Help for teachers

Type it the way you would say it, such as "grade two main idea," or use a code like ELAR 3.6A. Pick up to three. The first one you pick drives the plan, the exit ticket and the groups.

They are a classroom signal for one lesson, from exit-ticket questions correct: 0 is Did Not Meet, 1 is Approaches, 2 is Meets, 3 is Masters. They are not STAAR scores. STAAR levels come from the whole test, so they cannot tell you which standard to reteach.

From the exit-ticket levels. Each level gets a move: reteach with a prerequisite standard, guided practice, application, or extension. Pairs sit one level apart where possible. A Masters seat is never paired with a Did Not Meet seat. Treat all of it as suggestions.

No. Use seat numbers and counts only. Keep names, IDs and anything from an IEP, 504 or behavior plan out of the tool. Those plans stay where your campus keeps them.

They remind you to apply the plan on file during practice and the exit ticket. They are not copies of the plan, and the tool cannot confirm that a plan is being followed.

Enter how many students are at each ELPS level. The plan then gives sentence frames for Beginning, Intermediate, Advanced and Advanced high, plus key words from the standard. Turn on the biliteracy option for cognates and home-language talk.

Give a short pretest, three questions, and enter 0 to 3 per seat in the Pretest column. Groups form from the pretest until you add exit-ticket scores. If your students use Kempbell Academy, paste their levels by seat number in Save and feedback (More tools). Automatic delivery by class code is still being built.

In Save and feedback (More tools) you can save a copy in your own browser, or copy your class setup as text and keep it in your own file. Paste it back to load it. Nothing is sent to a server. Real accounts and automatic saving are not built yet.

• A saved copy lives in one browser on one device.
• Clearing your browser data removes it, so keep a text copy too.

One set for the whole class: a study guide, sentence starters, things to use at home, a graphic organizer, a memory-trick starter, a clue ladder, a table for finding confusion, and three pathways (build up, on level, go further). You add the practice problems or page numbers. Check the drafts against what you taught.

You can type a reference in now. Automatic references by TEKS code are planned for a later version, once the lessons and workbook are updated.

Yes, for ELAR, Math, Science and Social Studies in Kindergarten through Grade 5. When you pick one of those standards, the plan shows three pretest and three exit-ticket questions written for that standard, with answers, a short reason, and a hint. Use Copy to move them into your own document.

Edit anything. A teacher should read each question before students see it. For other standards, the plan shows a general exit-ticket idea instead.

A short start-of-class task that grabs attention or gets students ready for today's lesson. Pick a day (1 to 5) and the tool suggests a task built from the standard's key words and the standard before it. Cards and pictures are offered for K to 2, and a short reading warm-up for K to 3. Use the boxes to note what you saw, then adjust tomorrow. It needs a routine students can follow without you, such as the prompt posted at the door.

It looks for a verb you can see or hear (not understand, know or learn), one skill at a time, an outcome instead of an activity, and a way to tell if every student got there. It then offers a measurable version and a student "I can" version. It is a wording check, not a judgment of your lesson.

One sentence names what students will do with language (explain, compare, justify and so on), the content, and the words or sentence starters that help. The same objective is used for every level. Levels get different supports, not different objectives. Over a week, plan listening, speaking, reading and writing.

It suggests a big idea prompt and an open question for the whole lesson or unit. Type your own and the tool checks it: open-ended, not answerable with one fact, short enough to say, and ends as a question. Post it, come back to it through the unit, and tie it to the exit ticket.

Yes, in the homework step. Choose homework, tutorial, try-again or extra practice, and the level it is for (did not meet it yet, approaching, met it, or a challenge). The tool writes a plain-language letter, steps for helping without giving answers, a checklist for checking the work, and a tear-off slip for the parent to sign and return. Make one version per group. Today you copy the text into your own document or an email. A one-click PDF and a link to a family's Kempbell Academy account come later. Families write the student's name on the printed slip. Do not type names into the tool.

In the Teach tab. The intro page lists objectives, the skills students need first, essential vocabulary with meanings you type in, and key words used to find the lesson in a catalog. The guided notes are a student handout: vocabulary with meaning and example, a thinking question, a sort-it table, a why-it-matters question, a fill-in, a look-back and a short try-it. Copy the text to your own document. Add your own meanings and examples so they match your lesson.

In Progress and test data (More tools), add the standard to your lesson log and mark it Finished, Stopped partway, or Planned. If you stopped partway, choose the move you finished through. The tool then suggests where to pick up: a five-minute recap of that move, then the next one. Exit-ticket counts can be saved with each entry so you can see the trend. The log is saved with your copy in Save and feedback, in this browser only.

Yes, with seat numbers or student codes, never names. In Progress and test data, copy the CSV template, or use the Excel template and save it as CSV. Each row has the seat, the test, the skill or TEKS code, a percent or a level, and a date. Import it to compare test windows, see which seats moved up or down, and find the skills with the most students below target. "Apply to groups" sets each seat's pretest level from the most recent matching row so the After teaching groups start from real data. The levels are classroom levels from your cut points, not STAAR scores. Check your test's own placements first. Direct links to iReady, MAP or district systems are not built.

Within one class: the lesson log shows exit-ticket levels for each lesson, and Progress and test data compares test windows and seats. Across classes: use the coach view with name-free summaries. Over a year: your growth plan adds dated evidence.

No. Your district or campus sequence comes first. In What's next, paste your sequence (one standard per line) and the tool shows what is next, with finished and stopped-partway lessons marked from your lesson log. You can also follow your data (reteach suggestions from low exit tickets and test results), plan a quick prerequisite lesson, or pick any standard yourself. Your choice always wins. If your campus requires its own plan layout, list your headings and the tool fills each one from the plan so you can paste it into your template.

Switch to Cover an absence. Pick the standard the class is on (or paste a code from the district plan), set minutes and days, then open Plan the lesson. The Cover pack at the top copies a guest-teacher plan and a student work page. The only things needed are the standard, minutes and days. You can add where materials are, who to call and the attention signal. A partner teacher, coach or principal can do it in about 5 minutes.

Yes. In Your class, add the book or resource, pages, key words and the part you want to cover. The hook, think-aloud, independent try, exit ticket question 3 and the vocabulary list are built around it. The tool cannot read the book, so it uses the title, pages, topic and key words you type. They stay on the page and are not sent anywhere.

In Plan the lesson, open Check and group and use Quick pretest: one question on the main idea plus "How do you know?", sorted into ready, close and not yet piles. Enter levels by seat under Pretest in After teaching. Our estimate is about 30 minutes for a first lesson with a pretest and about 15 for a repeat lesson. These are our own estimates, not research results.

At the top of Plan the lesson, the Start with the end card shows what students should know, understand and be able to do, plus three "I can" success criteria you can post. Exit ticket questions 1, 2 and 3 check criteria 1, 2 and 3, so you can see at the end who got it. Open Edit my end goals to change any of it. The tool remembers your edits for each standard, and Reset puts the suggestions back.

Yes, and it is optional. In Plan the lesson, open the Language and thinking tab, then Connect it. It suggests ideas for other subjects, a few technology options (including no tech), and career and life skills such as teamwork, problem solving and "who uses this?" Pick one idea, not all of them.

Yes. In More tools, open Review and upload, paste your plan and choose Check my plan. You get what is strong first, then a few ways to strengthen it, each with an Open in my plan button. There is no score and nothing is shared. It is a keyword check, so a plan can mention a word without doing it. You know your class best.

Yes, in a simple way. After you score an exit ticket, choose Save this lesson's results. The tool keeps seat numbers and levels in this browser and, after two saved lessons, shows who moved up, who is on a roll, and who needs a new approach. It celebrates progress, and when a seat dips or a standard is hard it gives encouraging words and ideas to try. It also notices your own habits, such as the grouping you pick most, and suggests a stretch. Keep the same seat numbers or codes all year so it can follow growth. Clearing your browser data erases the history. Accounts for saving across devices are still being built.

Open More tools, then Pilot feedback and results. Answer the short sections (about 5 minutes), copy your response code and email it to the pilot lead. The code holds only what you typed. It has no student information. The pilot lead can paste many codes into "combine responses" to see averages, feature ratings, usability, who would pay, and a summary for funders and partners. Nothing is uploaded.

Open More tools, then Rubric builder, or tap Build a rubric from these on the lesson plan. Criteria start from your success criteria for the standard; edit them, one per line, with verbs you can see or hear. Pick four levels, single-point, or a student "I can" check. Choose "A project" to add teamwork, process and sharing. Score a seat to see its level and score, and send the levels to After teaching. The lowest level never scores below 50 (you can raise it to 69). That is a grading-policy choice, so follow your district policy.

Open Start here. It offers four paths: plan a lesson, cover an absence, try an example class, or give pilot feedback. On the main path use Next and Back at the bottom of the page. The example class loads only when you ask for it, and clears when you leave if you have no saved work.

Open More tools, then Student goals. Tap a seat for one student, two seats for a pair, or three or more for a group. Choose the goal (one level up is the default) and add it. Quick start adds a one-level-up goal for every scored seat in one tap. The tool shows each goal as Working on it, Close, Reached, or Needs a new approach, with encouragement and an idea for each. When a goal is reached it suggests a way to celebrate from your Recognition menu and copies a note home and a certificate with the name left blank. Keep recognition private and about growth, never a ranking or tied to grades. Goals are saved in this browser by seat number.

Open After teaching, then the Grouping guide. Choose what students will be doing (reteach a skill, practice together, discuss, jigsaw, quick talk, long project). The tool shows the group type, size, how long it lasts, how to form it, roles, and what to watch for, and suggests groups by seat number. Reteach groups are short-term. Mixed groups pair the top of the class with the middle, never the two extremes. You form the groups and can change any of them. Name groups by color, not level.

Yes. In Plan the lesson, the Support students tab has a Backup plan (short on time, too hard, too easy, tech fails) and the Check and group tab has a few reflection questions for after you teach. The exit ticket note reminds you to plan backward: write it first.

No. It is under More tools and stays off until you turn it on. Turn it on if your campus requires a plan or you want to grow. If you enter a current or previous T-TESS rating for any dimension, the tool picks your lowest dimensions as a focus, lists what to work on to reach the next level, and adds a growth line to the matching move in your lesson plan. It is a planning aid. It does not rate you or predict an appraisal.

Start with "Teach this lesson in five moves": what you do, what students do, and what to watch for, with a time for each. Below it, five tabs hold the rest: Teach, Check and group, Support students and Language and thinking. A Grow as a teacher tab appears only if you turn on the growth plan. Each part opens and closes, and long lists scroll inside their box. You do not need to read everything. Pick what helps today.

Classroom setup (More tools) sketches your room for pairs, rows, groups, a U shape or stations, and suggests one for your lesson style. It also gives a materials checklist from your plan, routines to teach (enter, attention signal, partner talk, materials, moving, leaving), an access check, and a one-page note for a guest teacher. The sketch is an illustration, not a floor plan. Do not type student names or plan details.

The dimension names and the "what to look for" prompts are plain-language versions of the Proficient descriptors in the official T-TESS rubric on teachfortexas.org. They are reflection prompts, not a rating and not the rubric text. Use the official rubric for all levels.

Each teacher copies a name-free summary of a class (counts only) and the coach pastes several in. The view shows levels across classes, shared standards and moves that did not work. It is for coaching and planning, not for rating teachers. Small groups can point back to individual students, so share with care.

What we are learning, words to know, five minutes at home, and questions to ask. Review it before it goes home. For another language, ask your campus for a translation by a qualified translator.

You pick a T-TESS dimension, write one goal, and add a dated line each time you act. You choose what to share. The summary shows how many planned actions you followed, whether evidence is spread across months, and how many seats moved up a level. It shows no lesson content and no student detail. It follows the shape of a Texas goal-setting and professional development plan but does not replace your district's form, and it is not a rating.

No. It names the dimensions a plan touches, as a reflection aid. Use the official T-TESS rubric for levels.

No. You and your campus own IEP, 504, behavior and ELPS decisions, and instruction.

Switch to "Cover an absence" at the top. Find the standard the class is on (use the district plan first), set the number of days, and hand over a plan with guest-teacher notes.

Pick an ELAR standard and the plan names its lesson type from the standard's wording, such as phonological awareness, decoding or fluency. Edit it if it looks wrong.