Let's get you set up. First — are you buying for yourself or through your school?
For myself
Individual account. You pay, you own it. No IT approval needed.
Spark (free) or Flow ($99/yr)
Through my school
School or district purchase. Admin sets it up.
Sync or District tier
Individual accounts are designed for lesson planning with anonymized student profiles. No district data agreement required. Your planning data stays private.
School and district setup
TeacherPulse Sync and District tiers are set up by a school administrator or curriculum director — not individual teachers. Here's how to get it for your school.
How school accounts work
1
Your principal or admin purchases the Sync tier
$799/year covers your entire school — about $16 per teacher. Admin signs the data processing agreement required for FERPA compliance.
2
Admin sets up the school account and invites teachers
Each teacher gets a login. Student data is shared across the building under the school's FERPA agreement.
3
You get full IEP & 504 tracking with legal names
Cross-subject weaving, admin dashboard, school-wide Growth Mirror, and full case management with real student records.
What Sync adds over the individual tier
Full legal names in student profiles — FERPA covered by school agreement
Full IEP and 504 documentation — goals, accommodations, annual reviews
Cross-subject weaving — scan all teachers' plans for alignment opportunities
Admin dashboard — school-wide Growth Mirror and teacher planning overview
Case management with contact logs, MV tracking, and support team coordination
Priority support — dedicated onboarding and data processing agreement included
While you wait for your school to get set up —
You can start using TeacherPulse today on a free individual account with anonymized profiles. When your school upgrades to Sync, your lesson plans and student flags carry over automatically. Nothing gets lost.
Starting your free individual account. When your school upgrades to Sync, your lesson plans and student profiles carry over automatically — nothing gets lost.
Tell us about your class
This helps TeacherPulse generate the right lesson plans from day one.
A quick note on student privacy
Individual accounts are designed for anonymized use. Here's exactly what to enter and what to leave out.
What to enter vs. what to skip
SkipMarcus Anthony Johnson Jr. — DOB 04/12/2012
UseMarcus J. — or “Student 3”
SkipPaste the full IEP document text into notes
UseIEP — SLD reading · extended time ×1.5
SkipStudent home address, phone, or Social Security number
UseELL · Spanish home language · housing instability flag
First names, initials, learning flags, and disability categories are fine. Full legal names combined with birthdates or complete IEP documents are what FERPA protects — keep those out of individual accounts. Want full legal record tracking? Ask your school about the Sync tier.
Add your first student
Use first names or initials. Add flags so every lesson plan is automatically differentiated for this student.
ELL
IEP
504
Reading below grade
Math below grade
GT / advanced
Visual learner
Hands-on learner
Strong verbal
Extended time
No cold calls
Chronic absentee
Housing instability
Bilingual
At-risk
You can add all 28 students now, or import a CSV. Every flag you set here is automatically applied to every lesson plan TeacherPulse generates going forward.
Your class is ready
Here's your Period 2 roster. Every lesson plan you generate will be differentiated for these students automatically.
Generates 3 lesson versions per class — Tier 1, 2, and 3
Marcus gets scaffolded. Amir gets enrichment. Jamie gets bilingual materials. All from one plan.
2
Embeds all flags — no cold calls, oral options, extended time
Every plan generated has IEP and 504 accommodations applied automatically. No manual flagging.
3
Translates any lesson into 36 languages in one tap
Jamie gets Spanish. Amir gets Arabic. Any student, any lesson, any language.
4
Builds a Growth Mirror as you log assessments
After 2–3 assessments the AI insights panel shows exactly what's working for each student.
You're ready to teach smarter
Period 2 is set up. TeacherPulse knows your students. Every plan you generate will be differentiated for all 28 of them automatically.
Your privacy setup — individual account
Student profiles use first names or initials only — FERPA-safe
Lesson plans and learning flags live in your account only
No district IT approval required for this tier
Need full IEP & 504 tracking with legal names? See the Special Ed tab in the demo →
All student data in this demo is fictional
TeacherPulse
Teaching just got a partner
The first AI lesson planner that knows your students by name, supports IEPs and 504s, delivers tiered instruction automatically, and translates lessons into 36 languages.
Dashboard
Pulse Check
Voice-to-plan
Student DNA profiles
36-language translator
Growth mirror
Sub auto-packet
Cross-subject weaving
IEP & 504 tracking
3-tier RTI instruction
Interactive prototype · US-focused · All student data is fictional
TeacherPulse Full Demo — US Edition
TeacherPulse
MS
Sub request pending for Friday — tap to auto-generate the full substitute packet.
Ms. Rivera (ELA) is covering persuasive writing — connect to your conservation debate?
IEP reminder: Marcus Johnson annual review in 36 days — progress notes due to Mr. Torres.
Class avg
78%
+6% this unit
Lessons planned
14
of 20
IEP / 504 active
6
this class
Time saved
4.5h
this week
Voice-to-plan
Speak your lesson idea — full plan in seconds.
Parent communication
Draft a parent message in any home language — AI-generated from student context.
Parent communication
TeacherPulse drafts the message using your student's DNA profile and translates it into their home language automatically.
Today's classes
8am
6th Grade Science
Water cycle — Day 3
Lab28 students
10am
6th Grade Science
Phase changes quiz
Quiz
1pm
6th Grade Science
Conservation debate
Cross-subject
Flagged students View all
MJ
Marcus J.
IEP — SLD reading · T2
IEP
SL
Sofia L.
504 — anxiety
504
AK
Amir K.
GT — enrichment needed
GT
Real-time Pulse Check
Rate class energy 1–5. TeacherPulse adapts the next 15 minutes instantly.
1
2
3
4
5
Voice-to-plan
Describe your lesson in plain English. IEP and 504 accommodations auto-applied.
Voice-to-plan active
“Water cycle lesson, 45 min, period 2 — IEP and 504 auto-applied”
This week — Water unit · Days 6–10
Mon
Debate debrief + OBQ #3 prep
45 min · Partners · IEP & 504 accommodations active
Marcus: oral option confirmed with resource teacher
Final testOral option
Thu
Water Solutions Project
Tier 2 group gets scaffolded version · Amir expert consultant
Cross-subjectT2 scaffold
Fri
Project presentations — Sub day
IEP & 504 flags in sub packet · Zero prep required
Sub dayIEP notes in packet
Standards library Browse all
MS-ESS2-4MS-LS2-3MS-ESS3-3+ More standards
NGSS Middle School
MS-ESS2-4
Develop a model to describe the cycling of water through Earth systems.
MS-ESS2-6
Develop and use a model to describe how unequal heating and rotation of the Earth cause atmospheric circulation.
MS-LS2-3
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS1-7
Develop a model to describe how food is rearranged through chemical reactions forming new molecules.
6.RP.A.1
CCSS Math: Understand the concept of a ratio and use ratio language.
Add a student
Use a first name or initials. Add learning flags so every lesson plan is automatically differentiated for this student from day one.
Individual accounts: use first names or initials only. Full legal names with disability data are protected by FERPA — save those for school Sync accounts.
IEP
504
ELL
GT / advanced
Reading below grade
Math below grade
Visual learner
Hands-on learner
Strong verbal
Extended time
No cold calls
Chronic absentee
At-risk
Bilingual
Housing instability
Period 228 students
JR
Jamie Rivera
ELL · Spanish primary · Visual learner
On track
Bilingual — Spanish home language. Partner with Marcus J. Growth mirror: partner work improved comprehension 22% last unit.
ELL supportPartner: MarcusVisual materials
Lesson language — Jamie Rivera (36 languages)
English
Español
Français
Deutsch
Italiano
Português
العربية
中文
日本語
한국어
हिन्दी
বাংলা
Filipino
Việt
ไทย
Bahasa
Kiswahili
Рус.
Укр.
Polski
Dutch
Svenska
Türkçe
Ελλ.
עברית
فارسي
اردو
ਪੰਜਾਬੀ
தமிழ்
አምሪ.
Yorùbá
isiZulu
Afrikaans
Hausa
Soomaali
Kreyòl
Skill radar
Growth chart
By subject
Reading
72%
Below avg
Verbal
91%
Strength
Engagement
88%
High
Avg growth
+19%
This unit
Best unit
Water
+19%
Trend
Rising
3 units
Strongest
Science
84%
Needs work
ELA
68%
GPA
B+
Rising
MJ
Marcus Johnson
IEP · SLD reading · Tier 2 · Extended time ×1.5
IEP
Specific Learning Disability — reading decoding and fluency. Highest lab score in class. Strong verbal learner. IEP review in 36 days.
SLD readingOral optionsExtended timeTier 2 RTI
Lesson language — Marcus Johnson (36 languages)
English
Español
العربية
中文
Français
हिन्दी
Português
Kiswahili
Việt
Bahasa
+26 more
Skill radar
Growth chart
By subject
Reading
42%
3 lvls below
Verbal
85%
Strength
Lab work
94%
Top class
Growth
+34%
This unit
Class rank
#1
Most improved
GPA
C+
Rising fast
Strongest
Science
78%
Needs work
ELA
51%
GPA
C+
Rising
SL
Sofia Lopez
504 · Generalized Anxiety Disorder
504
504 plan — no cold calls, preferred seating, pencil signal system, quiet test setting. Written responses are a strength.
No cold callsPreferred seatingQuiet test setting
AK
Amir Khan
GT identified · 2 levels above · Arabic home language
GT
Gifted and Talented — math and science. Needs enrichment consistently or disengages. Leadership roles work well. Expert consultant role this week.
GT math & scienceLeadership rolesArabic home lang
Case management coordinates the full support team around each student. TeacherPulse surfaces what teachers need to know about each case-managed student to adapt instruction — without replacing the case manager role.
At-risk students
4
this class
Crisis flags
1
action needed
Contacts due
2
this week
Avg attendance
87%
-4% this month
Devon M. has missed 4 consecutive days — family contact overdue by 3 days. Case manager: Ms. Patterson (social worker).
DM
Devon Mitchell
Case mgr: Ms. Patterson (social worker) · Grade 6
Crisis — act now
Chronic absenteeism. Family in temporary housing (McKinney-Vento eligible — see MV tab). Court-involved. Dept. of Family Services assigned externally.
Family contact overdue — 3 days since last attempt. Action required today.
Today
Voicemail left — mother's cell. No response received.
Mar 14
DFS check-in — Ms. Patterson + caseworker Jones. Housing update: family at shelter on Oak St.
Mar 12
Attendance alert sent to parent email on file.
Mar 11
Student attended — engaged in lab activity. Completed work. Appeared rested.
Mar 10
Support team
Ms. Patterson
School social worker · Lead case manager
Contact
Mr. Torres
School counselor · Academic monitor
Contact
Jones, DFS
Dept. of Family Services · External agency
Contact
Instructional notes for teacher (Ms. Smith)
When Devon is present: seat near front, avoid cold-calling, provide make-up work in a folder on the desk without drawing attention. Devon responds well to private encouragement. Do NOT discuss attendance publicly. Flag any sign of hunger or visible distress to Ms. Patterson immediately — do not address directly with student.
MJ
Marcus Johnson
Case mgr: Mr. Torres (counselor) · IEP active · Weekly check-in
Monitoring
IEP for SLD reading. Counselor check-ins weekly. Family highly involved — mother attends all IEP meetings. Strong engagement in lab activities this unit.
IEP — SLDWeekly check-inFamily engaged
SL
Sofia Lopez
Case mgr: Ms. Rivera (counselor) · 504 active · Bi-weekly check-in
Active — stable
504 for GAD. Academic performance strong. Anxiety primarily affects verbal participation and test-taking. Bi-weekly counselor check-ins maintaining stability.
504 — GADBi-weekly check-inStrong academic
McKinney-Vento Homeless Assistance Act — Federal law requiring schools to immediately enroll and support students experiencing housing instability. Schools must designate a McKinney-Vento liaison. Students are entitled to immediate enrollment, transportation, free meals, and access to all school programs regardless of housing status. Teachers must be notified of MV status only on a need-to-know basis.
MV students
1
this class
MV liaison
Ms. Hall
Main office
Status
Shelter
Active MV
DM
Devon Mitchell
McKinney-Vento eligible · MV liaison: Ms. Hall · Shelter placement
MV active
Family in emergency shelter placement as of March 12. MV rights in effect: immediate enrollment, free breakfast and lunch, transportation from shelter to school, full access to all programs and extracurriculars.
Devon's housing instability is the primary driver of absenteeism. Under McKinney-Vento, Devon has the right to remain enrolled at this school even if the family moves to a different district. Do not discuss housing status with other students or parents. If Devon arrives without school supplies, backpack, or lunch — handle quietly. Materials available from Ms. Hall's office at any time. Stability and routine in your classroom are among the most protective factors available to Devon right now.
MV rights checklist
Immediate enrollment — confirmed
✓
Free breakfast & lunch — active
✓
Transportation from shelter — arranged
✓
School supplies — partially provided. Backpack needed.
Pending
Extracurricular access — eligible and notified
✓
504 coordinators ensure all 504 plans are legally implemented. TeacherPulse surfaces each coordinator, plan status, annual review dates, and accommodation compliance for the teacher. Governed by Section 504 of the Rehabilitation Act of 1973.
504 students
2
this class
504 coordinator
Ms. Rivera
Counselor
Reviews due
0
all on track
SL
Sofia Lopez — 504 active
Coordinator: Ms. Rivera · GAD · Annual review: May 14
In compliance
All four accommodations active and being implemented. Teacher compliance confirmed. No cold calls, preferred seating, signal system, quiet test setting. 1.25× extended time on major assessments.
GAD4 accommodations activeMay 14 review
Teacher compliance check — this unit
No cold calls — implemented every class period this unit
✓
Preferred seating — end of row maintained
✓
Signal system — established and used twice this unit
✓
Quiet test setting — arranged for Chapter 4 quiz
✓
Extended time 1.25× — applied on all major assessments
Parent requested 504 evaluation for suspected ADHD. Evaluation in progress. No plan yet — teacher should document observed attention difficulties as supporting evidence for the evaluation team.
ADHD suspectedEval in progressParent requested
The IEP case manager (usually the special ed teacher) is the legal point of contact for a student's IEP. They coordinate the IEP team, ensure all services are delivered as written, track annual goals, and maintain parent communication. Governed by IDEA 2004.
IEP students
4
this class
Reviews due soon
1
within 60 days
Goals on track
6/8
across students
MJ
Marcus Johnson
IEP case mgr: Mr. Torres · SLD reading · Resource room 3x/wk
Review in 36 days
IEP case manager is Mr. Torres (resource room teacher). Annual review April 22. Progress notes due to Mr. Torres by April 15. Verbal goal exceeding — reading and writing goals need teacher data.
SLD readingResource room 3x/wkNotes due Apr 15
Goal progress summary — for IEP team
Verbal goal: 85% — on track to exceed annual benchmark
85%
Reading goal: 62% — on track but needs continued scaffold support
62%
Writing goal: 48% — below expected pace, discuss with IEP team at review
48%
Upcoming IEP team obligations
Progress notes to Mr. Torres — due April 15 (teacher responsibility)
Apr 15
Annual IEP review meeting — Ms. Smith + Mr. Torres + parent + resource teacher
Apr 22
Prior written notice to parent — Mr. Torres sends at least 10 days before meeting
IEP for intellectual disability. Working at 2nd grade level. Tier 3 instruction in place. All goals tied to functional and academic skills. Next IEP review December 8.
Intellectual disabilityTier 3 RTIDec review
Leon Walker has 6 weeks of Tier 3 RTI data but no IEP. IDEA requires initiating a formal evaluation if there is a suspected disability affecting educational performance. TeacherPulse recommends beginning the IDEA referral process.
Water unit · Pre vs. post assessment
Class avg growth
+18%
vs. last unit +11%
Most improved
Marcus J.
+34% this unit
Best lesson
Day 8 lab
+34% comprehension
Student growth — pre vs. post
Marcus J.
+34%
Sofia L.
+23%
Amir K.
+17%
Jamie R.
+19%
Tasha W.
+10%
AI insights — what worked
Day 8 lab drove +34% comprehension for mid-level learners
Use lab-first approach on complex concepts. Replicate in ecology unit.
Written quiz 42% vs verbal check 85%. Oral assessment built into all future plans.
Bilingual materials improved ELL scores +18%
Jamie scored 18% higher when Spanish vocab cards were provided. Expand bilingual support next unit.
Tier 2 students need earlier intervention
Theo and Kezia both showed gaps in Week 1 that weren't caught until Week 3. Earlier Tier 2 placement recommended next unit.
Sub packet — auto-generated · Friday, Period 2
Generated in under 10 seconds · IEP and 504 flags pre-loaded · Zero science knowledge required
Substitute instructions — step by step
1
5 min
Take attendance using the class roster in the RED binder on the desk. Mark absences on the pink slip and send to the office.
2
2 min
Say: “Good morning. Ms. Smith is out today. You will be presenting your Water Solutions Projects. You know what to do.”
3
3 min
Collect Section 1 drafts. Ask students to take them out. Place in the BLUE tray on the desk. Do NOT grade them.
4
25 min
Call presenters in order from the PRESENTATION ORDER sheet. Each student gets 3 minutes. After each: ask the class for one piece of positive feedback.
5
8 min
Distribute PEER FEEDBACK FORMS from the green folder. Students complete written feedback for 2 classmates. Collect all forms.
6
End
Complete the pink Sub Report form. Note who presented, any behavior issues, and how class went. Leave in the BLUE tray.
IEP & 504 flags for sub
MJ
Marcus Johnson — IEP — front left
Give a quiet encouraging nod before calling his name. Extended time if writing required.
IEP
SL
Sofia Lopez — 504 — end of row 2
Do NOT cold call. She will raise her hand when ready. No pressure on timing.
504
AK
Amir Khan — GT — row 3
Let him present early to model quality for others.
GT
JR
Jamie Rivera — ELL — row 2
May present in English or Spanish. Bilingual feedback form provided.
ELL
Cross-subject alignment — School Team Mode
TeacherPulse scans all teacher plans weekly and surfaces alignment opportunities automatically.
Active connections this week
MR
Ms. Rivera — ELA, Period 3
Covering persuasive writing. Your Thursday Water Solutions debate connects directly.
LinkedThu & FriDual credit
Active
TC
Mr. Chen — Math, Period 4
Covering data analysis. Connect to your Tuesday heating curve graphing activity.
SuggestedTuesday
Pending
How it works
Automatic weekly scan
Every Sunday, TeacherPulse scans all plans in your building and surfaces connections by Monday morning.
Tracked in Growth Mirror
Cross-subject days tracked separately to show if connected lessons outperform standalone lessons.
TeacherPulse tracks IEPs (IDEA) and 504 Plans (Section 504, Rehabilitation Act) and auto-applies all accommodations to every lesson plan generated. IEP goals are tracked with live progress data tied to unit assessments.
IEP students
4
this class
504 students
2
this class
Reviews due
1
within 60 days
MJ
Marcus Johnson
IEP · Specific Learning Disability (reading) · Case mgr: Mr. Torres
IEP active
Disability: SLD — reading decoding and fluency. Placement: general ed + resource room 3x/week. 13 IDEA disability categories met under Specific Learning Disability. Annual review in 36 days.
SLD readingResource room 3x/wkExtended time ×1.5Oral assessment option
IEP goals — current year (progress tied to unit assessments)
Reading
Marcus will read grade-level science text with 80% comprehension using graphic organizers by June.
62%
Writing
Marcus will produce a 3-sentence written response to science questions with minimal scaffolding 75% of attempts.
48%
Verbal
Marcus will demonstrate science concept mastery through oral presentation at 85% accuracy.
85%
Accommodations — auto-applied to every TeacherPulse lesson plan
Extended time
1.5× on all written assessments. Resource room option for major tests.
Oral assessment
May demonstrate mastery verbally for any written component. Auto-flagged in all lesson plans.
Vocabulary scaffold
Pre-printed word bank with definitions on all assessments and worksheets.
Reduced writing load
Short answer may be completed with bullet points or verbally rather than full sentences.
Annual review
Annual IEP review — Ms. Smith + Mr. Torres + parent + resource teacher
April 22
36 days
SL
Sofia Lopez
504 Plan · Generalized Anxiety Disorder · Coordinator: Ms. Rivera
504 active
Section 504 disability: GAD substantially limiting concentration and test performance. Accommodations only — no specialized instruction. Academic performance strong.
GAD — anxietyNo cold callsQuiet test settingExtended time ×1.25
504 accommodations — all auto-flagged in lesson plans
No cold calls
Sofia must raise her hand voluntarily. Never call on her unexpectedly. Pre-warn for presentations.
Preferred seating
End of row — near door. Low sensory distraction. Confirmed in sub packet.
Signal system
Pencil on left corner = needs a moment. Teacher responds with quiet non-verbal nod only.
Quiet test setting
Separate quiet location for major tests. 1.25× time on assessments.
Annual 504 review — Sofia + parent + Ms. Rivera + Ms. Smith
May 14
On track
AK
Amir Khan
Gifted & Talented · Math and Science · GT coordinator: Ms. Bloom
GT identified
State GT identification — math and science. GT enrichment plan active. Working 2+ grade levels above. Expert consultant role assigned this week. Engagement drops significantly without enrichment.
GT math & scienceEnrichment planLeadership roles
Response to Intervention (RTI) — 3-tier model as defined under IDEA 2004. TeacherPulse auto-generates differentiated lesson versions for each tier based on student DNA profiles, IEP goals, and prior assessment data. Same standards, different access points.
Tier 1
General class · 22 students
Tier 2
Targeted small group · 4 students
Tier 3
Intensive individual · 2 students
Tier 1 — Universal instruction
Water cycle — Day 3
45 min · Full class · NGSS MS-ESS2-4 · IEP & 504 accommodations embedded
Warm-up (5 min)
Partner think-pair-share — “Where does rain come from?” Volunteers only. Sofia: no cold call. Marcus: partner with Jamie.
Direct instruction (12 min)
Teacher-led water cycle diagram on the board. Students annotate copies. Marcus: pre-printed diagram with labels (IEP accommodation). Jamie: Spanish bilingual vocab card.
Lab activity (18 min)
Celery capillary action — all students in pairs. Record observations every 5 minutes. Marcus with Jamie. Sofia selects partner. Amir: expert consultant role (GT enrichment).
Exit ticket (3 min)
One sentence: “The most important thing I learned today is ___.” Marcus: verbal option (IEP). Jamie: bilingual exit ticket (ELL).
Students — Tier 1 (22)
JR
Jamie Rivera
ELL bilingual support embedded
T1 + ELL
AK
Amir Khan
GT enrichment extension
T1 + GT
SL
Sofia Lopez
504 accommodations embedded
T1 + 504
+19 additional students at standard Tier 1
Tier 2 — Targeted small group
Water cycle — simplified + scaffolded
45 min · 4 students · Pull-out or in-class group · Interventionist or teacher
Pre-teach vocabulary (8 min)
Before the full class lesson, this group gets a 5-word vocabulary preview: evaporation, condensation, precipitation, groundwater, runoff. Students match word to picture card. No reading required.
Simplified diagram (10 min)
Pre-filled diagram with 4 blanks only (not 8). Teacher reads each question aloud. Students may draw instead of write. No timed pressure.
Hands-on lab (18 min)
Same celery activity with a step-by-step visual checklist — each step has a picture. Group stays together. Teacher assistant circulates with this group.
Modified exit ticket (3 min)
Circle one: “What happens to water when it gets warm? (a) freezes (b) evaporates (c) stays the same.” Verbal answer accepted.
Students — Tier 2 (4)
MJ
Marcus Johnson
IEP — SLD reading · resource support
T2 + IEP
TN
Theo Nguyen
Reading 2 years below — no formal plan yet
T2
KP
Kezia Powell
Mid-year transfer — instructional gaps
T2
DM
Devon Mitchell
Returning after absences — catch-up needed
T2
Tier 3 — Intensive individualized
Water cycle — entry-level concepts
1-on-1 or 1-on-2 · Resource room or pull-aside · Tied to IEP goals
Prior knowledge check (5 min)
3 verbal questions: “What is water made of? Where do you find water outside? What happens to a puddle on a sunny day?” No writing. Assessment through conversation only. Record baseline.
Concrete concept intro (15 min)
Physical props: cup of water, hot lamp, plastic wrap with ice. Student observes condensation forming. Teacher names each step as it happens. One concept at a time. No diagram yet.
Matching activity (15 min)
Student matches 3 picture cards to 3 word cards: rain→precipitation, puddle drying→evaporation, cloud forming→condensation. Teacher models first, then student independently.
IEP goal data point (5 min)
Log verbal demonstration of 1 water cycle concept toward IEP verbal goal. Student says in own words what they learned. Record as Q3 IEP benchmark progress data point.
Students — Tier 3 (2)
RP
Rosa Perez
IEP — intellectual disability · 2nd grade level
T3 + IEP
LW
Leon Walker
IEP referral pending · significant gaps all subjects
T3
Leon Walker has not yet been evaluated for special education. 6 weeks of Tier 3 data supports initiating an IEP referral under IDEA. TeacherPulse can generate the referral documentation.
RTI progress — current unit
Tier 1 — 22 students
82%
Tier 2 — 4 students
61%
Tier 3 — 2 students
44%
Goal: move Tier 2 students to Tier 1 by end of unit. Growth Mirror tracks tier movement automatically.
Log assessment scores — Water unit · Post-assessment
Scores you enter here update the Growth Mirror automatically and feed into IEP progress tracking for Marcus, Rosa, and Leon.
Water unit post-assessment — 50 pts · Enter scores 0–100
JR
Jamie R.
78%
MJ
Marcus J.
42%
SL
Sofia L.
89%
AK
Amir K.
97%
DM
Devon M.
--
TN
Theo N.
61%
KP
Kezia P.
55%
RP
Rosa P.
38%
LW
Leon W.
41%
TW
Tasha W.
82%
Class avg
68%
+18% from pre
Highest
Amir K.
97%
Needs support
3
below 65%
Attendance — Today, March 17 · Period 2
Present
24
of 28
Absent
1
Devon M.
Late
1
Theo N.
Attendance rate
89%
-4% this month
Devon Mitchell has missed 4 consecutive days. Case manager Ms. Patterson has been notified. Family contact required today.
Today's attendance — tap to mark each student
JR
Jamie R.
MJ
Marcus J.
SL
Sofia L.
AK
Amir K.
DM
Devon M.
TN
Theo N.
KP
Kezia P.
RP
Rosa P.
LW
Leon W.
TW
Tasha W.
Lesson library — your saved plans
Water Cycle — Day 3 Lab
Science · 6th Grade · 45 min · Last used Mar 15
Lab day
Pulse avg: 4.2NGSS MS-ESS2-4
Ecosystems Simulation Game
Science · 6th Grade · 50 min · Last used Mar 16
High engagement
Pulse avg: 4.8MS-LS2-3
Conservation Debate
Science · 6th Grade · 45 min · Last used Mar 13
Cross-subject
Pulse avg: 3.9NGSS MS-ESS3
Cell Structure — City Analogy
Science · 6th Grade · 45 min · Planned: Week 3
Coming up
Not yet runMS-LS1-7
Phase Changes Quiz
Science · 6th Grade · 35 min · Last used Mar 11
Assessment
Avg score: 73%MS-PS1-4
Food Web Gallery Walk
Science · 6th Grade · 30 min · Last used Mar 14
Partner work
Pulse avg: 4.1MS-LS2-1
Seating chart — Period 2 · tap any desk to reassign
● Teacher desk — Ms. Smith
IEP
504
ELL / GT
MV / At-risk
Empty
GT
AK
Amir
TW
Tasha
+
T2
KP
Kezia
T3
LW
Leon
ELL
JR
Jamie
IEP
MJ
Marcus
+
T2
TN
Theo
ESY
RP
Rosa
+
504
SL
Sofia
MV
DM
Devon
+
+
Sofia Lopez is correctly placed at the end of a row near the door per her 504 plan. Marcus Johnson is in the front-left seat per IEP recommendation. These placements are flagged in the sub packet automatically.
Reports & progress documents
Growth Mirror report
Pre vs. post assessment data, AI insights, tier movement, and what worked this unit.
Auto-generated · Always current
Progress report comments
AI-drafted quarter-end progress comments for every student. Edit and send.
4 students ready · 3 min to review
IEP progress notes
Goal progress for Marcus, Rosa, and Leon. Ready for April 22 review.
Due April 15 · 36 days
PD hours log
23.5 hrs logged this year. Annual requirement: 30 hrs. Summary for annual review.
6.5 hrs remaining · On track
AI-drafted progress report comments — Q3 · review and edit before sending
Marcus J.
IEP
Marcus has demonstrated exceptional growth in verbal expression this quarter, exceeding his IEP verbal goal at 85% mastery. He is the most improved student in the class on the water unit, showing a 34% gain from pre- to post-assessment. Written output remains an area of active focus — written assessments average 42% while verbal checks average 85%. Continued oral assessment options and scaffold support are recommended.
Sofia L.
504
Sofia is performing strongly academically with a unit average of 89% across written assessments. Her 504 accommodations — no cold calls, preferred seating, signal system — have been consistently implemented and are working well. Sofia participates actively through written responses and has not required crisis intervention this quarter. The writing-to-verbal gap (32 points) continues to be monitored.
Jamie R.
ELL
Jamie has made strong progress this quarter, with a 19% unit growth and a 22% improvement on partner-based activities. Bilingual Spanish materials have measurably supported her performance. Science is her strongest subject at 84%. ELA continues to be an area of development at 68%. Home language support is recommended for continued progress.
Amir K.
GT
Amir continues to perform significantly above grade level across all subjects, consistently scoring above 95%. His engagement is highest when given leadership roles and enrichment extensions — the expert consultant role this unit was particularly effective. He is approaching the ceiling of current grade-level content and an acceleration plan discussion is recommended for next quarter.
Professional development log — 2024–2025 school year
23.5 of 30 hours logged — on track
78%
Differentiated Instruction for ELL Students
ASCD Webinar
3.0 hrs
Mar 10
IEP Process and Progress Monitoring
District PD Day
6.0 hrs
Mar 3
NGSS Implementation in Middle School
Regional Conference
4.5 hrs
Feb 21
Trauma-Informed Teaching Practices
Online Course
8.0 hrs
Feb 14
RTI Tier 2 Intervention Strategies
School In-Service
2.0 hrs
Jan 17
Alerts & reminders
Unread
2
action needed
Due this week
3
reminders
All clear
4
resolved
All notifications
IEP review due in 36 days
Marcus Johnson — annual IEP review April 22. Progress notes to Mr. Torres by April 15.
Today
Family contact overdue
Devon Mitchell — 3 days since last contact attempt. Action required.
Today
Cross-subject opportunity
Ms. Rivera (ELA) is covering persuasive writing this week. Connect to your debate?
Today
504 review in 58 days
Sofia Lopez — annual 504 review May 14. Schedule meeting with Ms. Rivera.
Mar 16
Growth Mirror update ready
Week 2 assessment data processed. 2 students approaching tier threshold.
Mar 15
Sub packet generated
Friday sub packet ready and saved. IEP flags loaded for Marcus and Sofia.
Mar 14
New student added
Jordan T. profile created. Tier 1 assigned. Lesson plans updated.
Mar 13
☀ Summer Mode is active
Lesson plans are compressed, engagement-first, and ESY IEP goals carry forward automatically.
Session type — select one
Credit recovery
Students retaking a failed course to earn promotion or graduation credit.
4–6 weeks · Mon–Thu
Remediation
Closing learning gaps and building foundational skills before the next school year.
4–6 weeks · Mon–Thu
Enrichment / acceleration
On-track or advanced students extending their learning and moving ahead of grade level.
3–4 weeks · Mon–Fri
ESY — Extended school year
Students with 12-month IEPs. Legally required to prevent substantial regression.
6 weeks · IEP-governed
ELL / newcomer
English language learners building language and content skills simultaneously.
4–6 weeks · Mon–Fri
Remediation plans focus on foundational skills and filling specific learning gaps before the next school year. TeacherPulse generates compressed units targeting the 5–8 essential standards your students missed, with high-engagement structures built in because motivation is lower in summer. Differentiated for every tier level automatically.
Program details
Start date
July 7, 2025
End date
August 8, 2025
Days per week
Mon – Thu
Daily hours
8:30am – 12:00pm
Subject
6th Grade Science
Class size
16 students
5-week remediation · 6th grade science · July 7 – Aug 8
Total days
20
Mon–Thu
Standards
6
essential only
Days left
14
of 20
Summer Mode: lessons are compressed to essential standards only. Engagement hooks built into every day. IEP and 504 accommodations auto-applied for all 16 students.
5-week pacing guide
Wk 1
Water cycle essentials
Wk 2 ←
Ecosystems + food webs
Wk 3
Cell structure basics
Wk 4
Energy + matter
Wk 5
Review + assessment
Week 2 daily plan — tap a day
Mon
Jul 14
Tue
Jul 15
Wed
Jul 16
Thu
Jul 17
Engagement hook: Open with "What would happen if all the wolves disappeared?" — 3-min video clip, no framing. Students are in July. You have 60 seconds to hook them. This one works every time.
8:30
Hook + prior knowledge (10 min)
Wolves video clip → class discussion → what do you already know about food chains?
Play the 3-min Yellowstone wolves clip. No framing. Let students react. Then: "What happened to the river?" Take 5 responses. Jamie: bilingual vocab card ready. Marcus: no cold call — wait for raised hand.
8:40
Direct instruction — food web essentials (20 min)
Producer → consumer → decomposer. Build diagram live on the board. Students annotate.
Build the food web diagram live. Start with grass, add rabbit, add fox, add hawk, add bacteria. Students annotate their own copies. Marcus: pre-printed diagram with labels (IEP). Sofia: end-of-row seat, no cold call. Tier 2 group: simplified 3-step version.
9:00
Build-a-food-web activity (35 min)
Partner pairs use picture cards to construct a food web. Arrows show energy flow.
Each pair gets 8 organism cards. Build a valid food web. Draw energy arrows. Label each trophic level. Marcus + Jamie paired. Sofia selects her own partner. Amir: enrichment card — calculate the 10% energy rule. Tier 3: 4-card simplified set.
9:35
Gallery walk + debrief (15 min)
Post food webs. Silent gallery walk with sticky note observations.
Post all food web cards on wall. 2-minute silent gallery walk. Students write one observation per web on a sticky note. Class debrief: what patterns do you see? Sofia: written gallery walk note only — no oral presentation required.
9:50
Exit ticket + break (10 min)
Draw a 3-organism food chain. Label energy direction. Collect all tickets before break.
Marcus: verbal option — describe the chain aloud. Jamie: bilingual exit ticket. Tier 3: circle the correct food chain from 3 options. Then 5-minute outdoor movement break. Summer students need this.
10:05
Independent practice (45 min)
Food web analysis worksheet — 3 differentiated versions auto-generated by tier.
Tier 1: Standard analysis. Tier 2: Scaffolded with sentence stems. Tier 3: Simplified visual matching. Teacher circulates. Check Tier 3 at 10-min mark. Amir: ecosystem disruption extension worksheet.
10:50
Wrap-up + tomorrow teaser (10 min)
Call-and-response vocabulary review. Build the hook for Tuesday before they leave.
3-round call-and-response review of key terms. Then: "Tomorrow we find out what actually happened in Yellowstone when the wolves came back. You're going to be surprised." Building tomorrow's hook today increases Monday-to-Tuesday attendance in summer programs.
Engagement hook: Deliver on yesterday's teaser. "What actually happened in Yellowstone?" Trophic cascades are genuinely surprising — even checked-out students lean in when the rivers change.
8:30
Trophic cascade reveal (15 min)
Full Yellowstone story — wolves changed the rivers. Students connect to yesterday's food web.
Show the trophic cascade clip — full story. Discussion: how does one species change an entire ecosystem? No differentiation needed here. This is the high-engagement moment. Let it breathe for all students.
8:45
Ecosystem simulation game (50 min)
Students play species roles. Teacher removes species in rounds. Students see cascade effects in real time.
Each student gets a species role card. In rounds, teacher removes one species. Students physically move to show who loses their food source. Marcus: verbal role card. Jamie: bilingual card. Tier 3: simplified 5-species ecosystem. Amir: ecosystem manager role — tracks and explains each cascade effect.
9:35
Written analysis + exit (25 min)
What would happen if [species] disappeared? Tier-differentiated prompts.
Tier 1: Full paragraph with evidence. Tier 2: Sentence frame: "If [species] disappeared, then [species] would be affected because ___." Tier 3: Match species to outcome card. Marcus: Verbal response. Jamie: May write in Spanish.
Engagement hook: Mid-week slump day. Start with 5 minutes of physical movement before any instruction — energy reset first, then content.
8:30
Energy reset + review game (20 min)
Students stand for first 5 min. Mini-whiteboard quick-draw review of Mon & Tue. Then Kahoot.
Stand-up quick-draw: teacher calls a term, students draw and hold up mini whiteboards. 5 rounds. Then 10-min Kahoot covering food web vocabulary. All tiers participate equally. No grades. Pure retrieval practice.
8:50
Biome food web comparison (45 min)
How does a rainforest food web differ from a desert? Students compare using data cards.
Students receive 2 biome data cards. Draw a food web for each. Which has more biodiversity? Which is more vulnerable to disruption? Tier 2: guided comparison chart with sentence stems. Tier 3: simplified 4-organism, 1 biome. Amir: compare 3 biomes and rank by resilience with evidence.
9:35
Mini-project intro + research (25 min)
Students choose a real-world ecosystem disruption for Thursday's 3-minute presentation.
Choose: invasive species, climate change, habitat loss, or overhunting. 20 min guided research. Present Thursday. Jamie: Spanish-language resources available. Marcus: oral presentation confirmed for Thursday. Sofia: presenting to small group of 3 — not full class.
Engagement hook: Last day of the week — energy is naturally higher. This is performance day. Students built toward this for 3 days. Let them show it.
8:30
Mini-project presentations (60 min)
3 min per student or pair. Peer feedback cards after each. Real-world case studies.
Marcus: verbal oral presentation, no written script required (IEP). Sofia: presents to small group of 3 peers (504). Jamie: may present in English or Spanish. Amir: presents last and ties all case studies into a broader pattern.
Preview Week 3 with a hook. Each student names one thing they learned this week.
"Next week we're going inside living things — cells. But not the boring kind. A cell is basically a tiny city and we're going to prove it." Then each student names one thing they're proud of from this week. This 5-minute ritual measurably increases Monday attendance in summer programs.
Week 2 scores will auto-update the Growth Mirror and flag tier changes for Week 3. Theo approaching Tier 1 threshold (74%).
Quick intake — summer mode · 2-minute setup per student
Summer teachers often meet students for the first time on Day 1. Quick Intake builds a functional DNA profile in 2 minutes. Refine profiles as you learn more during the session.
Period 2 — 16 students · Remediation
JR
Jamie R.
ELLSpanishT1
MJ
Marcus J.
IEPSLD readExt. timeT2
SL
Sofia L.
504No cold callT1
AK
Amir K.
GTArabicT1+enrich
DM
Devon M.
At-riskMVT2
TN
Theo N.
2yr below504 pendingT2
RP
Rosa P.
IEPESYT3
+9 more — tap to add flags
ESY students — IEP goals carry forward automatically
RP
Rosa Perez
12-month IEP · ESY · All 3 IEP goals active through summer
IEP carried
Rosa's IEP goals and accommodations from the regular year are automatically active in Summer Mode. ESY progress is logged separately from the regular-year IEP record.
Tiered lesson versions · Monday July 14 · Food webs
Summer Mode generates 3 compressed versions automatically. Same standard (MS-LS2-3), three access points. All IEP and 504 flags embedded.
Tier 1 — 10 students
Tier 2 — 4 students
Tier 3 — 2 students
Tier 1 — standard
Food web construction + trophic cascade analysis
8-organism food web · energy flow analysis · trophic cascade discussion · 90-min block
Activity
Build an 8-organism food web using picture cards. Draw energy flow arrows. Label all trophic levels. Answer: what happens if the fox population doubles? Justify using the food web. Jamie: Spanish bilingual vocab card. Sofia: no cold call during debrief.
Exit ticket
Draw a 4-organism food chain. Label each trophic level. Write one sentence explaining energy flow direction.
Tier 2 — scaffolded
Food web construction with guided support
5-organism food web · sentence stems · pre-built energy arrow template
Activity
5-organism food web with a template showing 3 pre-drawn arrows — student fills in 2 more. Label only producer and consumer. Answer using sentence stem: “If the rabbit disappeared, the fox would be affected because ___.” Marcus: word bank with definitions. Extended time. Oral option available.
Exit ticket
Circle correct: “In a food web, energy flows from ___ to ___. (a) consumer to producer (b) producer to consumer (c) decomposer to producer.” Verbal answer accepted.
Tier 3 — intensive
Food chain — entry-level with physical props
3 organisms only · 1-on-1 or 1-on-2 · IEP goal data point built in
Activity
3 physical picture cards: grass, rabbit, fox. Student places them in order on the desk. Teacher asks: “Does the grass eat the rabbit or does the rabbit eat the grass?” Build toward the words food chain, producer, consumer. Student matches 3 picture cards to 3 label cards. Rosa and Leon: all instruction 1-on-1. Log IEP verbal goal data point at end of activity.
IEP data point
Student demonstrates understanding of producer vs. consumer verbally. Record which cards student matched independently vs. with prompting. Log as Q3 IEP benchmark progress toward verbal goal.
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