Common Ground Slides Session 01 // Clear Signals Small Group Kickoff
30-Minute Focus
Common Ground: The Crew & The Code
Establishing our space, discovering how each of us operates, and setting the rules so everyone stays respected.
Confidential Space
Personal User Manual
10th Grade Social Lab
Real Talk The Purpose of This Group
What This Group Is (And Isn't)
This Is NOT:
• A lecture on "being good" or "using manners"
• A place where you get told what's wrong with you
• Forced awkward games or cheesy icebreakers
• Extra homework or test prep drills
This IS:
• A 30-minute break from the 30-person classroom
• Practical blueprints to get teachers to say "yes"
• Discreet tools to handle stress before you lose points
• A small circle where your privacy is protected
You have total ownership over what you share and how you participate.
Fast Vibe Check Pick Your Side
Where Do You Stand? (No Right or Wrong)
🎧 Noise-Canceling Beats OR Total Silence 🤫
🗣️ Talk It Out OR Type It In Notes 📱
⏰ Knock It Out Early OR Midnight Adrenaline 🔥
🚶 Walk Lap to Reset OR Head on Desk 😴
Every brain in this room runs on different hardware. Learning what works for you is the goal.
Group Culture The 3 Unbreakable Agreements
How We Protect This Room
1. The Vault Rule
What is said in this room stays in this room. No gossip, no repeating things in the hallway.
2. Zero Roast Zone
No mocking, no side-eye, no laughing at someone's challenge. We keep it 100% real and supportive.
3. The Pause Pass
If you're not ready to answer, say "Pause" or "Pass for now." You won't be put on the spot.
Agreed? If you're in, give a simple nod or thumbs up.
Individual Activity 8-Minute Focus
Authoring Your "User Manual"
Phones come with an instruction manual. You do too. Fill out your User Manual Worksheet so we know how you operate best.
Questions You Will Answer:
• How to know when I'm locked in
• How to know when I'm overwhelmed
• Best way to get my attention
• One thing teachers get wrong about me
Grab your User Manual Worksheet and complete your profile.
Session 01 Complete
User Manual Worksheet Clear Signals Kickoff Session 01
Name: ______________________ Date: ____________ Period: _____
My User Manual
A guide to how you operate, communicate, and reset. Share what you want others to understand about you.
1
My Operating Specifications (Check all that apply)
My Focus Sweet Spot:
Noise-canceling headphones / music Dead quiet room Sitting near the edge / back of the room Having visual examples or step models
How I Recharge My Battery:
Solo time / scrolling / listening to beats Laughing with 1 or 2 close friends Physical movement / walking / sports Sketching, gaming, or hands-on builds
2
System Status: Recognizing My Signals
When I'm "Locked In" (Working well, you'll see me): e.g., hood down, writing fast, quiet focus, asking quick questions
When I'm Overwhelmed (Running on low battery): e.g., head down, tapping fast, zoning out, getting sarcastic
3
Optimal Communication Protocol
The best way for a teacher or peer to check in or give feedback without annoying me: e.g., quiet 1-on-1 whisper, sticky note, after the bell, direct facts
One thing adults in school sometimes misunderstand or get wrong about me:
Our Group Code Agreement Mutual Respect
The Vault: Privacy protected Zero Roasting: Mutual respect Pause Pass: Right to pass
My Agreement Signature:
Clear Signals Workshop Series • Session 1 of 5 "You don't have to explain yourself to everyone, but understanding yourself is power."
Common Ground Facilitator Guide Facilitator Protocol Group Size: 6 • Time: 30 Mins
Session 01: Common Ground & Group Launch
Establishing psychological safety, low-pressure rapport, and mutual group agreements for 10th grade partial-inclusion students.
Learning Target
Students connect through low-stakes preference prompts, co-sign 3 confidential group agreements, and document personal working styles on a User Manual.
Materials Needed
Common Ground Slides, User Manual Worksheet (1 per student), pens/markers, comfortable seating circle.
IEP Focus Alignment
Social engagement, establishing trust in small group settings, reducing school avoidance and defensiveness.
⏱ Minute-by-Minute 30-Minute Instructional Flow
00-06 min
Setting the Tone & Framing (Slides 1–2): Welcome the 6 students. Acknowledge skepticism immediately: "You were pulled here because you have small group blocks in ELA/Math. This isn't extra schoolwork or therapy. It's a 30-minute space to get real strategies so adults stop breathing down your neck."
06-13 min
Low-Stakes "Pick Your Side" (Slide 3): Display the 4 preference pairs (Headphones vs Silence, Talk vs Type, etc.). Let students point, hold up fingers, or vote. Zero debates or judgments—highlight that every student in the room operates differently.
13-19 min
The 3 Group Agreements (Slide 4): Introduce (1) The Vault Rule (confidentiality), (2) Zero Roast Zone (respect), and (3) The Pause Pass (freedom to pass without being questioned). Emphasize: "If anyone breaks the Vault, the group stops working."
19-27 min
Individual "User Manual" Completion: Hand out the worksheet. Students complete their profile. Facilitator plays low lo-fi music in the background and offers scribing or verbal dictation for any student with written expression IEP goals.
27-30 min
Optional 1-Sentence Share & Preview: Invite students to share just ONE item from their sheet (e.g., "One thing adults get wrong about me"). Preview Session 2: "Next week we look at the Social Radar—how to read situations so you get what you want faster."
IEP Accommodations & Social Anxiety Defenses
No Cold Calling Ever:
Students in partial inclusion often fear public reading or speaking. Never call on a student without warning. Always allow the "Pause Pass" without eye-rolling or follow-up grilling.
Room Radar Slides Session 02 // Clear Signals Small Group Workshop
30-Minute Focus
Reading the Room: Context & Code-Switching
Adjusting tone, body language, and timing based on who you're speaking with and what you want to achieve.
Audience Calibration
Tone & Timing
10th Grade Social Lab
The Framework Calibrating Before You Speak
The 3-Point Social Radar
1. Who Is Listening?
Close friend, casual classmate, general ed teacher, or administrator? Different audiences need different signals.
2. What's the Setting?
Whole-class lecture, small group project table, hallway transition, or 1-on-1 desk conference?
3. What's the Goal?
Are you venting, joking, asking for help, negotiating extra time, or clarifying an instruction?
Key Truth: Code-switching isn't being "fake" — it's communicating with precision to get what you actually want.
Contrast & Compare Switching Channels
Peer Channel vs. Professional Channel
Peer Channel (Casual)
• Slang, shorthand, playful sarcasm, teasing
• Relaxed posture, side glances, informal banter
• Risk: Using this with teachers makes you sound dismissive or disrespectful.
Teacher / Adult Channel
• Clear intent, polite phrasing, direct request
• Eye contact check, wait for break, neutral volume
• Reward: Teachers listen faster and grant accommodations with far less friction.
Same message. Different frequency. Outcome depends on the channel you choose.
Case Study The Late Work Request
Which Approach Wins?
You missed Thursday's assignment because you were overwhelmed and confused by the prompt.
Attempt A (Static Signal)
"Why did you put a zero in? That test wasn't fair and you didn't even explain question four anyway."
Teacher reaction: Defensive, irritated, likely to enforce strict zero policy.
Attempt B (Calibrated Signal)
"Mr. Davis, do you have two minutes after class? I got stuck on question four and want to turn it in for partial credit today."
Teacher reaction: Respects initiative, offers guidance, grants deadline extension.
Notice: Both students were frustrated. Only Attempt B got the grade unlocked.
Hands-On Rehearsal 8-Minute Partner Drill
Live Calibration Drill
Turn to your partner. One plays the
Context Switch Worksheet Clear Signals Session 02
Name: ______________________ Date: ____________ Period: _____
Context Switchboard: Reading the Room
Analyze your social surroundings, calibrate your channel, and construct high-impact communication.
1
Signal Calibration: Rate the Channel
Review each scenario below. Identify the audience, the best channel (Peer or Professional), and the ideal timing.
Scenario Target Audience Channel Needed Best Timing
A. You need clarification on a math word problem while the teacher is lecturing at the board. Math Teacher Professional After lecture / pause
B. A partner in your ELA group project is scrolling social media instead of editing their assigned slide. Class Peer Peer Direct Small group work time
C. You notice your grade in the portal says "Missing" for an assignment you turned in yesterday. General Ed Teacher Professional End of class / email
2
Signal Translation: Raw Reaction to Calibrated Script
Raw reactions often shut down communication. Rewrite these unfiltered statements into calibrated, high-impact scripts.
Raw Reaction: Audience: Biology Teacher
"You graded this way too harsh. Other people wrote the same thing and got full credit."
Your Calibrated Script (Professional Channel):
Raw Reaction: Audience: Project Partner
"You're not doing anything and I'm not doing the whole poster by myself."
Your Calibrated Script (Peer Channel - Firm & Direct):
3
My Weekly Field Test
One teacher or adult I need to approach this week:
The specific question or accommodation I will ask for:
The best timing to talk to them (e.g., passing period, start of advisory, after 5th period):
Clear Signals Workshop Series • Session 2 of 5 "Say what you mean so they hear what you need."
Reading Room Facilitator Guide Facilitator Protocol Group Size: 6 • Time: 30 Mins
Session 02: Reading the Room & Code-Switching
Context appraisal, audience calibration, and respectful assertiveness across general ed & small group environments.
Learning Target
Students identify how audience and setting dictate communication tone and practice switching from raw reactions to effective scripts.
Materials Needed
Room Radar Slides, Context Switch Worksheet (1 per student), pens/pencils, whiteboard or flip chart.
IEP Focus Alignment
Expressive pragmatic language, self-regulation in general ed classes, proactive communication with teachers.
⏱ Minute-by-Minute 30-Minute Instructional Flow
00-05 min
Hook & Social Battery Scale: Have students rate their current energy/battery (1–5). Introduce the metaphor: "Today isn't about being polite for the sake of adults. It's about social bandwidth—how to talk so adults and peers give you what you actually need with zero drama."
05-13 min
The Social Radar Framework (Slides 1–4): Unpack the 3 checks: Who is listening? What is the setting? What is the goal? Contrast Attempt A (accusatory, emotional outburst) vs. Attempt B (clear, calm request). Emphasize that code-switching is an elite life skill, not selling out.
13-23 min
Partner Calibration & Worksheet (Slide 5 + Worksheet Part 1 & 2): Pair students up (3 pairs). Have them run the two roleplay scenarios aloud (1 minute each), then give 5 minutes of quiet focus to complete the "Raw Reaction to Calibrated Script" translations on the worksheet.
23-30 min
Field Commitment & Rapid Share: Each student completes Part 3 (naming 1 teacher to approach this week). Whip-around share in 30 seconds: "Who is one teacher you will speak to and what will you ask?" Collect sheets or let students keep them in their binders.
IEP & Partial Inclusion Modifications
Processing Time & Reluctance: Allow students to write bullet points instead of full paragraphs. If a student is uncomfortable speaking aloud, have them write their calibrated script and facilitator reads it anonymously for group feedback.
Sentence Starters to Post:
"Mr./Ms. [Name], could I get 60 seconds after class?"
"I'm feeling stuck on step 2, can you point me right?"
Facilitator Quick-Counters (High School Reluctance)
Student: "Why do I have to change? That's fake."
Advocacy Playbook Slides Session 03 // Clear Signals Small Group Workshop
30-Minute Focus
Speaking Up: The Assertive Playbook
How to ask for accommodations, help, and space without shutting down or blowing up.
Passive vs Aggressive vs Assertive
The S.E.A. Formula
10th Grade Social Lab
The Spectrum Which Voice Are You Using?
Three Ways People React When Stressed
Passive
Head down, stays silent, accepts unfair grades or confusion, builds resentment inside.
"It doesn't matter anyway... I'll just take the zero."
Aggressive
Hostile, loud, accuses others, slams Chromebook, burns bridges with teachers and peers.
"You never told us that! This class is garbage."
Assertive
Calm, factual, stands firm, requests what is needed without guilt or anger.
"I'm confused on step 2. Could I have two minutes to clarify?"
Assertiveness is not bossiness. It is owning your learning like a young adult .
The Blueprint Simple 3-Step Formula
The S.E.A. Self-Advocacy Formula
S
STATE THE SITUATION (Just the facts)
Name what is happening right now without blaming or complaining.
"When the classroom gets noisy during independent reading..."
E
EXPLAIN THE IMPACT (How it affects you)
State your personal experience so the adult understands your reality.
"...it is really hard for me to focus on the passage."
A
ASK FOR THE SOLUTION (Specific request)
Give a concrete, realistic action the teacher or peer can say yes to.
"Can I put in noise-dampening earbuds or sit at the side table?"
State + Explain + Ask = 90% higher chance of getting a "Yes".
Real World Practice Discrete IEP & Accommodation Asks
Advocating for Accommodations Like a Pro
You don't need an announcement. Here is how high schoolers ask quietly and respectfully:
Need Extended Time on a Test?
"Mr. Lopez, per my plan, can I finish the last three essay questions during resource period today?"
Why it works: Professional, references the plan, suggests a clear time.
Math Steps Moving Too Fast?
"Ms. Vance, could you leave step three on the board for one extra minute so I can finish copying the notes?"
Why it works: Direct, simple, zero accusation.
Remember: Your accommodations are your legal tools. Asking for them is a strength.
Assertive Script Worksheet Clear Signals Session 03
Name: ______________________ Date: ____________ Period: _____
The Assertive Script Builder
Master the S.E.A. formula: State the fact, Explain the impact, and Ask for the exact solution.
S • State Facts What is happening right now without blaming.
E • Explain Impact How it affects your learning or progress.
A • Ask Solution Specific, reasonable request they can answer.
1
Guided Drill: The Math Test Accommodation
Context: You are taking an Algebra test. The bell rings in 5 minutes, you have 4 problems left, and your IEP includes extended time. Use S.E.A. to advocate.
State the fact:
Example: "Class ends in 5 minutes and I have 4 problems left."
Explain impact:
Example: "Rushing will hurt my accuracy on these steps."
Ask solution:
Example: "Can I bring this to resource room during 6th?"
2
My Custom Script: Tough Situation
Think of one academic situation in high school where you usually stay silent (passive) or get defensive (aggressive). Build your assertive S.E.A. script below.
Target Person (Teacher, Teammate, Counselor):
Best Time / Setting to Talk:
[S] I noticed that / Right now:
[E] This makes it hard for me because:
[A] Would it be okay if we / Could I:
✂ POCKET S.E.A. ADVOCACY CARD (Keep in phone case or folder) Quick Reference
1. Opener
"Excuse me Mr./Ms. ______, do you have 60 seconds?"
2. Delivery Tone
Uncrossed arms, neutral tone, eye contact, steady breath.
3. Reset if Denied
"I understand. When is the best time for us to revisit this?"
Clear Signals Workshop Series • Session 3 of 5 "Assertive communication is your right to be heard without conflict."
Speaking Up Facilitator Guide Facilitator Protocol Group Size: 6 • Time: 30 Mins
Session 03: Speaking Up & Assertive Self-Advocacy
Equipping 10th graders with the S.E.A. formula to advocate for IEP accommodations and clarify academic needs without friction.
Learning Target
Students differentiate passive, aggressive, and assertive communication and draft an S.E.A. request to self-advocate with a teacher.
Materials Needed
Advocacy Playbook Slides, Assertive Script Worksheet, scissors (for pocket cards), student assignment planners.
IEP Focus Alignment
Self-advocacy, accommodation utilization, pragmatic discourse, replacing withdrawal with active requests.
⏱ Minute-by-Minute 30-Minute Instructional Flow
00-05 min
Session 2 Field Test Debrief: Quick go-around: "Did anyone try switching channels with a teacher or friend this week?" Normalize the difficulty: "Staying quiet is easy, yelling is impulsive, but speaking assertively takes real discipline."
05-14 min
The S.E.A. Framework (Slides 1–4): Introduce the 3 voices (Passive, Aggressive, Assertive). Breakdown the S.E.A. acronym: State Facts, Explain Impact, Ask Solution . Model an IEP accommodation example (asking for test extra time without looking embarrassed).
14-23 min
Script Drafting & Paired Rehearsal: Students write out their custom S.E.A. challenge on the worksheet (Part 1 & 2). In pairs of two, one plays the teacher, one delivers the script. Facilitator rotates, coaching posture, tone, and eye contact.
23-30 min
Pocket S.E.A. Card & Exit Target: Students cut out or fold the pocket card and slip it into their phone case or notebook. Quick exit round: "Name one accommodation or question you will ask a teacher before Friday."
IEP Differentiation & Anxiety Support
Low-Verbal or Anxious Students:
Let the student write the S.E.A. script as an email draft or on a sticky note to place on the teacher's desk. Advocacy does not always have to be spoken aloud initially.
Concrete Framing:
Remind students that IEP accommodations are not favors—they are legal classroom tools agreed upon by their educational team. Emphasize that teachers appreciate proactive asks.
Facilitator Roleplay Intervention Prompts
If Too Passive: "Lift your chin, uncross your arms, and make your ask one sentence shorter. Say it like you believe it."
Trigger Tracker Slides Session 04 // Clear Signals Small Group Workshop
30-Minute Focus
The Emotional Thermostat: Triggers & Body Signals
Catching frustration in your body before it turns into a classroom blowout or complete shutdown.
Internal Body Sensors
The 5-Level Escalation Scale
10th Grade Social Lab
The Escalation Scale Where Are You Operating Right Now?
Level 1
Baseline / Clear Signal: Relaxed, ready to engage, able to process information and laugh.
Level 2
Spark / Annoyed: Minor friction, eye roll, slight irritation, pencil tapping, sighing.
Level 3
Simmer / Tense: Clenched jaw, heat in face, negative self-talk, tuned out from teacher.
Level 4
Surge / Fight-or-Flight: Tunnel vision, snappy verbal responses, ready to storm out or snap.
Level 5
Overload / Lockout: Logic shuts down completely. Meltdown or complete withdrawal.
The golden rule: Intervene at Level 2 or 3 before Level 4 takes over your thinking brain.
Body Diagnostics Your Physical Warning System
Your Body Knows Before Your Brain Does
Head & Face
• Clenched jaw or teeth grinding
• Face or ears feeling hot
• Heavy pressure behind temples
Chest & Breath
• Rapid, shallow breathing
• Thumping heart rate in throat
• Tightness in stomach or knots
Hands & Muscles
• Tight fists or tapping fingers
• Hunched or rock-stiff shoulders
• Restless legs bouncing fast
When you spot these physical cues, that is your cue to hit the pause button .
Trigger Inventory Naming the Spark Plugs
What Sparks Your Escalation?
Academic Triggers
• Called on unexpectedly during whole-class lecture
• Timed math quizzes when steps get messy
• Complex writing prompts with no clear starting point
• Getting an unexpected low grade back on portal
Social & Sensory Triggers
• Group members talking over you or ignoring your idea
• Sudden loud classroom volume or chaotic transitions
Body Signals Worksheet Clear Signals Session 04
Name: ______________________ Date: ____________ Period: _____
Body Signals & The Escalation Ladder
Track your personal somatic warning signs and pinpoint your academic spark plugs before reaching overload.
1
My Personal 5-Level Escalation Scale
Describe what happens in your body and thoughts at each level. Be honest—this is your private diagnostic tool.
Level 5 • Overload Thinking brain locks out. Meltdown or complete withdrawal.
Level 4 • Surge Fight/flight surge, snap at others, tunnel vision.
Level 3 • Simmer Physical tension (jaw, chest), negative self-talk starting.
Level 2 • Spark Mild irritation, eye rolls, fidgeting, zoning out.
Level 1 • Baseline Calm, receptive, able to focus and communicate easily.
★ Target Zone: Catch yourself at Level 2 or Level 3 to apply reset tools before Level 4 surge occurs.
2
My Somatic Warning Radar
Check the top 3 physical warning signals your body produces when stress or frustration begins to rise:
Head & Neck
Clenching jaw / teeth Face or ears getting hot Tight headache behind eyes Avoiding looking at anyone
Chest & Stomach
Heart thumping fast Shallow, quick breathing Heavy knot in stomach Feeling suffocated or hot
Hands & Body
Tight fists / gripping pen Bouncing knee or foot rapidly Shoulders hunched to ears Urge to stand up or walk out
3
My Academic & Social Spark Plugs
My #1 Academic Trigger (e.g., timed tests, cold-calling in ELA, multi-step math):
My #1 Social/Peer Trigger (e.g., side comments, being laughed at, loud groups):
The Early Detection Promise: Session 4 Takeaway
"When I notice my body hitting Level 2 or 3 , I will pause before I speak or react. That pause is where my power lives."
Clear Signals Workshop Series • Session 4 of 5 "You can't control the spark, but you can control whether you fuel the fire."
Emotional Thermostat Facilitator Guide Facilitator Protocol Group Size: 6 • Time: 30 Mins
Session 04: The Emotional Thermostat & Somatic Radar
Guiding 10th graders to identify internal physical escalation cues and academic spark plugs before reaching dysregulation.
Learning Target
Students map their personal 5-point escalation scale, identify their primary somatic warning signals, and name their top school spark plugs.
Materials Needed
Trigger Tracker Slides, Body Signals Worksheet (1 per student), highlighters, whiteboard for group ladder.
IEP Focus Alignment
Emotional self-regulation, interoceptive awareness, preventing crisis/meltdown behaviors in general ed.
⏱ Minute-by-Minute 30-Minute Instructional Flow
00-05 min
The 10-Second Physical Check: Ask students: "When you get pissed off or overwhelmed in class, what part of your body feels it first? Jaw, stomach, shoulders, or hands?" Normalize physical responses: "Your body is an alarm system trying to protect you."
05-14 min
Deconstructing the 5 Escalation Levels (Slides 1–4): Walk through Levels 1 through 5. Emphasize that Level 4 & 5 are biological lockouts (prefrontal cortex turns off, amygdala takes over). Point out: "We can't think clearly at Level 4. We must catch the signal at Level 2 or 3."
14-23 min
Worksheet Self-Audit (Part 1, 2, & 3): Students independently map their personal escalation scale and check off their somatic signals. Facilitator circles quietly, providing vocabulary support for physical sensations (e.g., "tunnel vision", "clenched teeth").
23-30 min
Group Grounding & Bridge to Session 5: Ask each student to share just ONE physical warning sign they will monitor this week. Tease Session 5: "Next week we assemble your personal toolkits—the exact discrete moves to reset your body without anyone noticing."
Emotional Safety & Non-Judgmental Norms
Never Shame the Emotion:
Frame frustration, anger, and anxiety as neutral physiological data. State explicitly: "Getting angry isn't the problem. Letting anger destroy your GPA or get you suspended is what we're solving."
Interoception Scaffolding:
Many students with IEPs have difficulty feeling internal states (alexithymia/sensory differences). Provide external anchors like posture shifts, pen-tapping cadence, or eye-gaze direction.
Common High School Reluctance & Facilitator Counters
Student: "I go from 0 to 100 in one second. There is no Level 2." Facilitator: "It feels like one second because we ignore the whispers. Your body always sends Level 2 signals 2–3 minutes before the explosion. We're tuning your antenna today."
Reset Toolkit Slides Session 05 // Clear Signals Small Group Workshop
30-Minute Focus
The Reset Routine: Stealth Coping Tools
Practical, in-the-moment calming strategies you can use in a 10th-grade classroom without anyone knowing.
Discreet In-Class Resets
Personal Regulation Blueprint
10th Grade Social Lab
Classroom Reality Real-World Coping
High School Coping Must Be Realistic
No one in 10th grade wants to do obvious breathing exercises or hold a stress ball in front of 28 peers.
What DOESN'T Work
• Drawing unwanted peer attention
• Storming out of class without permission
• Bottling it up until you explode at a teacher
What DOES Work
• 100% invisible physical releases at your desk
• Rapid neurological resets in 20 seconds
• Pre-arranged quiet break passes with your teacher
Regulation is about taking back control of your nervous system .
The Toolkit Four Stealth Reset Strategies
1
Physiological Sigh
Two quick inhales through the nose, one long slow exhale through mouth.
Effect: Drops heart rate in under 15 seconds. Completely silent.
2
Isometric Desk Press
Press palms down on desk or feet into floor with 50% force for 5 seconds, then release.
Effect: Burns off adrenaline surge without moving an inch.
3
3-Sense Grounding
Silently spot: 3 things you see, 2 textures you touch, 1 low sound you hear.
Effect: Pulls brain out of fight-or-flight back into present logic.
4
2-Minute Water Pass
Use an agreed-upon hand signal or card to step out for a drink of cold water.
Effect: Physical change of scenery to reset somatic thermostat.
Practice each one once in class this week to see which fits your style best.
The Full System Putting All 5 Sessions Together
The Clear Signals Master Cycle
STEP 1
CATCH
Spot your body signal at Level 2/3 (jaw, heart, breath).
Session 4 Skill
STEP 2
RESET
Execute one stealth tool (sigh, desk press, grounding).
Session 5 Skill
STEP 3
READ
Read the room: who is the audience and what is the goal?
Personal Reset Plan Clear Signals Capstone Session 05
Name: ______________________ Date: ____________ Case Mgr: ____________
Personal Reset & Regulation Blueprint
Your personalized, discreet action plan for maintaining composure, advocating for yourself, and managing stress in high school.
1
My Chosen Stealth In-Class Resets (Select & Specify 2)
Which discreet tools fit you best when you notice Level 2 or Level 3 body signals?
Primary Desk Reset:
Physiological double-sigh, isometric desk press, or 3-sense grounding?
Secondary Reset (Movement / Tactile):
Water bottle sip, stretching wrists/neck, or notebook focus doodling?
2
Classroom Protocol & Pre-Arranged Signals
Plan how you will communicate with your teacher when you need a 2-minute reset without disrupting class.
My agreed-upon discrete cue with my teacher (e.g., placing pass card on desk corner, specific 2-finger hand sign):
What I will say if an adult checks in while I am resetting (Using S.E.A.):
Example: "I'm feeling a little overwhelmed on this page. I'm taking 60 seconds to reset, and then I'll be right back to work."
3
My School Support Network
Trusted Adult Ally in School: Case manager, counselor, coach
Designated Reset Space: Resource room, quiet bench, office
Emergency Safe Peer Ally: Classmate who keeps you calm
Self-Regulation Commitment 10th Grade Autonomy Agreement
"I understand that stress and frustration happen to everyone. When my body signals rise, I will use my stealth resets and S.E.A. self-advocacy to take care of myself without losing my cool or my academic standing."
Student Signature:
Facilitator / Case Manager Witness:
Clear Signals Workshop Series • Session 5 of 5 "Calm is a superpower. Control your signal."
Reset Routine Facilitator Guide Facilitator Protocol Group Size: 6 • Time: 30 Mins
Session 05: The Reset Routine & Capstone Blueprint
Synthesizing social context, assertive self-advocacy, and stealth coping routines into an individualized student regulation plan.
Learning Target
Students rehearse stealth in-class reset techniques and complete a personalized self-regulation contract for general education classes.
Materials Needed
Reset Toolkit Slides, Personal Reset Plan (1 per student), pens, certificate or completion acknowledgment.
IEP Focus Alignment
Skill generalization, autonomy in regular education environments, non-verbal self-advocacy cues.
⏱ Minute-by-Minute 30-Minute Instructional Flow
00-05 min
Check-In & Real-World Relevance: Acknowledge students reaching the final session. Frame the day: "Today isn't theory. Today is about stealth—giving you moves you can use in math or English class without drawing a single look from other students."
05-14 min
Stealth Reset Rehearsal (Slides 1–4): Have the whole group physically test each stealth reset for 30 seconds together: (1) The physiological double-sigh, (2) The isometric desk press, and (3) The 3-sense scan. Have students vote on which felt most natural.
14-23 min
Personal Reset Blueprint Drafting: Students complete the Personal Reset Plan document. Facilitator conducts quick 1-on-1 desk check-ins with each student to verify their teacher communication protocol and named trusted adult in the building.
23-30 min
Sign-Off & Whip-Around: Facilitator co-signs each student's contract. Final whip-around: "State your #1 stealth tool and who your go-to adult ally is." Validate each student's progress across the 5 sessions.
IEP Generalization & Teacher Communication Tips
Brief General Ed Teachers:
Send a quick 2-sentence email to the student's general ed Math and ELA teachers noting: "[Student] has developed a 60-second stealth reset routine and may quietly utilize their break pass when approaching Level 3."
Safe Pass Integration:
Provide each student with a laminated 2x3" discreet pass to keep behind their school ID badge so they don't have to announce their need to leave the room verbally.
Post-Curriculum IEP Data Tracking Metric
Self-Advocacy Frequency: Track number of times student uses S.E.A. or pre-arranged pass vs. unexcused walking out or verbal shut down.
