Emotion Map Anchor Chart The Emotion Map
Official Lab Guide for Identifying Inner Reactions
Out of Control
Angry Terrified Panicked Frustrated
"I need to STOP and BREATHE."
Wiggly & Wild
Excited Silly Worried Hyper
"I need to SLOW DOWN."
Feeling Low
Sad Sick Tired Lonely
"I need to REST or RECHARGE."
Ready to Go
Calm Happy Focused Proud
"I am READY TO LEARN."
Every feeling is a clue. What is your lab report today?
Feelings Choice Board Station My Emotion Lab Station
How do I feel? What do I need?
NAME: _________________________
1 Current Status
Happy
Sad
Angry
Anxious
Tired
Confused
2 Regulation Tools
3 Deep Breaths
Ask for Help
Take a Walk
Quiet Minute
Read a Book
Journaling
Lab Notes & Discoveries:
Property of: The Emotion Lab Division
Regulation is a Superpower
Emotion Lab Teacher Guide Lab Manual: Internal Security
The Emotion Lab Guide
Implementation strategies for Anchor Charts and Choice Boards in the emotional regulation classroom.
Using the Emotion Map
The Emotion Map categorizes feelings by Energy and Pleasantness.
Red: High Energy/Unpleasant. Goal: Stop.
Yellow: High Energy/Mixed. Goal: Slow down.
Blue: Low Energy/Unpleasant. Goal: Comfort/Rest.
Green: Balanced Energy/Pleasant. Goal: Learn.
Choice Board Protocol
Use the "Identify then Act" workflow for student self-regulation:
1. Check-In
Student marks current feeling. Validate their state without judgment.
2. Selection
Student selects one tool to try for 1-2 mins before re-evaluating.
Facilitation Tips
Mirroring: "I notice your lab results show high energy (Red Zone). Let's check the choice board."
Validation: "I see you are in the Blue Zone. That is a normal part of the human lab."
Consistency: Use terms daily, even when calm, to build vocabulary before a crisis occurs.
The Emotion Lab: Facilitation Guide
Para Pilot Protocol Plan Support Staff Manual
Para Pilot Protocol
Specialized Support for Grade 1 Limited Verbal Communicators
STUDENT: ___________________
DATE: ______________________
Communication Interface
Primary Mode: Visuals + AAC Modeling
Processing Time: Always wait 15 seconds after a prompt before repeating or prompting again.Modeling: Point to icons on the provided mini-cards while speaking key words.Expectation: Accept eye gaze, pointing, or reaching as valid communication responses.
Internal Sensors
Watch for these physical cues indicating a shift from the Green Zone:
Clenched Hands
Rapid Fidgeting
Gaze Avoidance
Vocal Pressing
Action Protocol
1
Map the Zone
Show the mini-map. Say: "I see your body is Red/Yellow."
2
Forced Choice Tool
Present TWO visual tools. "Do you need a Walk or Music?"
3
Data & Reward
Immediately reward tool engagement. Log on Page 3.
Proprietary Content: The Emotion Lab Special Ops
Portable Visual Toolkit
Cut along the dotted lines and laminate for mobile support.
RED
YELLOW
BLUE
GREEN
Breathing
Walk
Quiet Music
Help
Snack/Drink
Timer Break
Fidget
Heavy Work
First / Then
Daily Lab Log
Tracking regulation attempts and student responses.
Time Zone Triggers Seen Tool & Outcome
Para Pilot Data System
Confidential Lab Record
First Then Lab Board Sequence Controller
First / Then Board
The Emotion Lab: Task & Reward Protocol
First
Place Task Card
Then
Place Reward Card
1. Verbal Prompt
"First [Task], then [Reward]." Keep it short and visual.
2. Pointing
Point to the cards as you speak to provide dual input.
3. Completion
As soon as Task is done, point to Then and transition immediately.
The Emotion Lab: Behavioral Systems
Model 1-FT
Task & Reward Toolkit
Cut and laminate cards. Use Velcro to attach to the main board.
Task Cards (First)
Reading
Writing
Math
Clean Up
Reward Cards (Then)
iPad Time
Blocks
Sensory Bin
Music
Para Pro-Tip: Behavioral Momentum
Use this board to build behavioral momentum . Start with very short, high-success tasks (First: Put one block in bin) followed by the high-value reward. This builds trust in the system before introducing longer academic tasks.
Laminate Velcro Mobile use
Work Catalyst Prompt Pack Operational Efficiency Guide
Work Catalyst Prompt Pack
Strategic Scaffolding for Classroom Lab Work
The Prompt Scale
Goal: Start at the top (Natural) and move down only if no response occurs. Fade back up quickly.
1
Natural / Wait
Provide 10-15 seconds of silence.
2
Verbal
Brief, specific one-step direction.
3
Visual / Gestural
Point to task or visual aid card.
4
Model
Show how to complete the step.
5
Partial Physical
Light touch to elbow or shoulder.
6
Full Physical
Hand-over-hand (HOH) assistance.
Lab Scaffolding Scripts
Task Initiation
"First, pick up the pencil. Then, we can find the first answer."
Maintaining Momentum
"You finished 2 lines! Only 3 more until your lab break."
When Stuck
"I see you stopped. Do you need a visual clue or to ask for help?"
Catalyst Protocols
The 10-Second Rule: After giving a prompt, count to 10 silently before helping further. Processing takes time.
Chunking: Cover the bottom of the page with a plain sheet. Focus on only 1-2 problems at a time.
Fading Distance: As the student works, physically move 1 foot away. Your proximity is a prompt—less is more.
The Emotion Lab: Support Systems v1.1
Wait Observe Prompt
Support Scout Log Field Observation Protocol
Support Scout Log
Targeted Tracking of Independent Task Completion & Behavior
SCOUT (STAFF): ________________
STUDENT: _____________________
Task Prompt Level Codes
I (Indep.)
V (Verbal)
VS (Visual)
P (Phys.)
Behavior & Focus Codes
F (Focus)
W (Withdraw)
DF (Defiance)
E (Escalate)
Time Targeted Independent Task Prompt Code Behavior Code Scout Field Notes & Observations I / V / VS / P F / W / DF / E I / V / VS / P F / W / DF / E I / V / VS / P F / W / DF / E I / V / VS / P F / W / DF / E I / V / VS / P F / W / DF / E I / V / VS / P F / W / DF / E
Scout Mission Debrief (To Lead Teacher)
Key Successes Observed Today:
Environmental Adjustments Needed:
Scout Data Protocol 2.2
Confidential Behavior Log
Digital Scout Dashboard Digital Scout Monitor
Real-time engagement, independence & participation tracker
Live Session
Student ID/Name
Observer Staff
Observation Date
Interval
Targeted Task
Independent
Engaged
Participating
Real-time Observations & Notes
Dashboard Device ID: EM-D-72
Active Connection | Secure Session
Chat Catalyst Activity Cards Expressive Language Scaffolds
Verbal Catalyst Board
Sentence-building dashboard to support transitions from non-verbal visual selections to verbal speech
NAME: __________________
My Verbal Sentence Map: Point, Build & Speak!
1
I FEEL
Place Emotion Card Here
2
BECAUSE
Place Trigger Card Here
3
I NEED
Place Tool Card Here
To Scaffold Speech:
If the student selects cards non-verbally, have them point to each section while you read aloud. Next, prompt them to verbally whisper or mimic the final word of the sequence.
The Echo Strategy:
"I hear you pointing to Happy. Can you tell me: 'I feel Happy'?"
Goal: Build complete subject-verb sentences systematically.
The Emotion Lab: Communication Catalyst
Section 1 of 2
Speak Catalyst Toolkit Cards
Cut and laminate cards to build phrases on Page 1.
Emotion Happy
Emotion Sad
Emotion Angry
Because Loud Noise
Because Transition
Because New Game
I Need Quiet Time
I Need Deep Breaths
I Need Short Walk
Speech Progression Goal:
Gradually increase sentence complexity. If the student can only use the Emotion Card verbally, celebrate that achievement! Progress to the full sentence structure over several weeks as confidence grows.
The Emotion Lab: Communication Catalyst
Section 2 of 2
Verbal Catalyst Board The Emotion Lab: Expressive Language Mat
Verbal Catalyst Board
Point to the pictures, build your sentence, and share your voice!
NAME: __________________
1
I FEEL
[ Attach Emotion Card Here ]
2
BECAUSE
[ Attach Cause Card Here ]
3
I NEED
[ Attach Tool Card Here ]
Interactive Board Setup:
1. Print and laminate this board. Put Velcro strips in the blank white slots.
Verbal Modeling Prompt:
"Point to the board and say it with me: 'I feel [angry]... because [loud noise]... I need [deep breaths].'"
Goal: Reinforce standard syntax patterns using tactile and visual anchors.
The Emotion Lab: Communication Catalyst
Mat Model: VB-10
Instructional Impact Report Academic Year Synthesis
Instructional Impact Ledger
Annual evaluation, strengths analysis, and leadership cohort metrics with DIBELS & Math Targets
COHORT: LEAD-DDI-2026
COMPILE DATE: MAY 21, 2026
Patricia Geusic
Kindergarten — Mathematics
IA #1-3
IA-1
45%
IA-2
62%
IA-3
78%
Math IA Benchmark Goals
Number ID: 80%+ Accuracy (EOY)
1-to-1 Count: 85%+ Accuracy (EOY)
Core Strengths
Clear evidence of student understanding through shown work; accurate labeling of counting patterns.
Targeted Growth
Consistent evidence of student-led problem-solving strategies across multi-step prompt styles.
Sarah Dickson
Grade 1 — Phonics
DIBELS 8th
BOY
38%
MOY
55%
EOY
72%
DIBELS Benchmark Goals
NWF-CLS: 58+ sounds (EOY)
NWF-WWR: 13+ words (EOY)
Core Strengths
Strong decoding accuracy of consonant-vowel-consonant (CVC) patterns and basic vowel digraphs.
Targeted Growth
Fluent blending into reading; consistently maintaining a high reading word accuracy rate above 90%.
Miska Muir
Grade 2 — Mathematics
IA #1-3
IA-1
52%
IA-2
68%
IA-3
81%
Math IA Benchmark Goals
Add/Sub Regroup: 75%+ Accuracy
Word Prob (MOLE): 80%+ Accuracy
Core Strengths
Clear evidence of work organization; consistent use of the structured MOLE/CUBS strategies.
Targeted Growth
Flexible math reasoning; deploying multiple distinct solving strategies on novel word problems.
Julio De-Moya
Grade 3 — Phonics
DIBELS 8th
BOY
41%
MOY
59%
EOY
76%
DIBELS Benchmark Goals
ORF Rate: 100+ WCPM (EOY)
ORF Accuracy: 97%+ Accuracy
ELL Scaffolding Guide Language Acquisition Scaffolds
ELL Strength & Growth Matrix
Cohort-wide language development profiling for academic integration (K-3)
COHORT: LEAD-ELL-2026
COMPILE DATE: MAY 21, 2026
Key Language Strengths
Observed assets across grades K-3
1. Visual & Non-Verbal Comprehension
ELLs display superior retention and decoding speed when math or phonics tasks are anchored in strong visual models, diagrams, or physical manipulatives (e.g., counters, CUBS model).
2. Orthographic Pattern Recognition
High proficiency in scanning and identifying repeating orthographic patterns, syllables, and recurring phonics patterns during blending tasks.
3. Peer-Led Mimicry & Social Learning
Exceptional ability to replicate peer-modeled behavioral and academic strategies, facilitating rapid peer-to-peer modeling outcomes.
Targeted Growth Priorities
Identified gaps requiring scaffolding
1. Academic Math Vocabulary
Differentiating procedural instructions (e.g., "compare", "regroup", "count-on") from literal conversational definitions during multi-step math tasks.
2. Phonics Phoneme Pronunciation
Accurate oral reproduction of specific non-native phonemes (e.g., digraph blends "th", "sh", short "e" vs short "i") under standard DIBELS timing constraints.
3. Reading Word Meaning Alignment
Bridging high decoding accuracy scores (the student can read the words phonetically) with actual reading comprehension and word semantic definitions.
Educational Leadership Consortium
Section 1 of 2
Strategic Implementation
ELL Language Catalyst Cheat Sheet
Direct verbal prompts, visual aids, and interactive accommodations for staff
Interactive Sentence Stems
For Math IA Word Problems:
"First, my CUBS strategy tells me to circle ____. I am showing my work by drawing ____."
For DIBELS/Phonics Blending:
"The letters say ____. When I blend them together, they make the word ____."
Classroom Accommodations
1. Total Physical Response (TPR): Pair phonic phoneme blending instructions with physical hand-sweeping motions (left to right) to mimic letter sequence progression.
2. Dual Coding: Always draw or print small graphic icons immediately above complex vocabulary or instructions on assessment prep worksheets.
3. Anchor Chart Sync: Ensure the ELL student has a miniature desktop photocopy of the class Math Strategy/MOLE chart to minimize tracking fatigue between desk and wall.
Instructional Feedback Blueprint Coaching & Talent Development
Instructional Feedback Blueprint
Strategic protocols for closing leadership gaps and standardizing teacher feedback cycles
COHORT: LEAD-COACH-2026
COMPILE DATE: MAY 21, 2026
The Six Steps of Effective Feedback
1
Precise Praise
Identify a highly specific, successful instructional action from the lesson. Reinforce positive habits immediately.
2
Identify the Gap
Compare observed practice against the benchmark. State the gap explicitly and ask: "What was the student's reaction?"
3
Present the Model
Show a clear, physical exemplar of the teaching move. Demonstrate exactly what the teacher should say and do.
4
Co-Plan & Practice
Do not skip: Roleplay the move in the coaching meeting. Refine scripts, timing, and posture together.
5
Set Timeline
Agree upon a specific, near-term date for implementation (ideally within 48 hours). Book the follow-up observation.
6
Live Coaching
Provide real-time prompts (non-verbal gestures, whiteboard notes, whispered feedback) during the live lesson.
Coaching Gap: Modeling vs Telling
The biggest gap in leadership is **telling teachers what to do rather than modeling it**. If a teacher's gap is guided math strategies (MOLE/CUBS), do not say "make it clearer." Instead, sit down and demonstrate exactly how you would mark up the problem. Have the teacher repeat it.
The Action Step Filter
Every action step set with a teacher must pass the **B-S-M** test:
Bite-Sized: Can be fully implemented in a single lesson.Specific: Written as "Teacher will do X" instead of "Improve Y."Measurable: Observable by anyone standing in the room.
Educational Leadership Consortium
Section 1 of 2
Talent Tracking Systems
Cohort Action Step Log
Operational tracker for logging precise teacher actions, modeling protocols, and progress timelines
Teacher Name Target Area Precise, Bite-Sized Action Step Practice Date Observed Status Patricia Geusic Kindergarten Math
Word Problem Mastery Guide Schema-Based Instruction
Word Problem Mastery Guide
Pedagogical strategies, structured schemas, and modeling protocols for grade K-3 mathematics
MODULE: MATH-DDI-2026
REVISED: MAY 25, 2026
Identifying student gaps
Why do students struggle to translate text into mathematics?
1. Number Plucking
Students grab numbers from the text and perform random operations without reading for comprehension. Solution: Story-retelling without numbers first.
2. Language Barrier
ELLs and early readers get tripped up by conditional phrasing (e.g., "how many more than", "fewer than") rather than literal keywords. Solution: Visual schema mapping.
3. Lack of Representation
Failing to show work, organize calculations, or draw physical counters. Solution: Strict "Show Your Work" structural templates.
The MOLE & CUBS Strategy
Standardize student problem markup across grade levels with these two highly effective protocols:
CUBS (Grade K-1 Focus)
C — Circle the numbers & label them.U — Underline the question.B — Box the clues (clue words, comparative terms).S — Solve by showing physical models/counters.
MOLE (Grade 2-3 Focus)
M — Mark the question & what is being asked.O — Organize data into a visual map (Tape Diagram).L — Line up the numbers in an equation.E — Evaluate and check for reasonability.
Standardized Teacher Modeling Script
What to Say (Script):
"Class, let's look at this problem. First, I am not looking at the numbers yet. I am going to read the story. [Read text]. Now, who can tell me in their own words what is happening? Great! Now, let's mark it up. I am going to circle the numbers and underline our question. Let's do that together on your desk maps..."
What to Do (Physical Actions):
Draw a large **Tape Diagram** on the board immediately.
Physically cross out numbers once they are transferred into the visual diagram.
Point back to the original question when checking the final answer ("Does 12 make sense if she started with 15?").
Educational Leadership Consortium
Section 1 of 2
Worksheet Design
Solving Scaffold Templates
Fidelity Calibration Protocol Systemic Quality Assurance
Fidelity Calibration Protocol
Systems to monitor intervention implementation, staff actions, and academic differentiation
PROTOCOL: SYS-MONITOR-2026
RELEASE: MAY 25, 2026
The Three Monitoring Pillars
1. Coaching Fidelity
Are teachers executing their precise action steps set during weekly DDI cycles?
Observe within 48 hours of the coaching meeting.
Focus solely on the Bite-Sized Action Step .
Provide same-day "Quick Feedback" notes.
2. ELL Accommodation
Are linguistic scaffolds active during both core instruction and independent work?
Look for Sentence Stems active on worksheets.
Check student desk reference maps (mini-charts).
Verify implementation of the 15-Second processing wait .
3. Behavior Tools Fidelity
Are paraprofessionals deploying behavioral supports with accuracy?
Check active use of the First-Then Lab Boards .
Verify that the Support Scout Log is updated hourly.
Confirm the use of non-verbal forced choice tools.
The Calibration Rule
Walkthroughs are highly subjective without a unified team standard. The leadership team must conduct weekly "Co-Walks" (co-principal, dean, coach) for 15 minutes in a single room, align ratings on the Walkthrough Log (Page 2), and calibrate notes before delivering feedback.
Educational Leadership Consortium
Section 1 of 2
Field Tools
Weekly Walkthrough Log
Walkthrough system to evaluate intervention execution, DIBELS/Math goals, and differentiation compliance
Date/Time Teacher & Grade Coaching Step Fidelity ELL Scaffolds Met Behavior Tool Fidelity Walkthrough Notes / Calibration Actions HIGH / MED / LOW HIGH / MED / LOW HIGH / MED / LOW HIGH / MED / LOW HIGH / MED / LOW HIGH / MED / LOW HIGH / MED / LOW HIGH / MED / LOW HIGH / MED / LOW
