01
Curriculum onlyGeneric teaching copilot
prompt / Create a 40-minute lesson on equivalent fractions.
Standard lesson outline
Objective, explanation, examples, and independent practice.
No accumulated class evidence or intervention history.
Longitudinal learning intelligence for K–12 schools
Teaching intelligence that learns with every class.
Cuegence turns the evidence schools already create into a continuously updated view of what learners understand—and helps every teacher decide what to teach, check, reinforce, or change next.
Learning intelligence · example context
Evidence arriving
Unit assessment
Question-wise marks mapped
Teacher feedback
Misconception confirmed
Coverage update
Two concepts completed
Longitudinal model
Number
sense
sense
Fractionsimproving
Ratio
reasoning
reasoning
Decimal
equivalence
equivalence
Latest interpretationRevised from 6 evidence points
Next best actions
Revisit one prerequisite
Use a visual number-line prompt before the next concept.
Check one uncertainty
Add two formative questions to tomorrow’s lesson.
Reinforce at home
Generate a short, school-approved practice set.
Teacher review required
Concept-level
Not just overall scores
Evidence-backed
Every inference stays traceable
Teacher-authoritative
Review, edit, and correct
The missing context
A lesson plan is only as useful as the context behind it.
Generic AI knows the curriculum you describe. Cuegence also knows what this class has covered, where evidence is uncertain, which prerequisites need attention, and what happened after the last intervention.
02
Curriculum + learning historyCuegence Teaching Copilot
context / Class 07-MTH · coverage confirmed · 31 evidence points · last intervention reviewed
Revise first
Use a 4-minute number-line check for a shared prerequisite gap.
Target uncertainty
Ask two contrasting questions before guided practice.
Why this changed
Recent homework improved fluency, but delayed recall remains uncertain.
Teacher can inspect, edit, or replaceReview plan
One intelligence layer, three surfaces
Built for the decisions schools make every day.
The learner model is the product core. These are the practical surfaces through which teachers, families, and school leaders use it.
01
For teachers
Teaching Copilot
Lessons, formative checks, question papers, and interventions—generated from the approved curriculum and the actual learning history of each class.
02
For parents
Practice & parent briefs
Personalized daily and weekly practice delivered through channels families already use—supportive guidance with no ranks or hidden labels.
03
For school leaders
School intelligence
Curriculum progress, learning trends, and areas needing attention—every insight drillable to factual evidence, never to teacher rankings.
Use cases
What schools actually do with learning intelligence.
One intelligence layer, applied to concrete academic workflows. These are the two use cases pilot schools evaluate first.
Formative assessment
Quick classroom checks mapped to the concepts they actually assess, carried forward as evidence—so today’s five-minute check shapes tomorrow’s lesson.
Personalized practice
Learner-specific daily and weekly practice generated from the longitudinal model and delivered through the school’s existing channels.
Responsible by design
Learning intelligence without turning people into metrics.
Cuegence is designed to improve academic decisions while protecting teacher judgment, learner dignity, and the boundaries between school communities.
01
Teacher authority
Teachers review, edit, replace, and correct plans, assessments, and interpretations.
02
Pseudonymous by design
Learning intelligence uses school-scoped identifiers rather than direct student PII.
03
No ranking
No student rank, peer comparison, teacher scoring, or automated personnel judgment.
04
Auditable intelligence
Evidence, provenance, confidence, and model revisions remain inspectable.
FAQ
Questions schools ask first
A clear view of what Cuegence does—and what it deliberately does not do.
Still have a question? hello@cuegence.com
No. Cuegence is a learning-intelligence layer for K–12 schools. It works with evidence from normal academic activity and can connect to existing school systems. There is no direct student-facing Cuegence application in v1.
A generic tool can use a curriculum prompt. Cuegence also uses approved academic plans, confirmed coverage, concept-level evidence, prerequisite state, previous interventions, and teacher feedback. That accumulated context makes its suggestions specific to the learners being taught.
No. Teachers remain authoritative over classroom teaching, lesson plans, assessments, and interventions. They can inspect why an inference exists, review its evidence, and edit, replace, or correct Cuegence output.
Evidence can include question-wise marks, question-to-concept mappings, assignments, homework, teacher feedback, confirmed curriculum coverage, and approved integrations. Every signal keeps its source and context, and absence of evidence is not treated as poor understanding.
The learning-intelligence layer works with school-scoped pseudonymous learner identifiers. Direct personally identifiable information is excluded from model calls, and identity or contact data is kept separate wherever practical.
Parents can receive supportive daily or weekly practice and guidance through school-approved channels. Cuegence does not expose raw mastery scores, risk labels, class ranks, percentiles, or peer comparisons.
No. One school’s operational data never informs or benchmarks another school. Cuegence does not generate teacher-effectiveness scores, automated rankings, or personnel decisions.
The pilot is intended for K–12 schools and school groups that want to evaluate evidence-informed teaching preparation, concept-level learning intelligence, personalized practice, or clearer academic visibility in real workflows.
Pilot programme
Know what your learners need. Help every teacher act on it.
We are inviting K–12 schools and school groups to evaluate Cuegence in real academic workflows.