1 Grounding Sound I Hear:

Step 3: Self-Advocacy Agreement

When my weather is stormy and I need 2 minutes to reset, my silent signal to my teacher will be:

(e.g., placing my regulation card on the desk corner, quiet hand sign, brief note)

A phrase I can silently say to myself to stay grounded:

(e.g., "This storm will pass," "I can handle this breath by breath," "I am safe right now")

Student Commitment Signature: _______________________

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Teacher Facilitation Scripts

Lesson 1 Facilitation Toolkit

Verbatim Co-Regulation Scripts

Exact phrasing for guided group practice and one-on-one de-escalation.

Script A: Whole-Group 4-4-4-4 Box Breathing (Deliver in calm, unhurried cadence) Time: 2 Mins

"Everyone, let's plant both feet flat on the ground like trees growing roots into the floor. Let your hands rest softly in your lap. Notice your shoulders—let them drop an inch away from your ears. Unclench your jaw.

We are going to trace a gentle square with our breath. Ready? Inhale deeply through your nose for 1... 2... 3... 4. Hold that calm breath gently: 1... 2... 3... 4. Now exhale softly through your mouth like you're blowing out a candle slowly: 1... 2... 3... 4. Pause and rest empty: 1... 2... 3... 4. (Repeat for 3 cycles). Notice how the weather in your chest begins to settle."

Script B: One-on-One Somatic De-Escalation (Squat down to eye level, keep posture open) Individual Tier 2

Step 1 (Validate without debate): "I see your fists are clenched and your shoulders are tight. There's a big storm rolling through right now, and that makes total sense."

Step 2 (Remove immediate pressure): "You don't have to explain anything or do this assignment right this second. Your only job right now is to help your body feel safe."

Step 3 (Offer two concrete choices): "Would you like to sit by the calm corner with the weighted pad, or take three slow breaths together right here? You choose."

Neurodiversity & Sensory Accommodations

For ADHD / Kinesthetic Seekers:

Avoid forcing still meditation. Use wall push-ups, squeezing putty, or walking a taped line on the floor to ground proprioceptively.

For Autistic / Sensory Sensitive Students:

Provide noise-dampening headphones, dim lamp lighting in the corner, and picture-based emotion boards instead of verbal articulation.

Closing Circle Debrief Prompts (End of Lesson 1):

• "Which reset technique made your body feel even 5% lighter or calmer today?"
• "How does knowing your classmate might be having 'stormy weather' change the way you treat them?"

Community Compass Curriculum • Lesson 1 Facilitation Resource Page 2 of 2

Make it Right

Take concrete action to repair the specific damage or emotional hurt.

"Can I help you re-build or re-write that?"

4

Future Plan

Agree on how you will both handle this situation when it happens again.

"Next time, I will ask before borrowing your pencil."

Saying "sorry" is a word; repair is an action.

Pair Practice

Scenario: The Lunch Table Dispute

Live Simulation

What Happened:

Jordan saved a seat at the lunch table for Taylor. Chris sits down anyway without asking. Jordan snaps: "Get up, you can't sit here!" Chris feels humiliated in front of everyone.

Partner A (Jordan):

Deliver an "I" statement explaining the need without yelling.

Partner B (Chris):

Respond with active listening and offer a restorative solution.

Turn to your partner and practice the script Lesson 2 of 3

What concrete physical action can they do to fix the poster?

4. Future Agreement:

What rule should they agree on for the remaining 15 minutes?

Partner Roleplay Verification Practice with a classmate

Read your "I" statement aloud to your partner. Have your partner sign below to confirm you delivered it with a calm voice and no blaming language.

Partner Name: _____________________________

Partner Signature: __________________________

Community Compass Curriculum • Restorative Conflict Resolution Page 2 of 2

2. Borrowed / Damaged Items:

"What is the difference between an accidental tear/break and showing disrespect for someone's property?"

3. Group Work Unequal Effort:

"How can we communicate that we need help on a joint project without resorting to name-calling or bossiness?"

4. Digital / Group Chat Rumors:

"Why do words typed online feel sharper than words spoken face-to-face? How can we de-escalate without forwarding screenshots?"

Facilitator Roadblock Guide

Closing Debrief Prompts (Lesson 2):

• "Why is an 'I' statement harder to say in the moment than an angry shout, and why is it worth the effort?"
• "What is one concrete way you will help bridge a disagreement on the playground this week?"

Community Compass Curriculum • Lesson 2 Facilitation Resource Page 2 of 2

The threads that speak up when someone is treated unfairly.

Every single student in this room brings a distinct thread that makes our class whole.

Our Shared Promise

Our Community Compass Pledge

Classroom Culture

"In this room, everyone belongs."

We honor each person's internal weather. We build bridges when friction happens. We listen to understand, and we protect each other's dignity every single day.

Activity: Complete your Connection Threads Worksheet & Mosaic Tile

Completed Sequence: Lessons 1, 2, and 3 Community Compass

Classroom Relational Observation Rubric

Subtle Exclusion Safeguards

Watch for: Micro-Rejections

Subtle sighs when assigned a partner, quick eye rolls, or moving desks slightly away. Intervene privately: "In this room, we treat every pairing with dignity."

Counter-Strategy: Intentional Rotation

Do not allow students to always self-select partners. Use randomizer sticks or structured pairing games to weave threads across social boundaries.

30-Day Sequence Maintenance Plan:

Day 7: Hang completed student tapestry tiles together as a prominent wall mosaic.

Day 14: Hold a 10-minute check-in on the Calm Station usage and restock sensory tools.

Day 30: Revisit the class pledge; celebrate students who modeled bridge-building during friction.

Community Compass Curriculum • Sequence Capstone Resource Page 2 of 2