Built with Educators. · Tested with Students. · Shaped in Classrooms.
WHERE THE TIME ACTUALLY GOES
Sunday night scaries, before and after
The lessons are already written. The personalization happens on its own.
The paperwork writes itself as students work
BUILDING IT YOURSELF
Hunt for materials that are age-appropriate and don't feel babyish
Rewrite each one for a different reading level
Make a second version for the student who needs more support
Reconstruct what happened from memory before the IEP meeting
Do it again next week!
WITH SHEPHERD
Transition lessons already built for this age group
Each student's path personalized to their goals automatically
Students work independently, at their own level
Progress documented as they go, tied to IEP goals
Next week is already there
THE PART YOU USED TO WRITE YOURSELF
The IEP evidence, already written.
Prompt levels, accuracy and self-initiation are captured while students work. Shepherd turns that into a Transition Evidence Report: mastery against every goal you set, where each skill lands at the current pace, and what to practice next.
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It flags where a student is behind, not only where they are doing well. You review it. You don't write it.
0%
0%
of teachers say its easier to setup and run
report stronger-than-usual student engagement
0%
of schools convert to customers after pilot
These were the first eight schools. Now new customers are onboarding every week
Spring 2026 beta · 8 schools · 50 learners · public, private and specialty programs across NJ, MA, VT and NYC
WHAT THE FIRST WEEK LOOKS LIKE
Set it up once. It keeps going.
Add your students and drop in their IEP goals. No training, no rollout, no IT ticket.
Ten minutes, once.
It personalizes for you.
Each student gets lessons built around their goals, their level, and what they're interested in.
Ready before the meeting.
Prompt levels, accuracy and self-initiation captured as they work. One click turns it into a progress report.
FROM TEACHERS, NOT FROM US
What it changed in the classroom.
"
The onboarding assistance was remarkably concrete which worked perfectly with how he processes information.
Teacher
Cotting School · MA
"
Students were very engaged in the quests and games. They genuinely enjoyed the experience.
Teacher
Newmark Education · NJ
What kinds of life and functional skills does Shepherd teach?
Spectrum Shepherd is designed for transition-age learners, especially students ages 14–22, and helps them practice real-world life skills and functional skills that support greater independence at school, at home, in the community and eventually at work.
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Instruction can span daily living and self-care, home management, safety and community navigation, communication and self-advocacy, executive functioning, social and digital skills, and vocational readiness. Lessons are intentionally snack-sized, usually under 10 minutes, to help keep students focused and engaged. Each learner’s lesson queue is automatically tailored to their IEP goals, learning level and interests so instruction stays relevant to the individual student.
How does Shepherd fit into existing special education instruction?
Shepherd is designed to be an easy complement to a teacher’s existing routine, not a replacement for the instruction they already provide.
Educators can use lessons for individual or small-group instruction and connect student learning directly to transition and functional-skills goals already being addressed in the classroom. Shepherd handles much of the personalization and lesson preparation in the background, making it easier to add targeted life-skills instruction without creating another heavy planning burden.
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How is progress toward independence measured?
Getting a task correct is only part of functional progress. Shepherd captures accuracy and prompt level so teachers can see not just whether a student can perform a skill, but how much support they need to do it.
Shepherd also supports generalization through a gamified approach that complements the core lessons, helping students practice applying skills beyond the initial instructional experience. Together, these signals can help teachers see whether a learner is building greater independence over time and provide useful evidence for progress monitoring and transition-focused IEP conversations.