SAND Program Daily Pulse Worksheet Monomoy Regional High School
SAND PROGRAM | DAILY PULSE
Social Emotional Growth & Data Collection
Student:
Date:
Period:
1. Self-Awareness: Intensity Level
What is your current emotional energy level? Circle the number that matches.
1
😴 Low
2
🙂
3
😊 Optimal
4
😐
5
🤔 Elevated
6
😟
7
😟 Distressed
8
😠
9
😤
10
🌋 Crisis
2. Identifying Triggers
What contributed to your current state? Check all that apply:
🔊 Sensory Overload
📉 Academic Task
🔄 Transition
🏠 Home / Community
👤 Social Dynamic
❓ Internal / Unknown
❓ Other: ______________________
3. Internal Narrative
Sketch or doodle your current thoughts/feelings:
4. Self-Management Tools
Which regulation strategy will you implement? Choose 1-2:
Square Breathing Physiological
Sensory Grounding Environmental
Scheduled Break Structural
Creative Release Expressive
Movement Break Kinaesthetic
Staff Consultation Collaborative
"I am choosing a strategy that will help me return to _______________."
5. Communication & Support
How can the SAND staff support you right now?
Brief Narrative / Specific Need:
1:1 Check-in at end of period
Collaborative problem solving
Independent work with support
SAND Program Objective: Self-Management
Monomoy Regional High School
Awareness • Regulation • Growth
Staff Initials: _____
SAND Program Daily Pulse Worksheet Monomoy Regional High School
SAND PROGRAM | DAILY PULSE
Social Emotional Growth & Data Collection
Student:
Date:
Period:
1. Self-Awareness: Intensity Level
What is your current emotional energy level? Circle the number that matches.
1
😴 Low
2
🙂
3
😊 Optimal
4
😐
5
🤔 Elevated
6
😟
7
😟 Bumpy
8
😠 Agitated
9
😤 Angry
10
🌋 Crisis
2. Identifying Triggers
Contributing factors (Check all that apply):
🔊 Sensory Overload
📉 Academic Task
🔄 Transition
🏠 Home / Community
👤 Social Dynamic
Unknown
❓ Other: ______________________
3. Internal Narrative
Sketch or doodle your current thoughts:
4. Self-Management Tools
Implementation strategy (Choose 1-2):
Square Breathing Physiological
Grounding Environmental
Scheduled Break Structural
Creative Release Expressive
Movement Kinaesthetic
Consult Staff Collaborative
"This strategy helps me return to _______________."
5. Staff Support
How can SAND staff support you right now?
Narrative / Specific Need:
Check-in at end of period
Collaborative problem solving
Independent work / space
SAND Objective: Self-Management
Monomoy Regional High School
Awareness • Regulation • Growth
Staff Initials: _____
SAND Program Daily Pulse Worksheet Monomoy Regional High School
SAND PROGRAM | DAILY PULSE
Social Emotional Growth & Data Collection
Student:
Date:
Time:
Prd:
1. Self-Awareness: Intensity Level
Current emotional energy level (Circle one):
1
😴 Low
2
🙂
3
😊 Optimal
4
😐
5
🤔 Elevated
6
😟
7
😟 Bumpy
8
😠 Agitated
9
😤 Angry
10
🌋 Crisis
2. Identifying Triggers
Contributing factors (Check all):
🔊 Sensory
📉 Academic
🔄 Transition
🏠 Home
👤 Social
Unknown
❓ Other: ________________
3. Internal Narrative
Sketch or doodle your current thoughts:
4. Self-Management Tools
Implementation strategy (Choose 1-2):
Breathing Physiological
Grounding Environment
Break Structural
Expression Creative
Movement Kinesthetic
Consult Collaborative
"This helps me return to _______________."
5. Staff Support
How can SAND staff support you?
Narrative / Need:
End of period check-in
Problem solving support
Independent work/space
Program Objective: Self-Management
MRHS SAND Program
Awareness • Regulation • Growth
Staff Initials: _____
SAND Program Daily Pulse Worksheet Check-In Monomoy Regional High School
SAND PROGRAM | DAILY PULSE
Social Emotional Growth & Data Collection
Student:
Date:
Time:
Prd:
1. Self-Awareness: Intensity Level
Current emotional energy level (Circle one):
1
😴 Low
2
🙂
3
😊 Optimal
4
😐
5
🤔 Elevated
6
😟
7
😟 Bumpy
8
😠 Agitated
9
😤 Angry
10
🌋 Crisis
2. Identifying Triggers
Contributing factors (Check all):
🔊 Sensory
📉 Academic
🔄 Transition
🏠 Home
👤 Social
❓ Other: ________________
3. Internal Narrative
Sketch or doodle your current thoughts:
4. Self-Management Tools
Implementation strategy (Choose 1-2):
Breathing Physiological
Grounding Environment
Break Structural
Color/Draw Creative
Movement Kinesthetic
Consult Collaborative
"This helps me return to _______________."
5. Staff Support
How can SAND staff support you?
Narrative / Need:
End of period check-in
Problem solving support
Independent work/space
SAND Objective: Self-Management
MRHS SAND Program
Awareness • Regulation • Growth
Staff Initials: _____
SAND Program Daily Pulse Worksheet Check-In Monomoy Regional High School
SAND PROGRAM | DAILY PULSE
Social Emotional Growth & Data Collection
Student:
Date:
Time:
Prd:
1. Self-Awareness: Intensity Level
Current emotional energy level (Circle one):
1
😴 Low
2
🙂
3
😊 Optimal
4
😐
5
🤔 Elevated
6
🫤
7
😟 Bumpy
8
😠 Agitated
9
😤 Angry
10
🌋 Crisis
2. Identifying Triggers
Contributing factors (Check all):
🔊 Sensory
📉 Academic
🔄 Transition
🏠 Home
👤 Social
❓ Other: ________________
3. Internal Narrative
Sketch or doodle your current thoughts:
4. Self-Management Tools
Implementation strategy (Choose 1-2):
Breathing Physiological
Grounding Environment
Break Structural
Color/Draw Creative
Movement Kinesthetic
Consult Collaborative
"This helps me return to _______________."
5. Staff Support
How can SAND staff support you?
Narrative / Need:
End of period check-in
Problem solving support
Independent work/space
SAND Objective: Self-Management
MRHS SAND Program
Awareness • Regulation • Growth
Staff Initials: _____
SAND Program Daily Pulse Worksheet Check-In Monomoy Regional High School
SAND PROGRAM | DAILY PULSE
Social Emotional Growth & Data Collection
Student:
Date:
Time:
Prd:
1. Self-Awareness: Intensity Level
Current emotional energy level (Circle one):
1
😴 Low
2
🙂
3
😊 Optimal
4
😐
5
🤔 Elevated
6
🫤
7
😟 Bumpy
8
😠 Agitated
9
😤 Angry
10
🌋 Crisis
2. Identifying Triggers
Contributing factors (Check all):
🔊 Sensory
📉 Academic
🔄 Transition
🏠 Home
👤 Social
❓ Other: ________________
3. Inside My Head
Sketch or doodle your current thoughts:
4. Self-Management Tools
Implementation strategy (Choose 1-2):
Breathing Physiological
Grounding Environment
5-minute Break
Color/Draw Creative
Movement Stretch
Consult Collaborative
"This helps me return to _______________."
5. Staff Support
How can SAND staff support you?
Narrative / Need:
End of period check-in
Problem solving support
Independent work/space
SAND Objective: Self-Management
MRHS SAND Program
Awareness • Regulation • Growth
Staff Initials: _____
SAND Program Daily Pulse Worksheet Check-In Monomoy Regional High School
SAND PROGRAM | DAILY PULSE
Social Emotional Growth & Data Collection
Student:
Date:
Time:
Prd:
1. Self-Awareness: Intensity Level
Current emotional energy level (Circle one):
1
😴 Low
2
🙂
3
😊 Optimal
4
😐
5
🤔 Elevated
6
🫤
7
😟 Bumpy
8
😠 Agitated
9
😤 Angry
10
🌋 Crisis
2. Identifying Triggers
Contributing factors (Check all):
🔊 Sensory
📉 Academic
🔄 Transition
🏠 Home
👤 Social
❓ Other: ________________
3. Inside My Head
Sketch or doodle your current thoughts:
4. Self-Management Tools
Implementation strategy (Choose 1-2):
Breathing Physiological
5-minute Break
Color/Draw Creative
Movement Stretch
"This helps me return to _______________."
5. Staff Support
How can SAND staff support you?
Narrative / Need:
End of period check-in
Problem solving support
Independent work/space
SAND Objective: Self-Management
MRHS SAND Program
Awareness • Regulation • Growth
Staff Initials: _____
System Status Slides SYSTEM STATUS
SAND Program Daily Check-In
Why Check In?
Self-Awareness
Know how your "engine" is running before things get too bumpy.
Regulation
Identify which tools in your toolbox actually work for you.
Data Power
Help us track your progress so we can celebrate your growth.
The Intensity Scale
1-3
😊
Optimal
Ready to work.
4-6
🫤
Elevated
Engine is revving.
7-9
😤
Bumpy
Distressed.
10 🌋
Crisis
SAFETY FIRST.
Action: Use Your Tools
When you circle 5 or higher...
Identify the trigger (The Spark)
Pick 1 Tool from your Toolbox
Commit to the tool for 5 mins
Breathing
5-Min Break
Color / Draw
Stretch
Independence
The Pulse isn't about being "good" or "bad." It's about being in control of your journey.
Awareness • Regulation • Growth
Pulse Data Teacher Guide Pulse Data Guide
SAND Program | Teacher Resource
Confidential Special Education Resource
Core Objectives
The Daily Pulse Check-In is a dual-purpose instrument designed for students in the SAND program at Monomoy Regional High School. It functions as both a clinical data collection point and a meta-cognitive regulation tool .
Student Growth
Encourages students to pause, label internal states, and consciously select a regulation strategy based on current intensity.
Staff Data
Provides quantifiable data for IEP goals related to self-regulation, identification of triggers, and functional tool use.
The Routine
1 Check-in during first 5 mins of every period.
2 Check-in during known transitions or "spikes."
3 Staff initials check-in to verify data.
Intensity Tiers & Intervention
Level Student State Staff Response Instructional Goal 1 - 3 Regulated, Optimal, Ready Positive reinforcement; low-proximity support. Core academic engagement. 4 - 6 "Engine Speeding Up" / Frustrated Prompt tool use. Offer 1:1 check-in if needed. Self-correction & early implementation. 7 - 9 Highly Distressed / Bumpy Immediate shift to Coping Toolbox. Modify task load. Physiological de-escalation. 10 Crisis Safety protocols only. Minimal verbal prompt. Safety & Stabilization.
Staff Initials Protocol
The "Staff Initials" line is the most critical element for program accountability. Do not initial until:
All 5 sections are attempted.
Intensity matches behavior (check for compliance checking).
The coping tool was implemented (if level >4).
Common IEP Goal Links
Goal: Self-Regulation Implementation
Measured by percentage of instances student selects/implements tools independently vs with prompting.
Goal: Internal State Identification
Measured by accuracy of "The Spark" identification and narrative sketch correlation to intensity.
MRHS SAND Program Implementation Guide Strictly Confidential
Pulse Data Teacher Guide Pulse Data Guide
SAND Program Implementation Resource
Strictly Confidential
Core Objectives
The Daily Pulse Check-In is a clinical data collection point and a meta-cognitive regulation tool for students in the Monomoy SAND program.
Student Growth
Labels internal states and encourages conscious tool selection.
Staff Data
Quantifiable metrics for IEP self-regulation and tool-use goals.
The Routine
1 First 5 mins of every period.
2 During known transitions.
3 Staff initial to verify data.
Intensity Tiers & Response
Level Student State Staff Response 1 - 3 Regulated / Optimal Reinforce; Low-proximity support. 4 - 6 "Engine Revving" / Frustrated Prompt tool use. Offer 1:1 check-in. 7 - 9 Distressed / Bumpy Immediate tool shift. Modify task. 10 Crisis Safety protocols only. No verbal processing.
Initialing Protocol
Do not initial until:
All 5 sections are attempted.
Intensity matches behavior.
Tool implementation verified (if >4).
IEP Goal Tracking
Self-Regulation Goal
Independent tool use vs prompted selection.
Internal State Goal
Correlation between 'Spark' and Intensity level.
MRHS SAND Program Implementation Guide
Confidential - For Staff Use Only
SAND Program Daily Pulse Worksheet Check-In Monomoy Regional High School
SAND PROGRAM | DAILY PULSE
Academic Support: Self-Management & Growth
Student:
Date:
Time:
Block:
1. Self-Awareness: Intensity Level
Current emotional energy level (Circle one):
1
😴 Low
2
🙂
3
😊 Optimal
4
😐
5
🤔 Elevated
6
🫤
7
😟 Bumpy
8
😠 Agitated
9
😤 Angry
10
🌋 Crisis
2. Identifying Triggers
Contributing factors (Check all):
🔊 Sensory
📉 Academic
🔄 Transition
🏠 Home
👤 Social
❓ Other: ________________
3. Inside My Head
Sketch or doodle your current thoughts:
4. Self-Management Tools
Implementation strategy (Choose 1-2):
Breathing Physiological
5-minute Break
Color/Draw Creative
Movement Stretch
"This helps me return to _______________."
5. Staff Support
How can SAND staff support you?
Narrative / Need:
AS Block check-in
Problem solving support
Independent work/space
SAND Objective: Self-Management
MRHS SAND Program
Awareness • Regulation • Growth
Staff Initials: _____
System Status Slides SYSTEM STATUS
SAND Program Academic Support
Why Check In?
Self-Awareness
Know how your "engine" is running during Academic Support.
Regulation
Identify which tools in your toolbox actually work for you.
Data Power
Help us track your progress so we can celebrate your growth.
The Intensity Scale
1-3
😊
Optimal
Ready to work.
4-6
🫤
Elevated
Engine is revving.
7-9
😤
Bumpy
Distressed.
10 🌋
Crisis
SAFETY FIRST.
Action: Use Your Tools
When you circle 5 or higher...
Identify the trigger (The Spark)
Pick 1 Tool from your Toolbox
Commit to the tool for 5 mins
Breathing
5-Min Break
Color / Draw
Stretch
The Routine
1
Complete the Pulse at the start of Academic Support.
2
Ask for a 1:1 check-in if you need extra support.
3
Staff will initial your form to verify your progress.
Pulse Data Teacher Guide Pulse Data Guide
Academic Support Block | SAND Implementation
Strictly Confidential
Core Objectives
The Daily Pulse Check-In is used during the student's Academic Support block to measure self-awareness and regulation efficiency.
Student Growth
Labels internal states and encourages conscious tool selection before working.
Staff Data
Provides consistent daily data points for behavioral tracking and progress reports.
The Routine
1 Start of Academic Support.
2 Post-transition check-in.
3 Staff initial after tool implementation.
Intensity Tiers & Response
Level Student State Staff Response 1 - 3 Regulated / Optimal Academic work focus; Positive reinforcement. 4 - 6 "Engine Revving" / Elevated Prompt coping tool; Increase staff proximity. 7 - 9 Distressed / Bumpy Priority: Regulation. Pause academic demands. 10 Crisis Safety protocols. Minimal verbal engagement.
Staff Initialing Protocol
Initial only when:
AS Block entry check-in is complete.
Intensity scale matches objective behavior.
Coping tool implementation is verified.
IEP Connection
Self-Management
Measures independent vs. prompted tool selection.
Metacognition
Accuracy of trigger identification relative to intensity.
MRHS SAND Program | Academic Support Block
Awareness • Regulation • Growth
System Status Slides SYSTEM STATUS
SAND Program Academic Support
Why Check In?
Self-Awareness
Know how your "engine" is running during Academic Support.
Regulation
Identify which tools in your toolbox actually work for you.
Data Power
Help us track your progress so we can celebrate your growth.
The Intensity Scale
1-3
😊
Optimal
Ready to work.
4-6
🫤
Elevated
Engine is revving.
7-9
😤
Bumpy
Distressed.
10 🌋
Crisis
SAFETY FIRST.
Action: Use Your Tools
When you circle 4 or higher...
Identify the trigger (The Spark)
Pick 1 Tool from your Toolbox
Commit to the tool for 5 mins
Breathing
5-Min Break
Color / Draw
Stretch
The Routine
1
Check-in at the start of Academic Support.
2
"Inside My Head" - Sketch your thoughts or feelings.
3
Ask for a 1:1 check-in if you need extra support.
4
Staff will initial your form to verify your progress.
Pulse Data Teacher Guide Pulse Data Guide
Academic Support Block | SAND Implementation
Strictly Confidential
Core Objectives
The Daily Pulse is completed during the **Academic Support block** to measure a student's self-awareness and regulation efficiency.
Student Growth
Labels internal states and encourages conscious tool selection (e.g., 5-min Break, Stretch).
Staff Data
Provides daily metrics for IEP self-regulation and data-based progress reports.
The Routine
1 Start of Academic Support block.
2 "Inside My Head" sketch completion.
3 Staff initial after data verification.
Intensity Tiers & Intervention
Level Student State Staff Response 1 - 3 Regulated / Optimal Academic focus; Positive reinforcement. 4 - 6 "Engine Revving" / Elevated Prompt tool use (Stretch/Breathing). Increase proximity. 7 - 9 Distressed / Bumpy Immediate 5-min Break. Pause academics. 10 Crisis Safety protocols. Minimal verbal engagement.
Initialing Protocol
Initial only when:
AS Block entry check-in is complete.
Intensity matches objective behavior.
Coping tool use is verified (if >4).
IEP Connection
Self-Management
Quantifies independent vs. prompted regulation strategy selection.
Metacognition
Accuracy of trigger identification (The Spark) relative to intensity.
MRHS SAND Program | Implementation Guide
Awareness • Regulation • Growth
System Status Slides SYSTEM STATUS
SAND Program: Academic Support Only
Why Check In?
Self-Awareness
Know how your "engine" is running specifically during Academic Support.
Regulation
Identify which tools in your toolbox actually work for you right now.
Data Power
Help staff track your progress to support your personal goals.
The Intensity Scale
1-3
😊
Optimal
Ready to work.
4-6
🫤
Elevated
Engine is revving.
7-9
😤
Bumpy
Distressed.
10 🌋
Crisis
SAFETY FIRST.
Action: Use Your Tools
When you circle 4 or higher...
Identify the trigger (The Spark)
Pick 1 Tool from your Toolbox
Commit to the tool for 5 mins
Breathing
5-Min Break
Color / Draw
Stretch
The Academic Support Routine
1
Complete at the very start of Academic Support (AS).
2
"Inside My Head" - Sketch current thoughts or feelings.
3
"Daily Highlight" - Share one thing going well today.
4
Staff initials verify your data and tool implementation.
SAND Program Daily Pulse Worksheet Check-In Monomoy Regional High School
SAND PROGRAM | DAILY PULSE
Academic Support: Self-Management & Growth
Student:
Date:
Time:
Block:
1. Self-Awareness: Intensity Level
Current emotional energy level (Circle one):
1
😴 Low
2
🙂
3
😊 Optimal
4
😐
5
🤔 Elevated
6
🫤
7
😟 Bumpy
8
😠 Agitated
9
😤 Angry
10
🌋 Crisis
2. Triggers
Contributing factors (Check all):
🔊 Sensory
📉 Academic
🔄 Transition
🏠 Home
👤 Social
❓ Other: ____________
3. Inside My Head
Sketch or doodle your current thoughts:
4. Management
Strategy (Choose 1-2):
Breathing
5-min Break
Color/Draw
Stretch
"This helps me return to _______________."
5. Support
How can we support you?
AS Block check-in
Problem solving
Independent space
Objective: Self-Management
6. Daily Highlight
Something that is going well today is:
MRHS SAND Program
Awareness • Regulation • Growth
Staff: _____
System Status Slides SYSTEM STATUS
SAND Program: Academic Support Only
Why Check In?
Self-Awareness
Know how your "engine" is running specifically during Academic Support.
Regulation
Identify which tools in your toolbox actually work for you right now.
Data Power
Help staff track your progress to support your personal goals.
The Intensity Scale
1-3
😊
Optimal
Ready to work.
4-6
🫤
Elevated
Engine is revving.
7-9
😤
Bumpy
Distressed.
10 🌋
Crisis
SAFETY FIRST.
Action: Use Your Tools
When you circle 4 or higher...
Identify the trigger (The Spark)
Pick 1 Tool from your Toolbox
Commit to the tool for 5 mins
Breathing
5-Min Break
Color / Draw
Stretch
The Academic Support Routine
1
Complete at the very start of Academic Support (AS).
2
"Inside My Head" - Sketch current thoughts or feelings.
3
"Something that is going well today is..." - Share a highlight.
4
Staff initials verify your data and tool implementation.
SAND Program Daily Pulse Worksheet Check-In Monomoy Regional High School
SAND PROGRAM | DAILY PULSE
Academic Support: Self-Management & Growth
Student:
Date:
Time:
Block:
1. Self-Awareness: Intensity Level
Current emotional energy level (Circle one):
1
😴 Low
2
🙂
3
😊 Optimal
4
😐
5
🤔 Elevated
6
🫤
7
😟 Bumpy
8
😠 Agitated
9
😤 Angry
10
🌋 Crisis
2. Triggers
Contributing factors (Check all):
🔊 Sensory
📉 Academic
🔄 Transition
🏠 Home
👤 Social
❓ Other: ____________
3. Inside My Head
Sketch or doodle your current thoughts:
4. Management
Strategy (Choose 1-2):
Breathing
5-min Break
Color/Draw
Stretch
"This helps me return to _______________."
5. Support
How can we support you?
Help with school work
Problem solving support
Independent work/space
Objective: Self-Management
6. Daily Highlight
Something that is going well today is:
MRHS SAND Program
Awareness • Regulation • Growth
Staff: _____
SAND Program Daily Pulse Worksheet Monomoy Regional High School
SAND PROGRAM | DAILY PULSE
Academic Support: Self-Management & Growth
Student:
Date:
Time:
Block:
1. Self-Awareness: Intensity Level
Current emotional energy level (Circle one):
1
😴 Low
2
🙂
3
😊 Optimal
4
😐
5
🤔 Elevated
6
🫤
7
😟 Bumpy
8
😠 Agitated
9
😤 Angry
10
🌋 Crisis
2. Triggers
Contributing factors (Check all):
🔊 Sensory
📉 Academic
🔄 Transition
🏠 Home
👤 Social
✅ None
❓ Other: ____________
3. Inside My Head
Sketch or doodle your current thoughts:
4. Management
Strategy (Choose 1-2):
Breathing
5-min Break
Color/Draw
Stretch
"This helps me return to _______________."
5. Support
How can we support you?
Help with school work
Problem solving support
Independent work/space
Objective: Self-Management
6. Daily Highlight
Something that is going well today is:
MRHS SAND Program
Awareness • Regulation • Growth
Staff: _____
SAND Program Daily Pulse Worksheet Check-In Monomoy Regional High School
SAND PROGRAM | DAILY PULSE
Academic Support: Self-Management & Growth
Student:
Date:
Time:
Block:
1. Self-Awareness: Intensity Level
Current emotional energy level (Circle one):
1
😴 Low
2
🙂
3
😊 Optimal
4
😐
5
🤔 Elevated
6
🫤
7
😟 Bumpy
8
😠 Agitated
9
😤 Angry
10
🌋 Crisis
2. Triggers
Contributing factors (Check all):
🔊 Sensory
📉 Academic
🔄 Transition
🏠 Home
👤 Social
✅ None
❓ Other: ____________
3. Inside My Head
Sketch or doodle your current thoughts:
4. Management
Strategy (Choose 1-2):
Breathing
Visualization/Grounding
Color/Draw
Stretch
"This helps me return to _______________."
5. Support
How can we support you?
Help with school work
Problem solving support
Independent work/space
Objective: Self-Management
6. Daily Highlight
Something that is going well today is:
MRHS SAND Program
Awareness • Regulation • Growth
Staff: _____
System Status Slides SYSTEM STATUS
SAND Program: Academic Support Only
Why Check In?
Self-Awareness
Know how your "engine" is running specifically during Academic Support.
Regulation
Identify which tools in your toolbox actually work for you right now.
Data Power
Help staff track your progress to support your personal goals.
The Intensity Scale
1-3
😊
Optimal
Ready to work.
4-6
🫤
Elevated
Engine is revving.
7-9
😤
Bumpy
Distressed.
10 🌋
Crisis
SAFETY FIRST.
Action: Use Your Tools
When you circle 4 or higher...
Identify the trigger (The Spark)
Pick 1 Tool from your Toolbox
Commit to the tool for 5 mins
Breathing
Visualization / Grounding
Color / Draw
Stretch
The Academic Support Routine
1
Complete at the very start of Academic Support (AS).
2
"Inside My Head" - Sketch current thoughts or feelings.
3
"Something that is going well today is..." - Share a highlight.
4
Staff initials verify your data and tool implementation.
Pulse Data Teacher Guide Pulse Data Guide
Academic Support Block | SAND Implementation
Strictly Confidential
Core Objectives
The Daily Pulse is completed during the **Academic Support block** to measure a student's self-awareness and regulation efficiency.
Student Growth
Labels internal states and encourages conscious tool selection (e.g., Visualization/Grounding, Stretch).
Staff Data
Provides daily metrics for IEP self-regulation and data-based progress reports.
The Routine
1 Start of Academic Support block.
2 "Inside My Head" sketch completion.
3 Staff initial after data verification.
Intensity Tiers & Intervention
Level Student State Staff Response 1 - 3 Regulated / Optimal Academic focus; Positive reinforcement. 4 - 6 "Engine Revving" / Elevated Prompt tool use (Stretch/Breathing). Increase proximity. 7 - 9 Distressed / Bumpy Immediate Visualization/Grounding. Pause academics. 10 Crisis Safety protocols. Minimal verbal engagement.
Initialing Protocol
Initial only when:
AS Block entry check-in is complete.
Intensity matches objective behavior.
Coping tool use is verified (if >4).
IEP Connection
Self-Management
Quantifies independent vs. prompted regulation strategy selection.
Metacognition
Accuracy of trigger identification (The Spark) relative to intensity.
MRHS SAND Program | Implementation Guide
Awareness • Regulation • Growth
