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AI for Education

30 learners. 30 levels. One teacher. Grading due tomorrow.

We engineer AI for schools, districts, and online academies: adaptive tutors that meet each learner where they are, grading and formative-assessment assistants that give teachers their evenings back, intervention cycles that catch the quiet drop-off early, and parent updates that read like the teacher.

Built on your curriculum, your student-information system, and the privacy posture your families already expect.

Discuss your instructional workflowSee how the system works

The operational reality

Lesson prep. Instruction. Grading. Differentiation. Parent contact.

The clock runs out at 3pm. The work runs until midnight.

Teachers teach. Everything else should run itself.

Felt by heads of instruction, principals, directors of curriculum, instructional coaches, and the teachers who absorb what thin differentiation leaves behind.

  1. 01

    Planning and prep

    Teachers map the week to the standards, choose or adapt materials, and plan differentiation for the learners already known to be behind or ahead.

    Friction · Planning time runs into evenings; the same materials get rebuilt each year because last year's artefacts live on a laptop.

  2. 02

    Instruction and practice

    Direct instruction, modelled examples, and practice land in the room. Learners work independently, in pairs, or in small groups on tasks tuned to the standard.

    Friction · A classroom of thirty cannot be tutored one-to-one; the quietest struggling learner is the one most easily missed.

  3. 03

    Formative check and grading

    Exit tickets, quizzes, and classwork are reviewed to see who has the concept and who does not. Grades and comments feed back to learners and the grade book.

    Friction · Grading is the task that pushes the week into Sunday night; comments shrink to a tick or a score.

  4. 04

    Intervention and differentiation

    Learners who missed the standard are pulled for small-group reteach or an adaptive practice loop; learners who have mastered it are extended.

    Friction · Intervention is reactive; by the time the data flags a learner, two more weeks of instruction have passed.

  5. 05

    Parent and pastoral contact

    Teachers write home with wins, concerns, and next steps; counsellors and leaders pick up SEL check-ins and the harder conversations.

    Friction · Parent updates skew to the loudest cases; the quiet learners never get a note.

Swipe the workflow

Where the work breaks

The friction is in the places nobody budgets for.

  • 01

    Lesson planning and grading push the work past the weekend.

    How we fix it · A system we build catches this before it costs you.

    Impact · Teacher attrition rises, next day's instruction is less sharp, and the strongest teachers quietly reduce their caseload.

  • 02

    Early signs of a learner falling behind are only visible in retrospect.

    How we fix it · A system we build catches this before it costs you.

    Impact · By the time the gradebook flags the gap, the semester is half over and recovery is unlikely.

  • 03

    The adaptive practice a learner needs tonight is a worksheet from last year.

    How we fix it · A system we build catches this before it costs you.

    Impact · Practice stays generic; the gap between the top and bottom of the class widens week by week.

  • 04

    Parent updates reach the loudest households first.

    How we fix it · A system we build catches this before it costs you.

    Impact · Families of quieter learners never hear anything until the report card arrives, and trust erodes.

  • 05

    Curriculum artefacts live on individual laptops, not in the school's shared memory.

    How we fix it · A system we build catches this before it costs you.

    Impact · Every new teacher rebuilds the same unit; strong lesson design never compounds across years.

What we would build

Systems, not features. Each with its own job.

  • 01

    Adaptive tutor matched to the standard

    Thirty learners sit at thirty levels; one teacher cannot be a tutor to each of them in the lesson.

    Who benefits · Learners during practice and homework, with teachers reviewing and overriding.

    Inputs
    The curriculum map and standards, the learner's recent work and formative-assessment history, and the teacher's own worked examples and preferred explanations.
    What the system does
    A standards-aware tutor diagnoses the specific misconception, picks the next task from the teacher's own materials, scaffolds hints without giving the answer, and surfaces mastery evidence back to the teacher.
    Output
    A short, standards-tagged practice session with a mastery note the teacher can accept, override, or extend.
    Benefit
    Each learner gets a tutor matched to their pace; teachers see mastery, not minutes-logged.
    Human stays here
    The teacher owns the mastery decision and can override any tutor finding. The tutor does not grade the course; it supports the practice.
  • 02

    Formative assessment and grading assistant

    Grading is the task that eats the weekend; comments shrink to a score.

    Who benefits · Classroom teachers and instructional coaches.

    Inputs
    The teacher's rubric, exemplar work, and the learner's submission across text, scans, and short answers. Student handwriting is OCRd on ingest.
    What the system does
    The assistant drafts a per-rubric score and a short written comment grounded in the exemplar, flags responses where confidence is low, and queues the lot for teacher review.
    Output
    A graded set with draft comments ready for the teacher to accept, edit, or override, and a per-standard mastery view across the class.
    Benefit
    Grading shifts from a weekend task to a review; every learner gets a real comment, not a tick.
    Human stays here
    The teacher reviews and signs off on grades before they land in the grade book. Appeals and borderline cases always reach a teacher.
  • 03

    Early-intervention and dropout-risk flags

    By the time a learner is visibly behind, the window to recover has already closed.

    Who benefits · Teachers, instructional coaches, deans, and counsellors.

    Inputs
    Formative-assessment results, attendance, engagement in the practice loop, and (where consented) SEL check-in signals.
    What the system does
    A risk model scores early signs of disengagement per standard and per learner, with the specific reasons that drove the flag, and routes the case to the teacher or counsellor who owns the next step.
    Output
    A short intervention plan the teacher can accept: a small-group pull, an adaptive loop at home, or a counsellor hand-off.
    Benefit
    The quiet learner no longer slips through; interventions happen while the gap is still small.
    Human stays here
    The teacher or counsellor decides the intervention. The model never contacts the learner or family directly.
  • 04

    Parent updates that read like the teacher

    Updates home skew to the loudest cases; quieter learners never get a note.

    Who benefits · Teachers, grade leads, and homeroom staff.

    Inputs
    The learner's recent work, mastery evidence, pastoral notes shared by the teacher, and the teacher's own voice and prior updates.
    What the system does
    The assistant drafts a short, specific note to the family in the teacher's voice, grounded in the week's evidence, in the family's language where consented.
    Output
    A draft note staged for the teacher to review, edit, and send. Every claim links to the work it came from.
    Benefit
    Families hear from the teacher regularly, not only when something is on fire.
    Human stays here
    The teacher signs every note. The system does not send messages to families without a teacher.
  • 05

    Lesson prep and curriculum alignment

    Every new teacher rebuilds the same unit; strong lesson design never compounds.

    Who benefits · Teachers, instructional coaches, and heads of curriculum.

    Inputs
    The school's standards map, exemplar lessons, prior-year materials, and the teacher's own preferred structure.
    What the system does
    The assistant drafts a lesson or unit against the standard, pulls aligned exemplar materials from the school's own library, and offers differentiation for named learners based on recent mastery.
    Output
    A draft lesson or unit with aligned materials, teacher notes, and differentiation hooks, ready for the teacher to adapt.
    Benefit
    Planning hours drop; strong lesson design becomes a school asset, not a laptop asset.
    Human stays here
    Teachers edit and approve every lesson. The curriculum team owns the exemplar set.

Show the system

What it could look like in your hands.

A design concept, not a shipped product. Interfaces like this get drawn out before any code lands, so the system reads back the way the people using it work.

cohort / lesson-prep view

Cohort today

  • Gr 4 · Lvl N

    A.M.

    Next: Fractions on a number line

    72
    on-track

  • Gr 4 · Lvl P

    D.R.

    Next: Multi-step word problems

    88
    extend

  • Gr 4 · Lvl L

    J.K.

    Next: Equivalent fractions, visual

    38
    intervene

  • Gr 4 · Lvl M

    K.P.

    Next: Comparing fractions

    55
    watch

  • Gr 4 · Lvl N

    L.O.

    Next: Fractions on a number line

    64
    on-track

  • Gr 4 · Lvl K

    S.T.

    Next: Partitioning shapes, review

    29
    intervene

J.K.

Gr 4 · Lvl L

4.NF.A.1 Equivalent fractions

Mastery map by skill

  • Partition into equal parts
  • Name a unit fraction
  • Equivalent fractions, area
  • Equivalent fractions, number line
  • Compare with common denominator
  • Word problems, fractions
  • mastered
  • developing
  • struggling
  • not started

Recent activity

  1. MonExit ticket, 2 of 5 correct.
  2. TuePulled for small-group reteach, 15 min.
  3. WedAdaptive loop, number-line scaffolds.
  4. ThuShort conference, mentioned frustration.
Synthetic learners, PII-free initials only. This is a design concept of how a teacher could see mastery, risk, and a draft intervention plan at the start of a lesson.

End-to-end workflow

From the trigger to the outcome.

A representative instructional path, from the Monday plan to a signed parent note. Automated stages run the moment the evidence lands; human stages are explicit and never skipped.

  1. 01

    Lesson plan drafted

    The assistant drafts the week's lessons against the standard, with the school's own exemplar materials and differentiation for named learners.

    Automated
  2. 02

    SIS context pulled

    Learner roster, IEP accommodations, attendance, and recent mastery are pulled from the student-information system and the grade book.

    Integration
  3. 03

    Practice tuned to the learner

    During practice, the tutor picks the next task for each learner from the teacher's materials and scaffolds hints without giving the answer.

    Automated
  4. 04

    Low-confidence mastery flagged

    When the tutor cannot confidently decide mastery, the task is routed to the teacher rather than closed. No mastery is claimed without evidence.

    Guardrail
  5. 05

    Teacher reviews grades and comments

    Grades, written comments, intervention flags, and parent notes land as drafts. The teacher accepts, edits, or overrides before anything is final.

    Human in loop
  6. 06

    Intervention routed to the right adult

    A flagged learner routes to the teacher, instructional coach, or counsellor based on the school's intervention protocol, with the evidence attached.

    Integration
  7. 07

    Family update sent in the teacher's voice

    The teacher reviews the drafted note, edits as needed, and sends it. The system does not message families on its own.

    Human in loop

How exceptions are handled

  • If evidence for mastery is thin, the system returns 'not yet' rather than a false mastery.
  • If a learner's accommodations are missing or stale, the tutor refuses to adapt and routes the case to the teacher.
  • If a learner is under 13, COPPA-regulated flows apply and parental consent is checked before any adaptive content runs.
  • If a family revokes consent, derived content and messages are purged.

How it is engineered

Built on your stack, not ours.

Design choices that make this run in a real school, not a demo. We build to your SIS, your identity provider, and your privacy posture, not to our stack.

01

SIS and LMS integration

OneRoster and LTI 1.3 for roster, grade-passback, and launch into the LMS. Clever and ClassLink for identity. We write back only through the surfaces the LMS approves.

02

Identity and access

Single sign-on through your existing identity provider. Teacher, learner, parent, and admin roles are separate; agents never act under a shared account.

03

Data boundary

Student data stays in your tenant or ours under a signed data-processing agreement, encrypted at rest and in transit. Model inference runs with no retention and no training on your data.

04

Standards and content model

A standards-tagged content model indexed per course and per learner, grounded in the school's own exemplar materials. Nothing is served without a provenance tag.

05

Accessibility

WCAG 2.1 AA and Section 508 are default requirements, not add-ons. Screen-reader labels, keyboard flows, text-to-speech, and reduced-motion variants are built into the components.

06

Observability and evaluation

Every tutor turn, grade, and family note is logged with the model version, the inputs, and the teacher edits. An evaluation harness watches drift and surfaces answer-quality regressions.

What the school will measure

Numbers the operator already watches.

We agree on metrics and baselines before building. These are the numbers an instructional leader usually watches when deciding whether a system is working.

  • 01

    Time to mastery per standard

    Baseline today

    Formative-assessment history today: median days from first-exposure to mastery, by learner and standard.

    How it moves

    Adaptive practice gets each learner the right task the first time, not the fifth.

  • 02

    Intervention response rate

    Baseline today

    Share of flagged learners who recover to grade-level in the following reporting window.

    How it moves

    Flags land early and route to the right adult with the evidence attached, so the intervention happens while the gap is small.

  • 03

    Teacher planning and grading hours

    Baseline today

    Teacher survey or sampled time logs: hours per week on planning, grading, and family communication outside of instruction.

    How it moves

    Draft lessons, grades, and family notes shift planning time into review time.

  • 04

    Parent engagement rate

    Baseline today

    Share of families receiving a substantive update in a reporting window, by classroom and grade.

    How it moves

    Every family hears from the teacher regularly, grounded in the week's evidence, in the family's language.

  • 05

    Formative-assessment completion

    Baseline today

    Share of exit tickets and short checks completed and reviewed, by learner.

    How it moves

    Lightweight checks tuned to the learner surface mastery evidence without adding a worksheet to the pile.

Human in the loop

Oversight, safety, and the data boundary

Where the humans stay in control.

The system is designed around what teachers, counsellors, families, and compliance officers already expect. The teacher-learner relationship stays human.

  • 01

    FERPA posture

    We operate as a school official under FERPA, with a signed data-processing agreement. Student records are shared on a minimum-necessary basis, encrypted at rest and in transit, and logged.

  • 02

    COPPA for under-13 use

    Any flow that collects data from a learner under 13 runs through verifiable parental consent, with the data categories and retention stated plainly. Consent can be revoked.

  • 03

    State student-data-privacy laws

    We align to SOPIPA-style state laws: no targeted advertising, no building a profile for commercial use, and no sale of student data under any circumstance.

  • 04

    Teacher override on every decision

    No grade, mastery call, intervention flag, or family note is final without a teacher. Overrides are logged with the teacher's reason.

  • 05

    Attribution and audit

    Every automated draft logs the model version, the inputs, and the teacher edits. Audits can reconstruct how a grade or a message was composed.

  • 06

    Low-confidence refusal

    When mastery or risk confidence is below threshold, the system returns 'not yet' rather than guessing. Teachers see the uncertainty, not a false signal.

Proof

Work we have shipped, and the shape of what we build.

Real engagements where we can speak to them, and representative use cases where we cannot.

Case studies

Shipped in Education.

How the build runs

Scoped tightly, shipped in phases.

Fixed price per phase, approved before the phase starts. You own the code, the models, the data, and the deployment.

  1. 01

    Discovery

    Two weeks. We sit in classrooms, map the real planning-to-grading cycle against your SIS and LMS, and agree on the metrics we will move and how we will baseline them.

  2. 02

    Prototype on real work

    Four to six weeks. One grade level, one school, one proof of mechanism. Teachers use it in parallel to real teaching; we measure against the baseline.

  3. 03

    Production rollout

    Eight to twelve weeks per grade band. SIS and LMS integrations, SSO, DPA, audit trails, evaluation harness, and the oversight workflow your families and leadership signed off on.

  4. 04

    Handover

    You get the full source, the runbooks, the evaluation suite, and a two-week walkthrough with your technology and instructional-leadership teams.

  5. 05

    Optional ongoing support

    A fixed-term support agreement for model-drift monitoring, standards-map updates, and SIS or LMS interface changes. Never a retainer dependency.

Common questions

Answers before the first call.

01Which SISs and LMSs do you integrate with?
We build against OneRoster for roster, LTI 1.3 for LMS launch and grade-passback, and Clever or ClassLink for identity. That covers PowerSchool, Infinite Campus, Skyward, Canvas, Schoology, Google Classroom, and Microsoft Teams for Education. For older systems we handle direct SQL extracts under a DPA.
02Where does student data live?
In your tenant where your SIS already sits, or in a dedicated environment we operate for you under a signed data-processing agreement. Encrypted at rest and in transit, minimum-necessary access, no retention at inference time, and no training on your data.
03What about COPPA for under-13 learners?
Any flow that collects data from a learner under 13 runs through verifiable parental consent, with the data categories and retention stated plainly. Consent can be revoked, and revocation purges derived content.
04Will teachers actually use this, or revert to doing it themselves?
Adoption is a workflow problem, not a model problem. We co-design with the teachers who will use it: lesson structure, how grades land, where intervention flags surface, how family notes stage. If a teacher cannot sign a draft note in under a minute, we have not shipped yet.
05Does the tutor replace the teacher?
No. The tutor supports practice; the teacher owns the mastery decision, the relationship with the learner, and every family contact. We draw that line explicitly in the system, not just in the brochure.
See the other details on the FAQ page

Next step

A thirty-minute conversation. Bring one grade or one course that costs teacher time today, and we will walk through what the first phase would look like, where the measurements come from, and what has to be true for your families and leadership to approve it.

Discuss your instructional workflow

Helpful to have on the call

Helpful to have on the call: the SIS and LMS you run, one grade or course with a planning, grading, or intervention pain, and the person who owns the metric you would like to move.

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