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One thread: teacher, student, Raya

You both use AI. This one you share.

Shared means what you understood — never what you typed. The student stays free to be lost; the teacher finally sees where.

Try it freeSee how it works
Any subject, any levelNo card requiredSolo, or with your class
schools.thebluestift.com
NANorthgate AcademyOverview
Students
1,204
Active (7d)
482
Struggling
47
Average mastery
83%
Northgate Academy · by class
Year 9 · Mathematics
128 students · 96 active
3 alerts88%
Year 10 · Physics
112 students · 74 active
12 alerts71%
Year 8 · French
141 students · 103 active
61%
Year 11 · Biology
96 students · 88 active
84%
Kernel — overall mastery
83%1,204 students tracked
Alerts
47 students struggling
482 active over 7 days
Needs attention
Year 8 · French61%
Year 10 · Physics71%

One AI, both sides of the classroom.

One distributes, the other ingests, and between them sits a syllabus, a grade — and now two private AIs. Homework used to carry a little signal about how a student thinks. It doesn’t anymore. Raya replaces all of that with one shared thread.

Instructions to Raya
Guidance only — it never gives answers away.
3 active
Revise the unit circle before Friday
Mathematics · Year 10
Disable
Push them on essay structure, not spelling
French · Year 8
Disable
Ask for the reasoning before the formula
Physics · Year 11
Disable
Go slower on molar mass
Chemistry · Year 11
Enable
Focus Maya on dividing fractionsMaths ▾Add
Reaches Raya before the student's next session.
1
The teacher says what matters

A focus for the class, in one sentence — the shaky prerequisite, the chapter that isn’t landing. It reaches Raya, and every student sees it, labelled.

RayaMaya · Year 9 · Mathematics
Before we start — when you divide by a fraction, does the answer get bigger or smaller?
Smaller… I think?
Let's test it. 6 ÷ ½ — how many halves fit inside 6?
Twelve. Oh — it got bigger.
Recommended next
Dividing fractions6 questions · from your lessonQuiz
Reciprocals & unit fractions12 cards · spaced reviewFlashcards
SummaryMind mapPractice set
2
The student works with Raya

Questions before answers, one step at a time, in their own language. Raya weaves the teacher’s focus in when it fits — it guides, it never dictates.

Students to focus onOpen Focus →
Tracked
128
Need attention
12
Avg. mastery
71%
Maya R.Year 9 · Mathematics · False mastery34%
Jonas T.Year 10 · Physics · Recurring error41%
Aiko O.Year 8 · French · Cognitive overload58%
Refik C.Year 11 · Biology · Passive dependency66%
!
Shared blocking prerequisite
Dividing fractions gates 3 later concepts, for 2 of them.
Mastery only. Never the conversation.
3
What was understood travels back

Concept by concept, with the prerequisite that’s actually blocking things — the morning after, not at the end of term.

Understanding, not surveillance. A teacher sees which concepts a student has secured and which are still shaky — never their conversations. The tutor stays a place where it’s safe to admit you’re lost.

More than a chatbot.
More than a dashboard.

Three surfaces, one profile underneath. Nothing to configure, nothing to keep up to date.

Your profile14 concepts · 4 subjectsLive
Overall mastery
Mindset (M)Growth
Growth74%
Keeps going after a wrong answer.
The unit circlepractised 2 days agoMastered
Knowledge (K)91%
Retention (V)84%
Application (P)88%
Photosynthesispractised yesterdayIn progress
Knowledge (K)72%
Retention (V)55%
Application (P)61%
Dividing fractionspractised todayTo work on
Knowledge (K)34%
Retention (V)21%
Application (P)29%
KCognitive Kernel

Mastery measured concept by concept, not as one blurry grade — including the prerequisite quietly blocking the rest. It’s what travels back to whoever is teaching you.

TrigonometryMathematics · 5 members4 online⏱ 24:31 left⏱ 24:30 left⏱ 24:29 left⏱ 24:28 left⏱ 24:27 left⏱ 24:26 left
Group chatRaya (private)ChallengesFilesReport
📄 Amira S. shared a document: Chapter 6 — The unit circle.pdf
LD
Léa D.
I get sin(150°) = 0.5 but I can't say why it's positive.
YO
You
Second quadrant, right?
Raya
It is — so you have the hard part. What's the sign of y there, and which ratio uses y?
NK
Noah K.
y is above the axis, so sine stays positive.
Message the room…
so cos(150°) is negative for the same reason
Ask Raya
SStudy Rooms

Revise as a group in real time, with Raya in the room and documents everyone can work from. Learning is social — the tutor shouldn’t put you alone in a corner.

Tools Studio
Generate quizzes, summaries and flashcards from any lesson.
Summary
Quiz (MCQ)
Flashcards
Mind map
Drop one or more files (PDF, notes, Word, Excel, audio) — they combine into one packet
Up to 40 MB total · 6.2 MB used
Photosynthesis — lesson 4.pdf✕Cell respiration.docx✕Lab notes 12 Mar.m4a✕
GenerateReading 3 sources…
Generated18
Quiz — Newton's laws12 questions · 88%Study
Flashcards — The unit circle24 cards · 4 MarStudy
Mind map — Le passé composé9 branches · 2 MarStudy
Summary — Photosynthesis, lesson 4generatingStudy
CChallenges & Tools

Summaries, flashcards and mind maps from any lesson, plus quizzes, tests and group challenges with live standings. Every attempt feeds the same profile.

Pedagogical model

A climbing ladder, not an answer engine.

Learn more
Being lost isn’t a lack of ability. It’s a missing step. So Raya climbs one rung at a time and never starts at the top — the goal isn’t a correct answer in the next thirty seconds, it’s a student who can do it again next week, alone.
Raya
Chat
+ New session
Limits of a rational function✕
Dividing fractions — why invert?✕
Le passé composé vs imparfait✕
Rooms
Tools
Assignments
My Kernel
Settings
EMEmma M.Raya Plus
Limits of a rational function● in sessionView kernel profileAnalyze
Before I say anything — what happens to (x² − 9)/(x − 3) when you put x = 3 in?
EM
It gives 0/0. I already tried that.
Good — so the work is done. What does a 0/0 tell you about a factor the top and the bottom might share?
EM
…that (x − 3) is in both?
That's the piece that was missing. Cancel it first, then substitute. Try it and tell me what you land on.
EM
6. And I can see why now.
Write your reply to Raya...↑
For you»
Exam fortnight: short sessions, no marathons.
Your school
Ask for the algebra before the limit.
Mathematics
Two attempts before a worked example.
Your teacher
Kernel analysisTXTPDF✕
Root gap: Factoring a difference of squares
Summary: Reads the 0/0 right, but doesn't reach for factoring unprompted. The limit isn't the gap — the algebra under it is.
Confidence: 0.82 · KCs: 5 · Model: gemini-3.1-flash-lite
01
Pump

Surface what’s already there

Learn more
Every exchange opens by asking the student to attempt or recall. Nothing is handed over before a real try — even a failed attempt makes the concept stick harder.
Photosynthesis — lesson 4
Thinking…
● in session
View kernel profileAnalyze
EM
EM
Just give me the answer to question 4 — why do plants need light?
Not yet. You've met this one already. What do you think the light is being used for inside the leaf?
EM
EM
To make food? Sugar, I think.
That's the word I wanted. Made out of what, though — a leaf can't make sugar out of nothing.
02
Hint

Narrow the search space

Learn more
A partial clue, and only after an attempt. It points at the next move without making it; the reasoning stays the student’s.
Le passé composé vs imparfait
Thinking…
● in session
View kernel profileAnalyze
EM
EM
«Je mangeais quand il est arrivé» — I had both in the imparfait first and it felt wrong.
Your ear was right. One of those two verbs is the background and the other interrupts it. Which is which?
EM
EM
Eating is the background?
Say why, and it'll stick.
03
Assertion

State the missing piece

Learn more
The one fact that’s actually blocking progress, said plainly — but only once hints have failed. Never the finished solution.
Balancing equations
Thinking…
● in session
View kernel profileAnalyze
EM
EM
Two tries and H2 + O2 → H2O still won't balance. I'm stuck.
Then here's the piece you're missing: you may change the number in front of a formula, never the small ones inside it. H₂O has to stay H₂O.
EM
EM
Oh. So 2H2 + O2 → 2H2O.
04
Summary

Close the loop

Learn more
A recap to end the session, or to unstick a student who is genuinely blocked. What the student restates back is what gets scored.
Dividing fractions
Thinking…
● in session
View kernel profileAnalyze
Before we stop — in your own words, why does dividing by a fraction make the answer bigger?
EM
EM
Because you're asking how many halves fit inside it, and a lot of halves fit.
That's the one. That sentence is what I keep — not the six exercises.

This isn’t a setting a school switches on. Raya is built so it cannot hand over a finished answer — and its feedback targets the method, never the person, per Carol Dweck’s work: “this one trips a lot of people up”, never “you’re gifted”.

Cognitive Kernel

Four dimensions, seven alerts.

Learn more
The Kernel doesn’t store a grade. Every concept carries a four-part vector — and when a signal degrades it names the failure, so Raya can change tactic on the very next turn.

Everything runs around one person.

Learn more
Raya, the classroom version of Raya, the graded homework — not one of them keeps its own copy of a student. They all write into the same profile and read it back before they answer, while the conversation is still going.
Updated mid-conversation, read back before the next answer.
K
k_raw · k_effective
K · Knowledge
What holds up without help
Learn more
Mastery of that one concept, raw and adjusted, recomputed after each attempt.
V
v_score
V · Velocity
How fast it’s moving
Learn more
The observed learning rate, so a slow climb reads differently from a full stall.
P
p_score
P · Persistence
Whether it survives the week
Learn more
Resistance to forgetting: a concept secured on Monday that quietly slips by Friday gets caught.
M
m_score
M · Mindset
The relationship to error
Learn more
Whether struggle reads as information or as proof of failure. Tracked per student, not per concept.

The failure was in physics. The cause was in maths.

Learn more
Concepts are stored as a structure, not as a syllabus. So when something breaks, the Kernel doesn’t stop at the exercise that broke — it walks back along whatever that concept rests on, until it reaches ground that holds. That ground is often in a subject nobody thought to check.
mathematics physics chemistry biology history crosses a subject
Physicswhere the session broke
Mathematicswhere it actually broke
103 concepts · 136 prerequisites · 10 across a boundary
What the Kernel just did with thisPoint at any concept — the tour waits. Hollow means not secure yet.
1FailedNewton's lawsMissed twice on the same exercise, four days apart.
2Sits onFree body diagramsChecked first, and fine. The forces were drawn correctly.
3Which sits onKinematic equationsAlso solid on its own. Still not the thing that broke.
4And that onAccelerationShaky — but it fails the same way every time, so it is a symptom.
5Root causeDerivativesAnother subject. The derivative under the acceleration never held.
6Already solidLimits · Linear equationsOpen the session here. Reteaching them would spend the hour on something known.
Alert raised: re_emergence_error · confidence 0.82 · walked 5 concepts across 2 subjects, and back before the next answer was written.
AlertSignal detectedRaya’s response
Passive dependencySignal detectedShort answers, no attempt — the student is waiting to be handed the solution.Raya’s responseRaya refuses to escalate and asks for a genuine attempt, on a wider, goal-free prompt.
False masterySignal detectedRight answers, with the reasoning missing or recited.Raya’s responseImmediate retest in a harder, held-out context before the mastery is trusted.
Recurring errorSignal detectedA concept already validated breaks down again weeks later.Raya’s responseThe concept is decomposed into smaller steps and rebuilt from the prerequisite up.
Cognitive overloadSignal detectedToo many things to hold at once; the task is wider than working memory.Raya’s responseTask complexity is cut and a worked example replaces the exercise.
Fixed mindsetSignal detected“I’m just bad at maths” — giving up before the first attempt.Raya’s responseProcess-focused reassurance first, before any new attempt is proposed.
Unstable estimateSignal detectedThe number keeps moving instead of settling — right, then wrong, then right, on the same concept.Raya’s responseRaya asks for one clean attempt with no hints, and nothing is built on that concept until it holds still.
Outside the calibrationSignal detectedThis student doesn’t behave like the population the parameters were fitted on.Raya’s responseRaya goes by what this turn shows rather than the stored number, and won’t raise difficulty on the strength of it.
Where this sits

The layer between the two you already buy.

Your LMS records what was done, on the days work is due. A tutor helps in the moment, and then the moment is over. Neither one keeps what a student actually understood — so on an ordinary Tuesday, with nothing due and no session running, there is nothing to read.
if that Tuesday is read
that Tuesday0.36fragile
5 days on0.38fragile
10 days on0.48developing
Left as it went, the same day reads 0.14 · fragile — and the 8/20 is the first anyone hears of it.
Two of these three layers are already paid for, and neither can answer a question asked on a day with nothing due.

Everything in this category runs on bought frontier models. So does this, from the same suppliers. The model is the floor — it is not what anyone is choosing between. The record above it is.

And that record is narrow on purpose. A teacher sees that derivatives are fragile. A teacher does not see what was said — which is less than the gradebook they already have knows about the same student.

Frequently asked questions.

Isn’t this ChatGPT with a system prompt?
The model underneath is a bought frontier model. So is theirs — that part is the floor, not the difference. What sits on top is a record: every attempt is scored concept by concept into one profile that the student’s tutor and their teacher both read. A prompt is not a record, and it is gone when the tab closes.
We already pay for an LMS. Why another tool?
This isn’t one and doesn’t want to be. Your LMS records what was set and what was handed in; this records what was understood, which is a column no gradebook has ever had. They connect rather than compete — Google Classroom signs in and your classes and rosters come from where they already live.
What does a teacher actually see?
Which concepts a student has secured, which are still shaky, and the prerequisite blocking the rest — never their conversations with Raya. A student who feels read stops admitting what they don’t understand.
Is our students’ work used to train models?
No, unless an adult has switched it on for their own account. The age is checked before the consent box is even read, so a minor’s account cannot be enrolled at all — not even by ticking it. If that check can’t be completed, the answer is no.
Do we have to import our curriculum?
No. Concepts are extracted from the documents you upload and attached to the existing graph. One lesson is enough to start.
Does it work on a weak connection?
Yes. The interface is light and it is cached on the device after the first visit, so it opens without waiting for the network. The profile stays server-side, so nothing heavy is recomputed on a cheap phone.

Pricing that stays simple.

Three ways in — a solo student, a whole school, or a bespoke deployment. Pick your lane.

Solo
  • Solo learning, Raya in your corner
  • Mastery tracked concept by concept
  • Study Rooms and group challenges, live
  • Quizzes, summaries, flashcards, mind maps
Freeto start
then Plus $8 · Max $20 / mo
See solo plans
Schools
  • A class, a grade, or a whole school
  • Teacher dashboards + per-class insights
  • LMS sync + Raya for Schools
  • Billed per enrolled student
$2per student / month
Plus $4 / student / mo
School pricing varies by region.
See school plans
Custom
  • The full engine, tuned to your school
  • Single sign-on, several schools under one roof
  • LMS sync, and no quota on anything
  • Your retention window, your exports, your DPA
For institutions that want it allExplore Custom
Compare all plans →

Try Raya with one class.

Free to start, no card. The student begins; the Kernel does the rest.

Start freeTalk to the team

Solo, or with your class. Nothing to install.