Daily Pulse Worksheet
Daily Pulse
Individual Check-In
3rd-5th Grade Support
Name
Date
How are you feeling today?
Circle or color the picture that best shows how you're feeling right now:
😊 Happy & Excited
😐 Okay & Calm
😟 Worried or Sad
😠 Frustrated
Hope Question
What’s one thing you’re hoping will be a little bit better after we talk today?
When you walk out of my office, what’s one thing you want to feel more ready for?
Mini Scaling
On a scale from 1–10, where are you with this right now? (Circle your number)
1
1
2
3
4
5
6
7
8
9
10
10
Why not a number lower?
Spotlight an Exception
Tell me about a recent moment (even a tiny one) when this wasn’t as tough.
What were you doing during that moment that helped?
Tiny Next Steps
What’s one thing you can try before I see you again?
What’s a 1% improvement step?
What’s the smallest next step that would help you feel a bit more in control?
Affirming Strengths (For Teacher Use)
Teacher: Name specific, concrete strengths you saw during the conversation. (e.g., clarity of thought, persistence, or openness).
Daily Pulse Facilitation Guide
Daily Pulse Facilitation Guide
Teacher Resource
Individual (Tier 3) Support • 10-Minute Solution-Focused Check-In
Purpose
This check-in uses **Solution-Focused Brief Therapy (SFBT)** techniques to help students identify their own strengths and resources. Instead of focusing on why a problem is happening, we focus on moments when the problem isn't happening and how to create more of those moments.
Session Pacing (10 Minutes)
1 Min
Check-In & Mood
Greet the student warmly. Let them circle their mood on the worksheet. Validate their feeling without spending too long on "the story" of the feeling.
1-2 Min
The Hope Question
Ask: "What are you hoping will be a little better after we talk?" This shifts the focus from the past (problems) to the future (hopes). If they say "I don't know," try: "What would your best self hope for?"
2 Min
Scaling Questions
Use the 1–10 scale. **Crucial Follow-up:** Always ask, "Why not a number lower?" This forces the student to recognize the things they are already doing that are keeping them at a 3 instead of a 1.
2 Min
Spotlight an Exception
Look for "exceptions"—times when the problem didn't happen. "Tell me about a time this week when you felt just a little bit better. What were you doing then?" Help them see their own role in that success.
2-3 Min
Tiny Next Steps
Co-create a "1% improvement." Avoid big goals like "Be good all day." Instead, try "I will take one deep breath before I enter the cafeteria." Small steps build confidence.
1 Min
Affirming Strengths
End with a specific compliment. "I noticed how persistent you were in thinking of a solution today." This leaves the student feeling capable and seen.
Key Phrases to Use
- "Suppose a miracle happened..."
- "How did you manage to do that?"
- "What else?" (Keep digging for details)
- "Who else would notice if you moved up one point?"
What to Avoid
- Asking "Why" (it often leads to blame).
- Giving advice too early.
- Fixating on the trauma or negative event.
- Setting "all or nothing" goals.
Daily Pulse Progress Log
Daily Pulse: Progress Log
Teacher Record
Documentation for Individual (Tier 3) Well-being Support
Student Name:
| Date | Mood (1-4) | Scale (1-10) | Tiny Next Step & Goal Progress | Key Strength Observed |
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Quarterly Reflection / Trend Analysis
Overall Mood & Outlook Trends
Core Strengths Identified
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