).
4
🎟️ Flash Your Power Card
Voice Move
Hold up your Pause Pass or Walk Pass . You don't have to explain or shout—the card talks for you!
5
🎈 Balloon Belly Breaths
Calm Move
Inhale through nose for 4 counts to fill your belly like a balloon... then blow out slow for 4 counts to pop the panic bubble.
⭐
My Everyday Promise
"I don't have to run to be heard. My cards and my voice keep me safe!"
Super Flex!
Bend Don't Break • Elementary Student Desk Mat Tape to Desk or Inside Binder
Elopement Prevention Staff Guide School Safety Team Protocol
Elopement Prevention Staff Guide
Crisis Prevention & Response
For: Teachers, Aides, Admin & Safety Team
Mission: Eliminate high-risk elopement events through proactive antecedent controls, discreet perimeter monitoring, and calm, non-confrontational intervention. Running is viewed as an acute escape response to cognitive overload or rigid distress.
1. Proactive Environmental Safeguards
Strategic Seating Positioning
Seat student away from direct exit doorways and exterior windows. Position an adult desk or natural furniture buffer between student workstation and exit paths without creating a cornered feeling.
Visual Priming & Transition Cues
Provide 5-, 3-, and 1-minute individualized auditory and visual count-downs prior to transitions or non-preferred tasks. Announce any adult or schedule changes at least 15 minutes in advance.
Pre-Equipped Safe Stop Zone
Establish a quiet corner with low visual stimulation, a beanbag, noise-canceling headphones, and sensory clay. Ensure the student has unobstructed, approved access to this spot at all times.
Discreet Perimeter Security
Ensure exterior doors and stairwell exits remain locked or chime-monitored per campus security guidelines. Campus security team keeps line-of-sight near high-traffic transition corridors.
2. Stage 1 Rumbling Indicators & Immediate Adult Responses
!
Observed Signs: Muscle clenching, scanning exits, muttering "I can't do this", refusing to look at paper.
Action: Immediately drop demands by 50%. Move within 6 feet without squaring shoulders. Offer a low-stress binary choice: "Would you like to do #1 together or hold your Clay ball for 2 minutes?"
Bend Don't Break • Staff Safety Protocols Page 1 of 2
Active Crisis & Re-entry
Stage 2 Active Pursuit & Stage 3 Recovery
Safety Protocol
Stage 2: Active Elopement (Student Leaves Room / Area)
✅ REQUIRED PROTOCOLS
Parallel Shadowing: Follow at 10–15 foot distance without sprinting or chasing.Radio Notification: Use neutral code: "Assistance at Hall B, student walking" (avoids alarmist language).Perimeter Containment: Station team members at building exit doors to passively block egress.Soft Demeanor: Keep palms open, low voice volume, eye contact gentle and indirect.
❌ STRICTLY PROHIBITED
Elopement Data Collection Tracker Behavioral Data Instrument
Elopement Data Collection Tracker
CONFIDENTIAL • IEP / 504 / BIP DATA
School Year: 2026–2027
Student Name:
Case Manager / Specialist:
Target Behavior Definition: Leaving designated boundary without staff permission.
Antecedent-Behavior-Consequence (ABC) Incident Log
Incident #1
Date: ____________ Time: ____________ Duration: ________ min
Antecedent / Trigger:
Early Warning Sign Observed:
Destination Reached / Route:
Replacement Behavior Used? [ ] Yes (Card/Word) [ ] No
Incident #2
Date: ____________ Time: ____________ Duration: ________ min
Antecedent / Trigger:
Early Warning Sign Observed:
Destination Reached / Route:
Replacement Behavior Used? [ ] Yes (Card/Word) [ ] No
Incident #3
Date: ____________ Time: ____________ Duration: ________ min
Antecedent / Trigger:
Early Warning Sign Observed:
Destination Reached / Route:
Replacement Behavior Used? [ ] Yes (Card/Word) [ ] No
Bend Don't Break • Behavior Intervention Data Page 1 of 2
Trend & BIP Analysis
Weekly Synthesis & Pattern Heat Map
Evaluation Phase
Weekly Time-of-Day Tally
Time Block Mon Tue Wed Thu Fri
Morning Arrival (8–9am)
Mid-Morning Work (9–11am)
Lunch / Recess (11am–1pm)
Afternoon Academic (1–2:30pm)
Dismissal Transition (2:30–3pm)
Self-Advocacy Progress Metric
Total Urge Episodes ____
Passes Used (Stay & Say) ____
Independent Latency to Calm ____ min
Team Action Plan Decisions
Maintain current environmental antecedent accommodations
Increase priming time before highest-risk transition period
Provide booster 1-to-1 session on "Plan B" clay reframing
Team Review Date:
Lead Sign-Off:
Bend Don't Break • Behavior Intervention Data Page 2 of 2
