Two hundred colonists, thirty minutes, and no script.
A routine patrol turns urgent when a civilian transport comes under pirate attack. Five to six students take bridge stations and have to intercept, protect, and rescue before time runs out. There are no predetermined outcomes. The crew's decisions drive everything, which is exactly why the transcript is worth reading afterward.
The crew isn't watching a story. They're inside a problem.
A civilian transport carrying 200 colonists sends a distress call under pirate attack. Your students are the closest ship. From that moment the mission belongs to them: who to protect first, how fast to close, what to risk, and who on the bridge gets listened to when two of them disagree.
Nothing is on rails. The scenario responds to what the crew actually does, so a class that coordinates well sees a different mission than a class that talks over each other. That is the point. A script would tell you nothing about your students.
Science flagged the anomaly twice before anyone acknowledged it. When the Captain finally repeated the report back, the crew reorganized around the new plan in seconds. The student your roster lists as the quietest in the room was the first to see the problem and the most persistent about raising it.
CONFIDENCE: HIGH // ROLE-LABELED TRANSCRIPT + TELEMETRY
Illustrative excerpt from a composite mission. Your report reflects your crews' actual transcripts and telemetry.
Five stations. Every one of them has to talk.
| Station | Responsibilities |
|---|---|
| Captain | Prioritize objectives, delegate tasks, resolve crew disagreements |
| Flight | Plot intercept courses, calculate approach vectors, manage velocity |
| Tactical | Assess threats, manage shields, coordinate defensive response |
| Science | Scan contacts, interpret sensor data, relay critical information |
| Engineering | Allocate power, manage system failures, support other stations |
No station can succeed alone, and none of them can hide. Every student contributes out loud, and the Mission Analysis System captures all of it as role labeled evidence. Crew roles rotate between sessions, so a student who was Captain in one run can be Engineering in the next.
Twenty Student Expectations across four subjects.
The Meridian Rescue has the broadest middle school coverage in our catalog. Your instructional team sees the crosswalk before deployment, not after.
| Subject | What it covers |
|---|---|
| ELA oral language | Active listening, following and giving complex instructions, constructive feedback |
| Science practices | Ask questions, analyze data, mathematical reasoning, cause and effect |
| Mathematics | Ratios, rates, percents, unit rate calculations |
| Technology applications | Engineering design, digital collaboration, technical terminology |
Full TEKS crosswalk with verbatim citations is available in our Standards Alignment Matrix. Email [email protected] and we will send it. Alignment references describe how mission evidence maps to these frameworks. They are not endorsements by the framework owners.
Three documents, written for three different readers.
Individual student reports
Role specific performance at their station, communication metrics covering how clearly and effectively they spoke, and teamwork indicators like backup behavior and information sharing.
Teacher dashboard
Class wide patterns and highlights, evidence mapped to specific TEKS Student Expectations, and clips and quotes worth replaying with your students during debrief.
Campus summary
Aggregate engagement data and standards coverage documentation, formatted for the grant reporting and board conversations your administration already has to write.
All processing happens locally on our equipment inside your building. No student audio, video, or transcript data leaves your campus. The consent packet covers capture, retention, deletion, and who controls the data. No PII is retained after reports are delivered.
What your campus has to provide. It is not much.
| Question | Answer |
|---|---|
| How long? | 30 minutes of mission time, about 40 with pre brief and debrief |
| Where? | We bring the simulator to your campus. A gym, cafeteria, or large classroom works. Setup takes about 45 minutes. |
| Staff needed? | Zero. Our crew handles facilitation, setup, and student guidance. Your teachers are welcome to watch. |
| Students per session? | Five to six on the bridge. Observers rotate in for subsequent runs. |
| Sessions per day? | Up to eight on a full day, four on a half day. A full day serves up to 50 students on one bridge, up to 100 with two. |
| Prerequisite? | None. This mission is designed as an accessible entry point. |
More detail in the booking FAQ, including space requirements, accommodations, lead time, and what teachers receive beforehand.
Your business office has seen this before.
| Source | Fit |
|---|---|
| Title I | Innovative instruction supporting student achievement |
| Title IV, Part A | Well rounded education, STEM, technology integration |
| CTE and Perkins V | Career readiness, applied STEM skills |
| STEM grants | Hands on science and engineering practice |
| PTA and education foundation | Enrichment programming |
We provide budget justification language and funding pathway documentation on request. Your federal programs office makes the final call on allowability. Full detail on the schools page.
Fall mission calendars fill by campus, not by district.
Claim your date.
Prefer to talk first? Email [email protected]
The standards evidence in our reports is design coverage mapping, meaning this mission elicits these TEKS. It is not criterion validated measurement. We are upfront about what our system does and does not claim.