1. Read my meter

Circle your current level. Add one clue your body or attention gives you at each level.

2. Drains, refills & a reset

A refill does not have to be exciting. Choose one you can really use today.

1. Five-minute menu

Include three small breaks. Mark where each fits.

Example: stretch beside my desk · S, with permission

2. Fifteen-minute & longer menu

Longer breaks still need a return plan. Add three choices in each group.

1. My weekly possibilities

Use short words or symbols. Blank spaces are allowed; this is not a perfect schedule.

2. Make the plan realistic

Spot one crowded part of the week. Decide what can move, shrink or wait.

1. Climb toward the real goal

Rewrite each perfect-only rule in a more useful way.

2. My three-step success ladder

Choose three criteria someone could actually check. Put the essential one first.

Example for a poster: accurate facts, readable labels, sources named.

1. Facts or harsh self-talk?

Mark F for an observable fact or T for a thought. Rewrite thoughts as fair observations.

2. What the evidence tells me

You do not need to know the exact cause yet. Choose something Sam can test.

1. Draft or final?

Check what Lee needs at this stage. Add one requirement from a real task.

2. Fifteen-minute finish line

Assign one clear action to each interval. Avoid adding a new project.

1. Four sorting stations

List or draw example items for each station. Do not copy private information from papers.

2. Tomorrow’s loadout

Choose the essentials, then give each a place.

Example: library book · return Tuesday · front pocket.

1. Mission log

Use the blank rows for real or invented tasks. Keep names and account details off the sheet.

Example: habitat poster · Friday · choose one habitat · notes + paper.

2. Submission radar

Use N / W / R / S for not started / working / ready / submitted.

1. My workspace blueprint

Sketch the space in the open area. Draw three zones and arrows showing where items return.

2. Labels that work for me

Choose words, symbols or other cues. Explain what belongs in each zone.

1. Build my launchpad

Use a drawing or short phrases. No home address or private details needed.

2. Distraction plan

Choose two possible snags and practical responses.

Example: missing pencil · set one out first · ask to borrow one.

1. Put my afternoon in order

Write your order using the five options. Combine parts if that works for you.

2. Leave room for real life

Include a buffer, not just a packed schedule.

1. My small-space map

Draw just the chosen area. Mark a clear work spot and a home for important items.

2. Sort without guessing

List one or two items in each group. Ask before throwing uncertain items away.

1. My digital folder tree

Draw branches from SCHOOL to class folders, then project folders. Use invented labels.

2. Safe sorting rules

Write a rule and a pretend example for each decision.

1. Decode the name

What does each useful name tell you that the old one does not?

2. Five rename missions

Use Date_Subject_Project_Version. Dates may be invented; keep the subject and project clear.

1. Help or distraction?

For each item, decide what it does to Ari’s task and a useful change.

2. My three-tab plan

Three is a practice limit, not a rule for every task. Ask before changing device settings.

1. My intensity scale

Write or draw a body clue and a possible support. Different people have different clues.

2. Earlier is easier

Plan a small action you can choose before intensity gets too high.

1. Scenario cards

Circle one card to investigate. Add a trigger and possible feeling beneath it.

2. Response laboratory

Write the trigger and feeling first. Compare choices rather than judging the feeling.

1. Signals I might notice

Check possible signals, or use a symbol for “not sure.” No medical details are needed.

2. My reset choices

Choose supports that suit you. A reset can be quiet, movement or a simpler task.

1. What makes me, me

Draw, list or write; strengths can be academic, creative, practical or social.

2. How I learn best — for now

Choose a condition and explain how you could test it.

1. Show what I know

Use one concrete example of understanding and one question worth investigating.

2. Challenge, not just extra

Design a choice in each direction. Pick the one you would actually like to try.

Example: instead of more habitat facts, compare how two changes affect the same ecosystem.

1. Locate the stuck point

Avoid “everything” if you can name a smaller part. A sketch can show the difficulty.

2. Two reasonable tries

Use attempts, not endless struggle. Ask sooner if safety or distress is involved.

Example: reread the direction · still unsure which material to use.

1. Begin at the finish

Use a real or invented project. No private names are needed.

2. Six bites, backward then forward

Think backward from step 6, then number the order you will use. Include feedback or a check.

1. Predict, then measure

Pick tasks of about 1–3 minutes each. Include getting ready in the actual time.

Example: collect materials · predict 2 · actual 3 · 1 minute longer.

2. Explain the evidence

A difference is information. Think about what happened, not whether you were “fast enough.”

1. Task cards

Write the letter of each card in the grid. You may give a different reasoned answer.

2. My priority grid

Importance and urgency depend on the goal and deadline. Place A–F, then explain one choice.

1. My connection ingredients

Choose examples you feel comfortable sharing. There is no “right” kind of interest.

2. Different & connected

Draw two overlapping circles. Label one ME and one PARTNER / FICTIONAL PERSON. Put a shared interest, value or strength in the overlap.

1. Hear both ideas

Represent each idea so its owner would recognize it. Do not decide the winner yet.

2. Words that keep the team thinking

Finish the stems with specific details from the case.

1. Yes, no or maybe?

Choices can differ. A maybe can include a condition; safety concerns need support.

2. My boundary phrases

Be clear without insulting. No long explanation is required.

1. My strengths-to-stretch map

Draw two areas and an arrow between them. Put an example in each; connect a strength that could support learning.

2. One brave experiment

Choose a learning risk, not a physical danger. Keep it small enough to try.

1. Translate the feedback

Make each action concrete enough that Rowan could start it.

2. Revision route

Choose an order and a visible sign that each change helped.

1. Choose my quest

Pick a learning experiment, not a dangerous challenge. You can use a fictional quest.

2. If–then preparation

Make a plan for starting, getting stuck and needing a smaller version.

1. Self-advocacy or not yet?

Write YES or NOT YET and explain why in a few words.

2. The four steps in my own words

Explain each step so a younger student could understand it.

1. The A–Z list (A–M)

Read each idea. Put a star by ones you might try.

2. The A–Z list (N–Z)

Keep starring ideas that fit you.

1. What do I need?

Check all that apply.

2. My evidence and my request

Use facts, not feelings alone. No private or medical information.

1. My readiness evidence

Check only what you can actually show.

2. My challenge meter

Circle the level that fits this skill today, and write your evidence.

1. The self-advocacy cycle

Follow the arrows around the cycle. Draw an icon for each step.

2. My example for each step

Write a short example from a pretend or real school situation.

1. Starter bank

Check the starters you would use.

2. Finish the starter

Complete each one with your own details.

1. Response options

Write the response you would choose and when you would follow up.

2. Key distinctions

Use precise terms with families and colleagues.

1. The meter

Read each level and what it sounds like.

2. My tasks this week

Rate three tasks and give evidence.

1. Student shares

Student fills this in first.

2. Teacher shares

Teacher fills this in during the conference.

1. What we tried

Describe the adjustment.

2. Did it help?

Circle one rating for each and add evidence.

1. My goal

Make it specific.

2. Weekly tracker

Record what you did and your evidence.

1. Prompt cards

Read each card. Cut them apart if you like.

2. Make it deeper

Apply one card to a real assignment.

1. Routines

Plan your classroom systems.

2. Rubric for growth

Describe growth, not personality or compliance.