Questions, answered

One grade for one year is our smallest engagement, and it's how most schools start.

Pricing runs ₹1,600 to ₹3,000 per student per year. A single grade sits at the top of that range, because training and setup cost the same whether it's one grade or six. Adding grades brings the per-child figure down.

For a grade of 60 children, one year is around ₹1.8 lakh. For 100 children, around ₹3 lakh.

These are starting points, not fixed quotes, and we're open to discussing what works for your school. Bring your section sizes to the call and we'll set the number together.

Yes, and you should know exactly how.

Ask-Tilli is the assistant your teachers use on WhatsApp. When a teacher asks about a specific child, it draws on that child's assessment record to answer, which is why it can say something useful rather than something generic. That's the entire point of it, and it's the difference between advice for a seven-year-old and advice for your seven-year-old.

It runs on Google's Gemini. Records passed to it are identified by school-assigned ID, not by name.

It can be switched off at school level. If you turn it off, assessment, reports and curriculum all continue exactly as before. You lose the assistant, nothing else.

Assessment is about 2.5 hours per teacher, three times a year.

That's five minutes per child, done as structured observation during normal classroom time, not as evening admin. Across a year, roughly 7.5 hours.

Curriculum is 30 minutes a week, inside an existing period. No new timetable slot, and the weekly plan is written to be picked up and taught without preparation.

Training is two days before you start. Nothing mandatory after that.

We won't claim this replaces something. In most schools it doesn't. What it does replace is the guesswork in a parent-teacher meeting, and teachers tell us that conversation gets shorter and considerably easier.

Yes, and January is a reasonable time to start.

The one thing that has to happen first is a baseline. Every child is assessed across all twelve skills before any teaching begins, because without it you have activities rather than evidence. That takes the first two to three weeks.

A January start gives you a baseline in January and a second measurement before the year closes. That's one growth comparison in your first year rather than two, which is enough to know whether it's working and enough to take to a management committee.

If you'd rather begin the 36-week curriculum in June and use the intervening months to baseline and train your teachers, we'll do it that way instead. Several schools have.

A report on their own child, three times a year, at each assessment point.

It opens with the child by name and covers where they stand across all twelve skills, what's grown since the last report, and two or three specific things to try at home. It's written for a parent, not for a specialist. No jargon, no scores out of ten, no comparison against other children.

Parents also receive a short survey each term, around ten minutes on WhatsApp, asking what they see at home. That's one of the three perspectives the assessment draws on, and it's why the report can say something a school report can't.

Reports can be delivered in any language your school wants, and you choose whether they go out through us or through your existing channel.

Both, and you can buy the assessment on its own.

Most schools that start with measurement alone add the curriculum within a year, because once you can see where a cohort is thin, the obvious question is what to do about it.

What we don't sell is the curriculum without the assessment. A programme you can't measure is one you'll stop running by Term 2, and you'd have no way of knowing whether that mattered.

The instrument is validated. The programme's outcome evidence is still being built, and we'd rather tell you that than show you someone else's research.

Tilli was incubated at Stanford's Graduate School of Education and runs an ongoing research-practice partnership with Stanford. Two papers are in progress: one with Hippocampus Learning Centres for a CASEL special issue, and one on behavioural regulation in Sri Lanka currently in revision. That speaks to how we work. It isn't yet a published outcome study, and we won't dress it up as one.

What we can show you is your own data. Every school gets a baseline in the first weeks and a comparison every term after. Within one year you'll know whether it worked in your school, with your children, which is a better answer than a study conducted somewhere else.

We'll send you the peer-reviewed papers the moment they land.