Students independently work through a teacher-assigned Brisk Boost activity at their own pace. The activity is a back-and-forth chat with an AI the teacher has set up for a specific topic: students answer its questions, ask their own, and get written feedback as they go. Depending on how the teacher configured it, the chat might be a tutor that works through a concept, a writing or grammar coach, or a character (e.g., a historical figure or fictional character) that students can interview. Multilingual learners can work in their home language when the teacher has enabled that function for them.

On the teacher's side, the AI generates and adapts instructional materials from a prompt or an existing document or web page, building lesson plans, slide decks, quizzes, rubrics, and feedback; changing the reading level of a text; and translating materials into other languages. It can write feedback on student work, organized as what a student did well and what to work on next. In a Boost activity, the AI has a back-and-forth chat with each student on the topic the teacher set up: it asks questions, responds to what the student writes, gives written feedback, and works toward the learning goals the teacher defined, signaling when a student has met them. It adjusts its language to the level the teacher specified and can converse in other languages.

Teachers use Brisk through a browser extension that works on top of the tools they already use, like Google Docs, Microsoft (Word + PPT), web pages, and their learning management system. Working from an article or web page they've opened, a document or school system lesson plan they've pasted in, or a written prompt describing what they want, they generate instructional materials: lesson plans, slide decks, quizzes, study guides, and rubrics. They can produce several versions of the same task at different levels in one step, change the reading level of a text, and translate materials into other languages. They can also generate written feedback on student work they've collected, which they then return to students themselves. Teachers can also create a Brisk Boost activity for students. They set it up before releasing it, choosing the topic, the type of interaction (e.g., a tutor, a writing coach, or a character to interview), the language level, and the feedback style. While students work, teachers can watch the dialogues on a live dashboard, where they can see each student's chat, get notified when a student pastes in content, and message individual students to redirect or support them. Teachers can review and edit what Brisk produces before using it, checking the AI's output for accuracy and refining their prompts to improve it.

School and school system leaders make adoption decisions, set the scope of use, and evaluate alignment with the core curriculum. Leaders can use Brisk to support teachers' instruction directly: writing rubric-based feedback on classroom observations, helping teachers align an article or resource to state and national standards, and adapting texts to different reading levels or translating them for multilingual learners. Across the school system, they can see how teachers are using Brisk through an administrator dashboard—including a measure of how much use reflects instructional practices associated with stronger student learning—and control which Brisk tools are available to their teachers.