Master Facilitation Guide Tier 3 Intensive Behavior Intervention
Stoplight Success System Manual
8-Session Task Avoidance & Defiance Intervention • Grades 3-5
GREEN: I'M GOOD
Established desk placement. Indicates the student is working independently and feels confident. Promotes autonomous task stamina.
YELLOW: STUCK
Visual signal when getting stuck. Teaches students to flag potential frustration early while continuing to try other parts of the task.
RED: HELP & BREAK
Constructive rescue signal. Student flips to Red instead of shutting down, ripping up work sheets, or hiding under their desk.
Grades 3-5 Intervention Protocol: "The Desk Signal"
In grades 3-5, academic frustration and fear of failure frequently manifest as severe task avoidance (hiding under the desk, tearing worksheets, shutting down). The **Stoplight Success System** provides a silent, dignified visual communication system. By utilizing a physical desktop Stoplight Card, students can advocate for their academic and regulatory needs before reaching a point of emotional escalation.
PHASE 1 Card Setup Anchor card in desk corner
PHASE 2 Early Flip Signal Yellow before anger
PHASE 3 Wait & Solve Count and try next problem
PHASE 4 Self-Advocate Request specific assistance
Session Matrix (8 Interventions)
Session 1: The Shutdown Trap Deconstruct hiding and paper ripping; introducing the Stoplight Club.
Session 2: The Stoplight Setup Establishing physical card placement and the "Green = I'm Good" baseline.
Session 3: The Big Flip Teaching active signaling: Yellow ("I'm stuck") and Red ("I need help").
Session 4: Ask and Count Executing wait strategies (counting to 10, doing a different problem) after flipping.
Session 5: Handling the No Coping when assistance is delayed or when told "Please wait" with composure.
Session 6: Eyes and Voice Using an assertive, calm voice to articulate exact academic blocks to teachers.
Session 7: All Day Practice Generalization of the Stoplight card system to art, music, gym, and media center.
Session 8: Club Celebration Final graduation, review of classroom maintenance plans, and certificate delivery.
Stoplight Success System Behavioral Intervention Sequence Page 1 of 3
Tier 3 Intensive Behavior Intervention
Lesson Plans: Sessions 1 to 4
Part 1
1 Session 1: The Shutdown Trap
Duration: 15 Min
Learning Target: I can recognize task-avoidance traps and choose a Stoplight signal instead.Success Criteria: I can define how "Hiding under the desk" and "Ripping paper" make me lose learning time, and explain how the Stoplight card helps.Step 1: Scenario Analysis: Read/examine a scenario where Leo feels overwhelmed by a multi-step writing prompt. Instead of starting, he rips his paper and hides under his desk. Discuss feelings and consequences.Step 2: Model & Contrast: Contrast the "shutdown reaction" with a calm, silent card flip. Show how flipping to Red communicates frustration instantly and brings help with zero drama.Practice: Complete the "Shutdown Trap" story sheet. Introduce the Stoplight Club rules and goals.
2 Session 2: The Stoplight Setup
Duration: 15 Min
Learning Target: I can place and maintain my desktop Stoplight card as a visual anchor of control.Success Criteria: I can place my Stoplight card in the designated top-right corner of my desk and explain why "Green = I'm Good" is my safe baseline.Step 1: Physical Placement: Teach that having the card ready is the first step to avoiding a shutdown. It shows teachers and peers that the student is in active self-regulation.Step 2: Muscle Drill: Rehearse transition times. Practice taking out classwork and immediately adjusting the card to the Green state in the correct desk corner.Rehearsal: Practice starting a simple task while keeping the card on Green, demonstrating upright posture and continuous focus.
3 Session 3: The Big Flip
Duration: 15 Min
Learning Target: I can flip my Stoplight card to Yellow or Red the moment I feel my brain getting stuck.Success Criteria: I can actively flip my card to Yellow ("I'm getting stuck") or Red ("I need help/a break") during stressful academic tasks.Step 1: The Frustration Curve: Chart how frustration builds from a tiny sigh to paper-ripping. Identify the "Flip Point" (the moment before hands squeeze or shoulders tense).Step 2: Flipping Exercises: Practice picking up the card, flipping it to Yellow, and verbalizing "I'm stuck, but I'm trying" or flipping to Red and stating "I need a brief regulatory break."Roleplay: Simulate receiving a difficult spelling or math sheet. Student practices signaling before any avoidant behavior begins.
4 Session 4: Ask and Count
Duration: 15 Min
Learning Target: I can wait calmly for assistance after flipping my card using active coping tools.Success Criteria: I can flip my card, count to 10 silently, and attempt a different part of the worksheet or wait quietly without shutting down.Step 1: The Help Window: Explain that teachers require time to travel to desks. Ripping or hiding will not make them arrive faster. Staying calm and waiting is a powerful executive skill.Step 2: Waiting Strategies: Teach "Skip and Move On" (trying the next question) or "Breath and Count" (tracing the green light circles on the card while taking slow, deep breaths).Practice: Play the "Patience Pathway Board Game." Students land on a challenge, set their signal, and practice a wait strategy.
Stoplight Success System Behavioral Intervention Sequence Page 2 of 3
Tier 3 Intensive Behavior Intervention
Lesson Plans: Sessions 5 to 8
Part 2
5 Session 5: Handling the No
Duration: 15 Min
Learning Target: I can handle it when my help is delayed or when told "Not yet, try one more."Success Criteria: I can accept a teacher's "Not yet" or wait cue by taking a deep breath and keeping my card displayed instead of reacting with paper-tearing.Step 1: Handling "Not Yet": Clarify that teachers might be assisting other students. Coping with delays is a key grade 3-5 social skill. Defiant outbursts cause loss of privileges.Step 2: Wait Scripts: Teach internal coping talk: "The teacher sees my Red light. I am on the waitlist. I will doodle on the back or read a book calmly."Simulation: Teacher gives "Wait a minute" hand gesture. Student keeps card on Red and practices calm desk behaviors.
6 Session 6: Eyes and Voice
Duration: 15 Min
Learning Target: I can clearly explain what I need using a controlled, firm voice and direct eye contact.Success Criteria: I can make direct eye contact with the teacher and state exactly where I am stuck ("I don't understand question 2" or "I need a 2-minute water break") in a calm level 2 voice.Step 1: Clear Problem Stating: Shouting "This is too hard" or muttering doesn't give teachers the details they need to help. Clear communication gets problems solved faster.Step 2: Verbal Drills: Practice stating concrete academic blocks. "I am stuck on the third paragraph" or "I need help with this division step."Roleplay: Student sets Red light, teacher arrives, and student demonstrates polite, precise help-seeking speech.
7 Session 7: All Day Practice
Duration: 15 Min
Learning Target: I can use my portable Stoplight card in other school environments independently.Success Criteria: I can use my traveling card in specials (Art, Music, Gym) and earn positive feedback from at least 2 specials teachers.Step 1: Portable Signals: Discuss setting up the card on tables in the art studio, music room, or computer lab. Identify settings where desk surfaces differ.Step 2: Roleplay Transitions: Model putting the Stoplight card inside a class binder and pulling it out at the start of Art class.Implementation: Specials staff are briefed to look for the Stoplight and reward correct card-flipping immediately.
8 Session 8: Club Celebration
Learning Target: I can show that I am a Stoplight Champion ready for independent classroom work.Success Criteria: I can pass 3 surprise academic challenge simulations by using my card properly without hiding or ripping paper.Step 1: Performance Trial: Give the student a highly challenging, multi-step task. Observe and track signals, waiting posture, and vocal explanation.Step 2: Celebration: Honor the student's work. Discuss who to contact in the classroom if a card is lost.Presentation: Award the "Stoplight Master Certificate" and confirm the maintenance check schedule.
Stoplight Success System Behavioral Intervention Sequence Page 3 of 3
Shutdown Trap Story Worksheet Stoplight Success System • Session 1
The Shutdown Trap
Name:
Date:
Scenario Analysis: Task Frustration vs. Smart Signaling
1. THE TRIGGER
Leo is handed a multi-step math worksheet. Looking at the long division problems, his chest gets tight, his heart starts racing, and his mind yells: "I can't do this!"
Frustration warning signs are rising in his body.
2. THE SHUTDOWN TRAP
Leo reacts to the anger! He rips the paper in half and crawls under his desk to hide. He loses valuable learning time, falls behind, and has to stay in for recess.
Hiding and tearing work leaves the problem unsolved.
3. THE STOPLIGHT SENSE
Instead, Leo catches his frustration early. He stays in his chair, takes a deep "tactical breath," and flips his desk card from Green ("I'm good") to Yellow ("Getting stuck").
Early visual signaling keeps him in his seat and in control.
4. CLASSROOM RESCUE
Seeing the signal, the teacher slides over with a highlighter, breaks down the first step, and guides Leo through it. No drama, no ripping, and no hiding under the desk!
Problem is resolved in minutes, building confidence.
Cognitive Reflection & Application
1. Identify the Shutdown Cost:
When Leo fell into the Shutdown Trap (Panel 2), what did it cost him socially or academically?
2. Stoplight vs. Shutdown:
Why is flipping a desktop card physically easier and safer than hiding under the desk or ripping paper?
My Personal Warning Signs:
What does your body feel like right before you want to shut down or avoid a task? Write them down below.
My Body Clues (tensed hands, hot face):
My Goal (Flip card instead of...):
Rule: "Flip the light, keep your seat, let the help arrive, stay in control."
Session 1 Worksheet • Grades 3-5
Shutdown Trap Lesson Plan Stoplight Success System • Lesson 1 Plan
Session 1: The Shutdown Trap
Focus: Recognizing Task Avoidance (hiding/ripping) vs. Stoplight Card Signaling in Grades 3-5
Plan 1 of 8
Learning Target
I can tell when my brain wants to avoid a task, and use the Stoplight card instead.
Success Criteria
I can describe the costs of hiding and paper-ripping, and explain the Green-Yellow-Red lights.
Materials Needed
Shutdown Trap Story Worksheet, Stoplight Card, pencils, token board.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (Hiding and Ripping)
Sit at a desk with a difficult-looking textbook. Suddenly sigh heavily, tear a sheet of blank paper in half, crumble it up, and pretend to slide under your desk. Ask the student: "How did that look? Did that solve the math problem? Or did it make me look stuck and cost me recess?" Explain that the **Stoplight Success System** keeps us in control, gets us help quickly, and preserves our dignity.
4m
2. Case Study Analysis & Discussion
Read the **Shutdown Trap Story Worksheet** aloud with the student. Point out Leo's physical warning signs (chest tightening, heart racing) and his two options. Discuss how tearing and hiding (Panel 2) blocks the teacher from helping and hurts his grades, while flipping the card (Panels 3-4) alerts the teacher silently and calmly.
5m
3. Desktop Stoplight Card Introduction
Place the 3-colored Stoplight card on the desk. Walk through the codes: Green = "I'm good, working independently"; Yellow = "Getting stuck, trying to push through"; Red = "I need help or a temporary regulation break." Demonstrate placing the card in the top-right corner of the desk, explaining that this is its permanent visual position.
3m
4. Guided Practice & Cognitive Reflection
Support the student in completing the "Shutdown Trap Story Worksheet." Guide them as they write down their physical frustration warning signs and reflect on why the Stoplight card is physically safer than desk-hiding. End with the Stoplight Club Promise: "Flip the light, keep your seat, let the help arrive, stay in control." Record first participation point.
Grades 3-5 Misconceptions
Misconception: Students often think hiding under the desk or ripping paper forces teachers to make the task go away. Clarify that the work is never excused—it is only delayed, and avoidant behaviors result in school consequences.
Facilitator Tip
Acknowledge how natural academic frustration is. Explain that the card is not a punishment but a high-status communication system used by smart adults who delegate and ask for support when needed.
Stoplight Action Poster Stoplight Success System
Desktop Signals
Flip your desktop card to communicate your status instantly and get help calmly!
Green
"I'm Good"
Independent: Working on my task with confidence.
Stamina: Building my brain power step-by-step.
Active independent status
Yellow
"Getting Stuck"
Early Warning: Feeling stuck, but still trying what I can.
Calm Work: I'll circle what is hard and move to another problem.
Signal early before frustration
Red
"Need Help / Break"
Signal Rescue: Immediate help needed or a regulatory cool-down break.
Stay Anchored: Stay in my seat, keep paper flat, wait quietly.
Replaces hiding or tearing
My Daily Desktop Commitment Checklist
Commit to keeping your learning workspace professional. Before starting your work every morning, check off these 4 items:
Stoplight card placed in my top-right corner
Pencil and workbook ready in the center
Feet anchored flat, back tall, breathing easy
Commitment: "I will flip, never tear or hide!"
Communicating with signals keeps us proud, calm, and independent. Post in Classroom • Grades 3-5
Stoplight Setup Lesson Plan Stoplight Success System • Lesson 2 Plan
Session 2: The Stoplight Setup
Focus: Desktop Card Setup, Workspace Organization, and the "Green" Baseline for Grades 3-5
Plan 2 of 8
Learning Target
I can position and maintain my Stoplight card to show I am ready to learn.
Success Criteria
I can complete my workspace checklist and keep my card on Green during independent tasks.
Materials Needed
Stoplight Action Poster, desktop Stoplight card, pencils, classroom assignments.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (Messy Desk, Distracted Brain)
Create a chaotic desk: scatter papers, spill pencils, drop books. Say: "When my desk is a disaster, my brain gets distracted and tensed up before I even begin. Academic pressure strikes, and boom—I want to rip and hide. Today we train in workspace layout." Show how a clean desk and a designated Stoplight corner make a workspace feel focused.
4m
2. Poster Review & Card Positioning
Review the **Stoplight Action Poster** together. Explain the 3 states. Model placing the card in the top-right corner of the desk, pulling in your chair, and placing a worksheet in the center. Highlight: "Keeping my card on Green means 'I'm Good, I'm working.' It is my safe starting zone."
5m
3. Workspace Speed Transition Drill
Instruct the student to walk around the room. Call out: "Class time!" The student must walk to their desk, immediately organize their pencils and paper, position their Stoplight card on **Green** in the top-right corner, sit down with flat feet, and make a thumbs-up. Run this drill twice to build physical muscle memory and transition speed.
3m
4. Daily Checklist Review
Read through the "My Daily Desktop Commitment Checklist" on the poster. Check each box together. Praise the student's organized workspace and focus. Remind them that starting on Green is the anchor for a successful, quiet day. Award participation points.
Cards in General Classrooms
Ensure the regular classroom teacher understands the card must remain in the top-right corner of the student's desk at all times. It is a protective accommodation, not a novelty, and should never be taken away as a punishment.
Positive Reinforcement
Initially, hand out points frequently just for keeping the workspace organized and the card set to Green. This establishes a powerful, positive association with a neat workspace and an active signal card.
Stoplight Success System Behavioral Intervention Sequence Session 2 Lesson Plan • Grades 3-5
Big Script Slides Stoplight Club • Session 3
The Big Flip
The Big Flip!
Learn how to flip your desktop card to Yellow or Red instead of shutting down, hiding, or ripping your paper!
Yellow: Stuck
Red: Help & Break
Unit: Active Classroom Communication • Grades 3-5 Slide 1 of 5
Stoplight Club • Yellow Signal Yellow Code
"Yellow: I'm getting stuck."
Flip to Yellow when you see a problem that makes you feel confused, but you are still calm and willing to try.
Why it works:
It gives the teacher a silent warning. They will make their way to your desk to assist you before you get overwhelmed or angry.
1
How to Speak:
"I'm on Yellow. I need help on question 3 when you're ready."
Keep working on other parts!
Choral Practice: Speak in a calm, clear level 2 voice Slide 2 of 5
Stoplight Club • Red Signal Red Code
"Red: I need a break or help."
Flip to Red when your brain feels completely overloaded, you are about to lose control, or you cannot continue.
Why it works:
It triggers an immediate classroom rescue. The teacher sees you are taking a regulation pause and will arrive to help you reset.
2
How to Speak:
"I'm on Red. I need a 2-minute cool-down break."
Stay in your chair and breathe!
Choral Practice: Look at the teacher, speak calmly Slide 3 of 5
Stoplight Club • Solve a Problem Let's Try It!
How can Leo stay in control?
Leo gets a spelling list with 20 long words. His brain feels overwhelmed and he has the sudden urge to rip his sheet and hide under his desk.
The Shutdown Trap
Ripping his spelling paper and hiding under his desk. He gets a referral and misses recess.
1. Take a Breath
Leo catches his frustration early, stays in his seat, and takes a slow, deep breath.
2. Flip the Card
He flips his card to Red. The teacher sees it, slides over, and helps him complete the first 3 words.
Who can model Leo's two successful steps right now? Slide 4 of 5
Stoplight Club • Commitment Pledge
The Stoplight Champion Pledge
"I will flip the light,
You are ready to use your Stoplight card with complete self-control!
Stand up and say the Stoplight Master pledge! Slide 5 of 5
Big Script Lesson Plan Stoplight Success System • Lesson 3 Plan
Session 3: The Big Flip
Focus: Teaching Yellow and Red Card Flips and Verbal Formulas in Grades 3-5
Plan 3 of 8
Learning Target
I can flip my card to Yellow or Red and say what I need calmly.
Success Criteria
I can state: "Yellow: Stuck" or "Red: Break" in a calm level 2 voice during academic roleplays.
Materials Needed
Big Script Slides, computer/projector, desktop Stoplight card, sample worksheets.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (The Brain Fire)
Explain: "We know how to set up our desk with our card on Green. But academic work gets hard. When our brain feels a spark of anger or confusion, that is the 'Brain Fire' starting. Tearing paper or hiding is like throwing gasoline on it. Today we learn how to put out the fire instantly by flipping our card!" Show a simple card flip on cue.
4m
2. Slide Presentation & Active Formulas
Open the **Big Script Slides**. Present **Slide 2 (Yellow Light)**: "Yellow: I'm getting stuck." and **Slide 3 (Red Light)**: "Red: I need a break or help." Lead the student in choral practice, repeating each phrase 3 times in a level 2, firm, controlled voice.
5m
3. Guided Case Roleplay (The Spelling List)
Refer to Slide 4. Hand the student a spelling sheet. Student pretends to find it difficult. Instead of shutting down, student catches their warning sign, takes a deep breath, and flips their card to **Red**. When teacher slides over, student makes direct eye contact and says: "I'm on Red. I need a 2-minute cool-down break." Run this roleplay twice for both Yellow and Red.
3m
4. Stoplight Master Pledge
Display Slide 5. Read **The Stoplight Champion Pledge** aloud together. Direct the student to commit to keeping their body in their chair and flipping their card instead of shutting down. Record points for successful script recitation.
Vocal Volume Control
For grades 3-5, ensure scripts are delivered in a normal, professional classroom voice (level 2). Watch out for whiny pitches or aggressive undertones. The goal is business-like communication of educational needs.
Muscle Relaxation Check
Remind students that they must not squeeze their paper, slam their pencil, or slam the card during a card flip. Flipping is a calm, slow, and purposeful motion.
Stoplight Success System Behavioral Intervention Sequence Session 3 Lesson Plan • Grades 3-5
Ask and Count Game Stoplight Success System • Session 4 Game
The "Ask and Count" Board Game
Name:
Date:
How to Play: Flip a coin (Heads = move 1 space, Tails = move 2). Land on an academic challenge space, stay in your seat, and point to your Stoplight. State your script: "Yellow: I'm getting stuck" or "Red: I need a break." Count to 10 silently while tracing your card to earn your star!
Start
Green Setup
Space 1
Long Division
Space 2
Reading Passage
Space 3
Spelling List
Space 6
Art Studio Painting
THE 10-SEC SILENT WAIT!
When you flip your card to Red, keep your body flat in your chair and count slowly in your head to allow the teacher to arrive:
Space 4
Computer Coding
Space 7
Science Lab Data
Space 8
Essay Outline
Space 9
Music Sight Reading
Space 10
Social Studies Quiz
My Stoplight Star Card
My Stars:
⭐⭐⭐
Partner:
⭐⭐⭐
Space 11
Self-Advocate Champ
Finish
Stoplight Master!
Strategy Reflection
How does counting down and staying in your seat help? Trace and circle!
1. Trace the word:
P A U S E
Take a pause so your brain cools down.
2. Which is positive coping? (Circle one)
⏱️ Counting
📝 Tearing
Stoplight Success Game Practice
Lesson 4 Workpage • Grades 3-5
Ask and Count Lesson Plan Stoplight Success System • Lesson 4 Plan
Session 4: Ask and Count
Focus: Integrating the 10-second waiting strategy after card-flipping in Grades 3-5
Plan 4 of 8
Learning Target
I can wait calmly for help after flipping my card using active coping tools.
Success Criteria
I can flip my card, count to 10 silently, and attempt another problem on the page.
Materials Needed
Ask and Count Game Board, coin, Stoplight Card, pencils.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (The Wait Gap)
Explain: "Flipping your card to Red is like calling 911—it brings immediate help. But sometimes, help is assisting someone else. There is a 'Wait Gap' between flipping and the teacher walking over. If we don't manage this gap, we might still fall into the Shutdown Trap. Today we learn how to master the Wait Gap!"
4m
2. Direct Modeling (Wait-State Coping)
Model sitting at a desk, looking at a math sheet, and flipping your card to **Red**. Point to your chest and count aloud slowly: "10... 9... 8... 7... 6... 5... 4... 3... 2... 1." While counting, trace the light circles on your card. Then, pick up your pencil and calmly write on the back of the sheet. Demonstrate that your body remains calm and organized.
5m
3. Board Game Play
Introduce the **Ask and Count Game**. Explain that flipping a coin determines movement. When landing on an academic space, the student must state their verbal formula, flip their Stoplight card to the matching color, and count down from 10 to 1 slowly before earning their turn star.
3m
4. Assessment Reflection
Direct the student to trace the word "PAUSE" and circle the correct coping strategy (counting vs. tearing) on their worksheet. Review why staying calm and waiting is a powerful grade 3-5 social skill.
Speed Warning
If the student counts 10 to 1 too fast, pause the game and say: "That's a speed run! Let's count like a clock ticking: 10... 9... 8..." Tap your desk with a pencil to establish a steady, calm beat.
Active Waiting Alternatives
For advanced grade 3-5 students, teach them to "Skip and Move On." For example: "If you're on question 2, skip it and read the next reading passage calmly while waiting for me to arrive."
Stoplight Success System Behavioral Intervention Sequence Session 4 Lesson Plan • Grades 3-5
Handling No Comic Stoplight Success System • Session 5
Handling the "Not Yet"
Name:
Date:
Calming Steps: When a teacher says "Please wait!"
1
Anchor Your Body
Keep papers flat on the desk. Sit tall and do not squeeze your pencil.
2
Waitlist Self-Talk
Think: "My Red light is visible. The teacher sees me. I am on the waitlist."
3
Calm Alternative
While waiting, read a story book or doodle calmly on the back page.
Scenario Analysis: Leo Handles the Wait
PANEL 1
The Delay
Leo sets his Stoplight card to **Red** and tells the teacher: "I'm on Red. I need help on question 4."
Teacher Responds:
"I see your Red light, Leo. I'm helping Clara right now. Please wait 2 minutes."
PANEL 2
The Self-Talk
Leo's hands get tight. He wants to tear his paper and hide under the desk. Instead, he pocket-anchors his hands and says:
"It's okay to wait a moment."
"The teacher will arrive soon."
"I will keep my card on Red."
PANEL 3
Your Turn!
Write down what you can do calmly in your seat while you wait:
Self-Regulation Check: I anchored my body and waited calmly in my chair when told to wait.
Teacher Verified
Stoplight Club Certified
Lesson 5 Workpage • Grades 3-5
Handling No Lesson Plan Stoplight Success System • Lesson 5 Plan
Session 5: Handling the No
Focus: Emotional self-regulation during teacher/peer wait times in Grades 3-5
Plan 5 of 8
Learning Target
I can stay calm and wait in my chair when told "Please wait" by a teacher.
Success Criteria
I can use the 3 calming steps (Anchor Body, Waitlist Self-Talk, Calm Alternative) without escalating.
Materials Needed
Handling No Comic sheet, pencils, physical Stoplight card, classroom worksheets.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (The Waitlist)
Explain: "When we go to a busy restaurant, they might tell us: 'The wait is 15 minutes.' Do we scream, rip up the menus, or crawl under the table? No! That would get us kicked out. We calmly take a buzzer and wait. Today we learn how to treat our Stoplight card like a high-status waitlist buzzer!"
4m
2. Direct Modeling (The 3 Calming Steps)
Model sitting at a desk with Clara. Tell Leo (student) to roleplay the teacher. Leo says: "Leo is busy, please wait." Model feeling a sudden trigger of frustration, then execute the protocol: pocket your hands, take a slow deep breath, repeat the self-talk: "My Red light is visible. I am on the waitlist." Pick up a book and read silently. Show your body remains calm and sitting tall.
5m
3. Guided Rehearsal (The Delay Simulation)
Have the student request help on a math sheet with a Red signal. Move past their desk, make a "Please wait" hand gesture, and say: "I see your Red light, Clara. I am helping David right now. Please wait 2 minutes." Clara must pocket her hands, keep papers flat, repeat their calm self-talk, and begin a calm alternative (doodling or reading). Award point for success.
3m
4. Comic Analysis & Application
Direct the student to open their **Handling No Comic** worksheet. Guide them through analyzing Leo's self-talk and have them complete Panel 3, describing what calm alternative activities they can execute independently during the Wait Gap.
Emotion Validation
Acknowledge to Grades 3-5 students: "Waiting when you are stuck is extremely frustrating. It is okay to feel angry. But we control our bodies—we do not rip or hide. Staying calm keeps us in the Stoplight Club."
regular classroom setup
Tell classroom assistants and co-teachers to acknowledge the Red card instantly with a silent hand gesture or nod, even if they cannot walk over. This visual feedback tells the student they are officially "on the waitlist."
Eyes and Voice Cards Stoplight Success System • Lesson 6 Cards
Help Request Rehearsal
Name:
Date:
Steady Eye Contact
When the teacher arrives at your desk in response to your Red or Yellow signal, sit tall, look them directly in the eyes, and show you are ready to communicate.
Clear Problem Stating
Speak in a calm level 2 voice. Describe exactly where you are stuck. Do not say "it's too hard"—instead, state the exact paragraph, problem, or step you need help with.
CARD 1
Long Division Block
Scenario: You are stuck on a 3-digit division step and feel the urge to rip the math worksheet. You calmly flip your desktop card to **Red**. The teacher arrives.
Assertive Script: "I'm on Red. I completed the division step but I don't know what to do with the remainder. Can you show me the next step?"
Practice: Direct eye contact, calm level 2 voice.
CARD 2
Writing Outline Block
Scenario: You cannot think of a hook for your personal narrative and feel the urge to slide under your desk. You calmly flip your desktop card to **Yellow** and continue to wait.
Assertive Script: "I'm on Yellow. I am having a hard time organizing my introductory paragraph hook. Can we brainstorm ideas together?"
Practice: Point to outline, describe thoughts.
CARD 3
Reading Comprehension
Scenario: The informational reading passage is 3 pages long. Your brain feels tensed and hot. You flip your desktop card to **Red** and take a deep breath.
Assertive Script: "I am on Red. My brain is getting overloaded by this reading passage. Can I take a 2-minute cool-down break to drink water?"
Practice: Hand on lap, calm body, flat breathing.
CARD 4
Art Studio Project
Scenario: You are in Art class painting. You do not know how to blend watercolor tones properly and want to crumple your paper. You put your card on **Yellow**.
Assertive Script: "I'm on Yellow. I want to blend these watercolor shades to make green, but I'm getting stuck. Can you show me the blending technique?"
Practice: Brush flat on table, look at art teacher.
Cut Along Dashed Lines Above
Detective Check: Student correctly executed friendly eyes, voice, and precise help request on all cards!
✓
Passed Roleplay
Stoplight Club Scenario Practice
Lesson 6 Workpage • Grades 3-5
Eyes and Voice Lesson Plan Stoplight Success System • Lesson 6 Plan
Session 6: Eyes and Voice
Focus: Direct Eye Contact, Controlled Voice, and Precise Help-Seeking in Grades 3-5
Plan 6 of 8
Learning Target
I can look the teacher in the eyes and explain exactly why I am stuck.
Success Criteria
I can deliver my help request script in a level 2 calm voice with upright posture and direct eye contact.
Materials Needed
Eyes and Voice Cards, scissors, physical Stoplight card, pencils, token board.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (Sloppy Speaking vs. Sharp Solutions)
Explain: "We know how to flip our card and wait calmly. But when the teacher arrives, what do we say? If we look at the floor, slump our shoulders, and mumble 'I don't know' or shout 'This is too hard,' the teacher has to guess what's wrong. Today, we practice precise speaking. We look them in the eyes and tell them exactly where we are stuck!"
4m
2. Teaching the "Explain-the-Block" Cues
Break down the signals. **Weak Help Cues:** slouching, turning head, muttering, shouting "This is stupid." **Assertive Help Cues:** head up, back tall, eyes forward, clear statement of the academic block (e.g., "I need help on the third division step" ). Teacher models both and asks student to describe the difference.
5m
3. Scenario Card Drills
Review the **Eyes and Voice Cards**. Cut them out. Practice Card 1 (Math Block) and Card 2 (Writing Block). For Card 1, student sets their card to Red. Teacher arrives. Student must: look at teacher's eyes, sit tall, and calmly recite the script: "I am on Red. I am stuck on question 4 remainder. Can you show me the next step?" Award point for success.
3m
4. Assessment Reflection
Have student rate their own eye contact and vocal clarity on a 1-5 scale. Check the validation box on the sheet. Emphasize that clear, professional speech gets problems solved faster, keeping their learning moving.
Neurodiverse Adaptations
For students who find eye contact uncomfortable, teach them to look at the teacher's forehead or look at the worksheet paper while pointing directly to the problem. This signals respectful engagement without causing sensory overload.
Reinforcement Tips
Praise the student's vocal volume and tone explicitly. Use phrases like: "That sounded extremely mature and calm. You spoke like an adult supervisor." This reinforces high-status self-advocacy.
Stoplight Success System Behavioral Intervention Sequence Session 6 Lesson Plan • Grades 3-5
All Day Practice Tracker Stoplight Success System • Lesson 7 Tracker
Stoplight Portable Tracker
Name:
Date:
Stoplight All Day: Carry this card to Art, Gym, Music, and the Computer Lab. Set up your card in the top-right corner of your workspace. Practice **Workspace Setup**, **Card Flipping**, and **Calm Waiting**. Ask your teachers to verify your calm choices!
1. Computer Lab & Research
Practice setting up your card on Green. If search programs crash or academic text gets confusing, flip to Yellow or Red calmly.
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2. Gymnasium & Specials
If game rules get overwhelming or team selection feels frustrating, use your non-verbal hand-signal or take a brief 2-minute cool-down.
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3. Art Studio & Music Class
Set up your card on your art easel or music stand. Flip to Yellow early if blending watercolor shades or sight-reading scales gets hard.
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My Portable Workspace Setup
Draw a diagram of your Stoplight setup on your computer table or art easel today!
Stoplight Success Generalization Map
Lesson 7 Workpage • Grades 3-5
All Day Practice Lesson Plan Stoplight Success System • Lesson 7 Plan
Session 7: All Day Practice
Focus: Generalization across school-wide environments in Grades 3-5
Plan 7 of 8
Learning Target
I can use my Stoplight card to communicate my needs in Art, Gym, and Computers.
Success Criteria
I can collect 3 checkmarks on my tracker from computer, art, and music teachers.
Materials Needed
All Day Practice Tracker, clipboard, desktop Stoplight card, specials assignments.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (The Portable Champion)
Explain: "We've proven our self-control skills in our specialized sessions, but our real reputation as learning scholars is built across the school! A true Stoplight Champion uses their card setup, card-flipping, and waiting strategies in Art, Gym, and Computers. Today we launch your school-wide deployment mission."
4m
2. Preparing the Tracker Protocol
Review the **All Day Practice Tracker**. Break down the three focus settings: 1. Computer & STEM Lab (iPad sharing/coding), 2. Recess & Gym (handling peer conflict or rules), 3. Art Studio & Music Class (watercolors/sheet reading). Discuss specific challenges in these environments (e.g. keeping card flat, waitlist self-talk).
5m
3. High-Difficulty Environment Simulation
Set up simulated setups. Mock a Computer Lab where search programs crash. Direct the student to set up their card on Green, experience the crash trigger, and flip to Red calmly. Next, simulate a busy Art Studio where watercolor blending gets hard.
3m
4. Staff Coordination & Goal Setting
Provide the student with their clipboard tracker and Stoplight card. Coordinate with the STEM, Art, and Music teachers. Explain that they will check off a box on the tracker when they observe independent card setups, calm waits, or polite help requests.
Self-Advocacy Focus
If teachers are busy, encourage the student to self-advocate at the end of class by politely asking: "Mr. Smith, did you observe me using my Stoplight card and pocket-anchored hands calmly during watercolors today?"
Reinforcement Checklist
Connect general education performance with strong incentives. Provide a high-tier reinforcer (e.g., choice computer time or acting as line leader) once 3 validated checks are collected in a single day.
Stoplight Success System Behavioral Intervention Sequence Session 7 Lesson Plan • Grades 3-5
Club Celebration Certificate Certified Stoplight Master
Stoplight Champion Diploma
Awarded for excellence in desktop signal organization, card flipping self-advocacy, and outstanding calm waiting and communication in Grades 3-5.
This certifies that
First & Last Name
has successfully completed all 8 intensive intervention sessions of the **Stoplight Success System** and is declared an official, certified **Stoplight Master**!
Desk Setup Organized Baseline
Early Flipping Yellow & Red signals
Calm Waiting 10-Second Wait Gap
Clear Voice Steady Eye Contact
Professional Commitment Pact
I pledge to use my desktop Stoplight card to communicate my academic needs, keep my body in my seat, wait calmly during the Wait Gap, and clearly state my questions with confidence every single day.
Intervention Specialist Signature
Stoplight Master Signature
Stoplight Success System Behavior Intervention Program Certificate of Completion
Club Celebration Lesson Plan Stoplight Success System • Lesson 8 Plan
Session 8: Club Celebration
Focus: Skill mastery assessment, graduation ceremony, and maintenance in Grades 3-5
Plan 8 of 8
Learning Target
I can show complete mastery of all Stoplight signaling rules to graduate!
Success Criteria
I can independently pass the 3 graduation trials under high-difficulty classroom conditions.
Materials Needed
Club Celebration Certificate, physical Stoplight cards, pencils, token board, difficult assignments.
Explicit Lesson Steps (15 mins)
3m
1. The Hook (Graduation Ceremony)
Explain: "Today is the big day! It is graduation day for the Stoplight Success System. Over the past seven sessions, you have mastered setting up your workspace, active card-flipping (Yellow and Red signals), calm waiting during the Wait Gap, and polite eyes-and-voice help requests. Today you face your final practical trials to earn your Stoplight Champion diploma!"
4m
2. Core Skill Mastery Review
Conduct a rapid-fire check: "Show me your desk layout... When do we flip to Yellow? When do we flip to Red? How do we wait during the Wait Gap? How do we explain what is hard when help arrives?" Confirm students are primed and confident in all core strategies.
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3. The 3 Graduation Trials
Run three practical challenges independently:Trial 1 (Desk Layout): Student organizes workspace and places card on Green under distraction.Trial 2 (Flipping and Waiting): Hand student a highly difficult math sheet. Student must flip to Red calmly, count to 10 silently, and attempt another problem while waiting.Trial 3 (Help Seeking): Teacher arrives at Red light. Student must sit tall, look the teacher in the eyes, and calmly recite their help request script in a level 2 voice.
3m
4. Awarding & Commitment Ceremony
Fill out the **Stoplight Champion Diploma**. Present it formally with big congratulations. Direct the student to read their **Professional Commitment Pact** aloud (repeating after you), sign it with a pencil, and have the general education teacher sign off to signify full classroom re-entry.
Maintenance Plan
Establish a 2-week check-in cycle with the regular classroom teacher. If avoidant or defiant behavior (hiding/tearing) resurfaces, cue the student with their personal Stoplight card and have them execute a quick 1-minute rehearsal.
Restorative Leadership
