Pilot Dashboard Assessment SYSTEM: FLIGHT READINESS
PILOT DASHBOARD
Self-Control Pre & Post-Flight Assessment
5TH GRADE SQUAD Doc ID: PC-101
Pilot Name:
Flight Date:
Mission Phase:
Pre-Flight Post-Flight
Instructions: Read each statement. Score your control from 1 (Autopilot / No Control) to 5 (Manual Control / Fully Calmed) . Circle the rating matching your style.
Cockpit Flight Statement
Flight Control Rating (Circle One)
01
I can keep my body still and quiet during class instruction.
Managing "squirrely" engine shakes when I need to pay attention.
1 2 3 4 5
02
I stop and think before blouting out an answer or speaking.
Using my voice brakes before voice transmission.
1 2 3 4 5
03
I notice when my body is getting "squirrely" or high energy.
Checking engine temperature gauges before they overheat.
1 2 3 4 5
04
I can use slow, deep breaths to quiet my physical energy.
Applying somatic engine coolers in high-speed situations.
1 2 3 4 5
05
I keep cool when a teacher corrects me or points out a mistake.
Responding with pilot professionalism, not turbulence.
1 2 3 4 5
06
I pay attention to expressions of my teacher and classmates.
Using my visual radar systems to read room conditions.
1 2 3 4 5
07
When frustrated, I pause and check my cockpit choices.
Checking navigational options before making sudden turns.
1 2 3 4 5
08
I understand how my actions affect my co-pilots and teacher.
Understanding how my behavior affects everyone on board.
1 2 3 4 5
09
I can recover from deep frustration or anger without a crash.
Stabilizing the aircraft after hit by unexpected turbulence.
1 2 3 4 5
10
I am proud of my ability to fly smoothly even under stress.
Taking complete commander-in-chief ownership of my actions.
1 2 3 4 5
Scoring System:
Add up your scores for a Total Flight Control Score (Max Score: 50).
10-25
Heavy Autopilot
26-40
Co-Pilot Flying
41-50
Master Commander
Total Score
_____ / 50
Pre Flight Facilitator Guide FACILITATOR TOOLKIT: WEEK 1
MISSION BRIEFING
PRE-FLIGHT BRIEFING GUIDE
Focus: Self-Awareness & The "Autopilot" Brain (Pre-Test Session)
Target Audience 5th Grade (2 Boys)
Duration 45 Minutes Total
Key Metaphor Autopilot vs. Manual
Pre-Flight Prep Checklist
☐ Print 2 copies of Pilot Dashboard Assessment
☐ Prepare 2 pencils & 1 whiteboard
☐ Secure a small space for brief movement
☐ Review scripted prompts below
1. Welcome & The "Pilot" Metaphor (10 mins)
10 MIN
Introduce the concept of a "pilot" running an aircraft. Explain that our brains run our body's engine. Sometimes, our brains go on "Autopilot"—meaning we act/speak automatically before we think, which can lead to bad landings (getting in trouble).
Scripted Prompt: "Welcome to the crew, gentlemen. This isn't a normal classroom; it's our Flight Control Cabin. Have you ever noticed yourself doing something before you even thought about it? Like shouting out, or fidgeting? That is called Autopilot. In this group, we are going to learn how to click that switch off and fly on Manual Pilot. Who wants to be in charge of their own flight deck?"
2. Somatic Simulation: "Engine Shake" (15 mins)
15 MIN
Activity: Have students stand up. Play a short game of "High Altitude / Red Light". Students shake their bodies ("Engine Shake") vigorously on your signal, and on the command "STABILIZE", they must immediately freeze in a pilot stance, taking one deep breath.
Discussion Prompts: 1. "When you had to freeze, what did your body feel like? Was your engine still shaking on the inside?" 2. "Why is it hard to go from high speed to a complete freeze in an instant?"
3. Dashboard Assessment Administration (15 mins)
15 MIN
Hand out the Pilot Dashboard Assessment. Explain that pilots test their gauges before flying. Stress that there are no wrong answers; it helps build their custom manual. Read each item aloud to ensure understanding and prevent distractions. Keep the tone supportive.
Scripted Prompt: "Take a look at your dashboard. Right now, we're doing a Pre-Flight Check. Read each gauge carefully. If you feel like your autopilot shouts out a lot, rate it honestly. We are tracking our baseline so we can see how much higher your altitude gets by Week 6."
4. Flight Log Debrief & Preview (5 mins)
05 MIN
Collect assessments (record their scores). Introduce the "Pilot Journal" concept. Preview Week 2: "The Pause Button", when they will learn the ultimate automatic autopilot manual override.
Pre Flight Pilot Journal FLIGHT DATA RECORDER
PILOT LOGBOOK
WEEK 1: PRE-FLIGHT LOG
Diagnostic Check: Mapping my body's autopilot signals
Pilot Identification (Name)
Flight Crew / Class
Diagnostic 01: My "Engine Shakes"
HIGH ENERGY
Where do you feel high energy start in your body first?
My Legs (tapping, wanting to run/kick) My Hands (tapping, clicking pencils, playing) My Voice (shouting answers, making sounds) My Brain (thoughts racing too fast to stop)
Describe what "Engine Shakes" look like for you:
Diagnostic 02: Autopilot Triggers
FLIGHT PATH
When is your "Autopilot" most likely to take over control?
When the teacher is talking for a long time When doing independent desk work When transitioning/moving between classes When someone talks to me or annoys me
Where does Autopilot get you in trouble?
Diagnostic 03: My Personal Flight Mission Goal
By Week 6, what physical action do you want to have total "manual control" over? (E.g. sitting still, waiting my turn to talk, keeping cool under pressure)
01
Diagnostic
Gauges Scanned
02
Self-Check
Autopilot Logged
03
Status
Cleared to Fly
Pause Button Facilitator Guide FACILITATOR TOOLKIT: WEEK 2
MANUAL OVERRIDE
THE PAUSE BUTTON GUIDE
Focus: Introducing the "Stop, Think, Act" (S.T.A.) Flight Code
Session Objective Master the S.T.A. System
Session Duration 45 Minutes Total
Pilot Tool The "Voice Brake" Lever
Pre-Flight Prep Checklist
☐ Print 2 copies of Pause Button Pilot Journal
☐ Draw a giant "Pause Button" icon on the whiteboard
☐ Place 2 pencils & red markers in the cabin
☐ Review scenario prompts below
1. Dashboard Sync & Week 1 Check (5 mins)
05 MIN
Ask each student to share a moment during the week where they caught their "Autopilot" engine shaking or starting to take control. Reinforce their honesty.
2. Introducing the S.T.A. Flight Code (10 mins)
10 MIN
Explain that pilots use a standard operating emergency code: Stop, Think, Act . When an impulse spikes, we hit the physical Pause Button. STOP means freezing the body. THINK means checking 2 options. ACT means manual flight path.
Scripted Prompt: "When your autopilot hears a noise or gets an idea, it wants to execute an immediate command—blurt out, jump up, grab a pencil. To override this, pilots pull the Manual Pause Lever. You literally stop. Your engine is still on, but you have put the parking brakes on. Let's practice the manual freeze together."
3. Scenario Simulation Roleplay (20 mins)
20 MIN
Run 3 simulation flight scenarios (pencil tapping, teacher speaking, line cutting). Act as the trigger. On command "IMPULSE INCOMING!", students must tap their "Pause Button" drawing on the desk, physically freeze, count to 3 silently, then voice their "THINK" options and "ACT" safely.
Facilitator Coaching Prompts: "Great freeze, Pilot! While you were frozen for 3 seconds, what did you 'Think'? What were your 2 choices? Which choice keeps the aircraft from crashing into teacher trouble?"
4. Pilot Log Assignment & Briefing Close (10 mins)
10 MIN
Have students complete The Pause Button Pilot Journal. Help them write specific, practical manual overrides for each classroom trap. Provide immediate feedback on their plans.
Active Regulation Strategy: physical "brakes"
If students are too active during roleplay, physically use the whiteboards as "Cabin Windows". Have them draw a simple cockpit glass shape around their desk. Remind them: "A pilot never climbs out of the dashboard mid-flight. Your seatbelt is clicked. Your body stays aligned."
Pause Button Pilot Journal FLIGHT DATA RECORDER
MANUAL OVERRIDE JOURNAL
WEEK 2: THE PAUSE CODE
Flight Override Plan: Applying "Stop, Think, Act" to classroom traps
Pilot Name
Flight Date
CODE RED
1. STOP (Freeze)
Engage immediate manual parking brakes. Count 1-2-3 silently. Do not move or speak.
CODE AMBER
2. THINK (Scan)
Scan your cockpit monitors. Compare Option A (Trouble) vs. Option B (Safe Landing).
CODE GREEN
3. ACT (Fly)
Execute Option B! Steer your aircraft smoothly along the corrected flight path.
Override Scenarios: Convert Autopilot to Manual Pilot
Trap Scenario A
The Pencil Tapper
A student next to you starts tapping their metal mechanical pencil loudly. It is making you angry and you want to yell or snatch it.
Autopilot Trap: Yelling "STOP IT!" or throwing an eraser.
My Manual Pilot Override:
Trap Scenario B
The Answer Trap
The teacher asks a really cool question. You know the exact answer and want to stand up and shout it out before anyone else can.
Autopilot Trap: Shouting the answer out loud without being called on.
My Manual Pilot Override:
Trap Scenario C
The Line Cutter
Another kid squeezes past you and cuts right in front of you in the lunch line. Your body gets hot and you want to push them.
Autopilot Trap: Pushing them out of the way or starting a loud argument.
My Manual Pilot Override:
MANUAL FLIGHT CORE CONCEPTS WEEK 2 LOG COMPLETE
Somatic Reset Facilitator Guide FACILITATOR TOOLKIT: WEEK 3
THERMAL REGULATION
SOMATIC RESET FACILITATOR GUIDE
Focus: Cooling the "Squirrely" Engine with Somatic Grounding
Session Focus Physical Energy Regulation
Pacing Status Week 3 of 6
Tactical System Somatic Cooling Vent
Pre-Flight Prep Checklist
☐ Print 2 copies of Somatic Reset Pilot Journal
☐ Secure high-contrast markers (green/blue)
☐ Prepare space for seated isometric muscle pulls
☐ Clear the cabin of loose writing tools for the first 15m
1. Engine Status Sync (5 mins)
05 MIN
Ask: "How did your S.T.A. pause button operate this week? Did you override any autopilot traps?" Highlight any physical "engine shakes" they noticed but successfully managed.
2. Somatic Practice A: "The Fuel Purge" (15 mins)
15 MIN
Explain that rocket engines get over-pressurized and need to vent steam. This is "The Fuel Purge". Breathing Code: Inhale for 4 seconds (filling fuel tank), hold for 4 seconds (pressurizing system), exhale slowly for 4 seconds (venting heat). Do 4 rounds.
Scripted Prompt: "When your hands or feet start tapping, your engine pressure is too high. If you try to just sit still, you'll feel like bursting. We have to vent that pressure. Let's pull the purge valve together: Breathe in... 2... 3... 4. Hold... 2... 3... 4. Now vent that hot steam slowly... 2... 3... 4. Let your shoulders drop."
3. Somatic Practice B: "The G-Force Press" (15 mins)
15 MIN
Explain that jets experience "G-Force" where the pilot's muscles are compressed. Action: Have students sit tall. Squeeze their fists and press their feet flat into the floor as hard as they can, tightening their core. Hold for 5 seconds, then melt and release. Note that this is a "Secret Pilot Move" they can do in class without anyone else knowing.
Coaching Insight: "This is the ultimate stealth override. Your teacher won't see it, but you are transferring all that 'squirrely' energy into your heels and core, then letting it drain out of your body. Let's do 3 stealth presses."
4. Fuel Log Recording & Cool Down (10 mins)
10 MIN
Distribute Somatic Reset Pilot Journal. Students rate which override systems felt the most powerful and plan their classroom deployment.
Differentiating the Crew
One of your pilots may have higher physical energy than the other. If one struggles to hold the G-Force press or starts laughing, avoid correcting him directly. Instead, praise the other pilot's "high-pressure stability" to prompt modeling.
Somatic Reset Pilot Journal FLIGHT DATA RECORDER
STEALTH COOLING LAB
WEEK 3: SOMATIC RESET LOG
Engine Calming Protocols: Grounding high physical energy
Pilot Name
Flight Date
Stealth Cooler 1: "The Fuel Purge" Breathing Valve
Trace your finger around the square to vent high pressure. Breathe slowly.
1. Breathe In 4s 2. Hold 4s 3. Breathe Out 4s 4. Hold 4s
Practice Log Checklist:
Round 1 Complete: Feeling high pressure vent Round 2 Complete: Lungs cleared & relaxed Round 3 Complete: Shoulders dropped & loose Round 4 Complete: Autopilot disengaged
Stealth Cooler 2: "The G-Force Press" Muscle Squeeze
Lock high energy into a tight muscle, hold for 5s, then melt it away.
Select the "Stealth Move" that makes your body feel most stable:
1. Heel Downforce
Press heels flat into floor, squeeze calves
2. Desk Fist Lock
Squeeze fists on lap or under your desk
3. Seat Pull-Up
Pull seat up, lock biceps, hold breath
My Classroom Engine Deployment Plan
Which specific subject/class gets your engine shaking the most? How will you use your stealth cooling moves there?
STEALTH RESET SYSTEMS SCAN WEEK 3 LOG COMPLETE
Social Radar Facilitator Guide FACILITATOR TOOLKIT: WEEK 4
SITUATIONAL AWARENESS
SOCIAL RADAR FACILITATOR GUIDE
Focus: Mapping the Social Impact of Autopilot on Teachers & Peers
Core Lesson Focus Social Consequences
Cohort Progress Week 4 of 6
Flight Instrument The Room Radar Scan
Pre-Flight Prep Checklist
☐ Print 2 copies of Social Radar Pilot Journal
☐ Draw a simplified "Radar Screen" grid on your whiteboard
☐ Prepare to act out distinct teacher physical expressions
☐ Gather two pilot pencils
1. Engine Status Check (5 mins)
05 MIN
Ask: "Who used a G-Force Press or a Fuel Purge in a classroom this week?" Celebrate their stealth control. Connect physical stabilization to clear visual thinking.
2. Metaphor: The Pilot's Social Radar (10 mins)
10 MIN
Explain that pilots scan their navigation radar so they don't crash into other planes or fly directly into severe storms. Our "Social Radar" is how we scan our teacher's face and classmate's body language to check our landing path.
Scripted Prompt: "When we have high 'squirrely' energy and are acting on autopilot, we are flying completely blind. We don't notice that our ground controller—the teacher—is sending warning signs. If we ignore those warning lights, we will get grounded. Today, we are turning our cockpit radar back on."
3. Activity: "Radar Screen Simulation" (20 mins)
20 MIN
Act out classroom cues and have students categorize them on the whiteboard "Radar". Yellow Warnings (Adjust immediately): Teacher stops speaking and waits, teacher crosses arms, classmates turn to stare. Red Alerts (Ground immediately): Teacher calls name, teacher walks toward your desk, principal walks into room.
Coaching Scenarios: "Imagine I am teaching math and I suddenly stop talking, look directly at you, and cross my arms. Scan me! Is that clear skies, a yellow warning, or red alert? What override code do you deploy?"
4. Log Review & Social Coding (10 mins)
10 MIN
Distribute Social Radar Pilot Journal. Help boys reflect on how their autopilot affects their teachers ("ground controllers") and peers ("co-pilots").
Managing Emotional Sensitivities
Boys who struggle with self-control sometimes feel "picked on" or targeted by teachers. Use this session to shift the narrative from "teachers are mean" to "teachers are ground controllers sending signal data to keep you safe". Focus on reading data, not taking corrections personally.
Social Radar Pilot Journal FLIGHT DATA RECORDER
NAVIGATION DECK
WEEK 4: SOCIAL RADAR LOG
Radar Diagnostics: Scanning how teachers and classmates read my flight path
Pilot Name
Flight Date
Radar Sweep: Categorize the Warnings
Read each classroom cue. Check whether it is a Yellow Warning (Adjust Course) or a Red Alert (Freeze Immediately).
Classroom Navigation Cues (Visual/Auditory)
Yellow Warning
Red Alert
Teacher stops talking, crosses arms, and looks in my direction.
Classmates turn around, roll their eyes, or sigh at my noise.
Teacher says my name out loud and points to the whiteboard.
Teacher walks directly toward my desk with a severe face.
Flight Path Collision Diagnostics
Reflect honestly on how your autopilot actions affect the rest of your flight crew.
1. Ground Controller (Teacher) Impact: How does my autopilot shouting out or getting "squirrely" make it harder for my teacher to run the classroom?
2. Co-Pilot (Classmate) Impact: How does my autopilot restless movements or blurting out distract my classmates who are trying to focus?
RADAR STATUS ACTIVE WEEK 4 LOG COMPLETE
Emotional Turbulence Facilitator Guide FACILITATOR TOOLKIT: WEEK 5
STORM NAVIGATION
EMOTIONAL TURBULENCE GUIDE
Focus: Managing Intense Frustration, Anger, and Defeat in the Cockpit
Target Challenge Frustration & Angry Spikes
Group Dynamic Peer Co-Regulation
Recovery Protocol S.O.S. Storm Maneuver
Pre-Flight Prep Checklist
☐ Print 2 copies of Emotional Turbulence Pilot Journal
☐ Draw a 4-level "Storm Dial" on the cabin board
☐ Review peer co-regulation coaching notes below
☐ Secure blue (cooling) and red (storm) colored markers
1. Dashboard Check & Radar Sync (5 mins)
05 MIN
Review their social radar logs. Did they spot any teacher yellow warnings this week? Celebrate moments of corrective action before a red alert occurred.
2. Metaphor: Cockpit Turbulence (10 mins)
10 MIN
Define Turbulence as sudden emotional events we cannot control (severe math test, classmate laughing, getting corrected). Explain that jerking the flight stick (yelling, slamming books, throwing fits) makes the plane crash. A skilled pilot relaxes their grip, stabilizes the cabin, and trusts their flight controls.
Scripted Prompt: "Storms happen to every single pilot, even the pros. Getting angry is just high-altitude turbulence. But when we panic and act on autopilot, we tear the wings off our own plane. We are going to learn the emergency S.O.S. protocol to ride out any emotional storm safely."
3. The S.O.S. Protocol Roleplay (20 mins)
20 MIN
Teach the S.O.S. Emergency Protocol step-by-step:
4. Co-Pilot Journaling & Mission Close (10 mins)
10 MIN
Distribute Emotional Turbulence Pilot Journal. Focus heavily on Section 3: "Co-Pilot Rescue Code". Have them share concrete ways they can cue each other during a real classroom storm.
Peer Co-Regulation Coaching
Since one boy in your cohort naturally has higher emotional regulation, leverage his strength by positioning him as the "Rescue Co-Pilot". Ask him: "When you see your partner's wing starting to dip, what quiet hand signal can you send to help him stabilize before a crash?" This empowers both boys simultaneously.
Emotional Turbulence Pilot Journal FLIGHT DATA RECORDER
STORM SHIELD
WEEK 5: EMOTIONAL TURBULENCE LOG
S.O.S. Flight Protocol: Steering through storms and hard landings
Pilot Name
Co-Pilot (Partner)
Emergency Dial: Rate the Turbulence
How severe is your cockpit storm? Check off your physical warnings for each altitude.
LEVEL 01
Clear Skies
Quiet, calm, ready to focus.
Steady breathing Body relaxed
LEVEL 02
Light Wind
Annoyed, distracted, tap toes.
Fidgeting hands Mind starts racing
LEVEL 03
Storm Clouds
Frustrated, teeth clenching.
Face gets warm Tight muscles
LEVEL 04
Severe Cyclone
Lost control, shouting.
Wanting to yell Slamming things
My Emergency S.O.S. Flight Path
Plan your cockpit recovery sequence for when a sudden math or peer storm strikes.
S - STABILIZE (How will you quiet your physical engine shakes?):
4-round Fuel Purge Stealth Heel Downforce Desk Fist Lock Squeeze
O - ORIENT (State how you feel honestly so you can diagnose the problem):
I write my warning diagnostic phrase:
S - STEER (What safety maneuver will you take instead of crashing?):
Write your safe maneuver (E.g. ask for water, ask for help, say "I need 1 min"):
Co-Pilot Rescue Protocol (Partner Collaboration)
A pilot never flies alone. Write down a silent cue or word you and your partner can use to remind each other to S.O.S. when you see the other pilot's wing tipping.
STORM OVERRIDES ACTIVATED WEEK 5 LOG COMPLETE
Solo Flight Facilitator Guide FACILITATOR TOOLKIT: WEEK 6
MISSION ACCOMPLISHED
SOLO FLIGHT GRADUATION GUIDE
Focus: Post-Test, Progress Comparison, and Command Pilot Graduation
Session Type Review & Celebration
Cohort Progress Week 6 (Final Flight)
Recognition Title Command Pilot Status
Pre-Flight Prep Checklist
☐ Print 2 copies of Pilot Dashboard Assessment (Post-Test)
☐ Retrieve their Week 1 Pilot Dashboard Assessment (Pre-Test)
☐ Print 2 copies of Solo Flight Pilot Journal
☐ Prepare high-quality signatures on graduation certificates
1. Crew Flight Review (10 mins)
10 MIN
Go around the circle and recall the 4 flight tools:
2. Dashboard Post-Test Administration (15 mins)
15 MIN
Distribute fresh copies of the Pilot Dashboard Assessment. Instruct the boys to score themselves based on how they fly *today*. Read items out loud. Once scored, hand back their Week 1 dashboards. Help them calculate their growth and celebrate the positive numbers!
Scripted Prompt: "Pilots, it is time for your final system diagnostic. Six weeks ago, we completed our first cockpit checks. Let's run it again. Be honest, and let's compare our starting flight path with where you are cruising right now."
3. Pledge & Future Flight Plan (10 mins)
10 MIN
Have students complete Section 1 of the Solo Flight Pilot Journal. They write out their Command Pilot Pledge, detailing how they plan to sustain manual control when they are flying solo in middle school next year.
4. Graduation Ceremony (10 mins)
10 MIN
Stand up formally. Hand out signed Command Pilot Certificates (located at the bottom of their journal, pre-signed by you). Lead a high-five or fist bump and say the graduation pilot code.
The Pilot Code: "Manual control engaged. Radar active. Storms bypassed. Cockpit cleared. You are officially cleared for solo flight."
Facilitating the Growth Reveal
Sometimes, a student's score might not show a huge numeric increase because they became more self-aware (meaning their Week 1 self-score was inflated). If this happens, normalize it: "Your score shows you are now a hyper-aware pilot who actually notices small shakes. That is the mark of a master commander."
Solo Flight Pilot Journal FLIGHT DATA RECORDER
SOLO DEPARTURE
WEEK 6: SOLO FLIGHT LOG
Final Flight Plan: Celebrating my growth and committing to manual flight control
Pilot Name
Graduation Date
My Flight Control Comparison Dashboard
Transcribe your total scores below and calculate your growth altitude!
1. Pre-Flight Score
(Week 1 Dashboard Score)
_____ / 50
2. Post-Flight Score
(Week 6 Dashboard Score)
_____ / 50
3. Growth Altitude
(Post-Flight minus Pre-Flight)
+ _____ PTS
Command Pilot Pledge: My Flight Oath
Write a commitment to yourself about how you will continue to use your somatic cooling controls and pause button in the future.
Flight Academy Graduation
COMMAND PILOT CERTIFICATE
This certifies that pilot cadet
has successfully navigated the 6-week Impulse Pilots Flight School and unlocked the title of Command Pilot , displaying master skills in bodily calming, the pause code, and flight deck emotional stability.
Facilitator (Ground Control)
Graduate Pilot Signature
SOLO FLIGHT STATUS CLEARED MISSION ACCOMPLISHED
