Built for educators and specialists

More time for what matters.

SCAFLI helps turn educator intent into useful, differentiated supports without replacing the professional thinking behind them.

See how it works View examples
A SCAFLI request
“My 4th graders are working on character traits. Keep the same thinking target, but make the task accessible for students who struggle with language formulation.”
1. Educator intentInfer character traits from text evidence.
2. Learner barrierLanguage formulation makes it harder to show the thinking.
3. Appropriate supportAdd structured language choices and sentence frames, without lowering the inference demand.
Same cognitive target.
Better access to the task.
The problem

Educators already know what students need. Producing the support takes time.

The work between professional judgment and a ready-to-use student resource is often repetitive, fragmented, and surprisingly time-consuming. SCAFLI is built for that gap.

01

Preserve the target

Support should make learning accessible, not quietly change what the student is being asked to think or do.

02

Respond to the barrier

The right scaffold depends on why a learner is struggling, not just a generic grade-level label.

03

Make it usable

Turn that reasoning into clean materials, visuals, organizers, practice, and classroom-ready supports.

The principle
“The educator does the professional thinking. SCAFLI helps execute that thinking.”

SCAFLI is designed to augment educator and specialist expertise, not replace it. The professional sets the goal. SCAFLI helps reason through the support and turns that reasoning into something useful.

What that can look like

Not just “make me a worksheet.”

The same platform can support a teacher, SLP, or specialist because the output starts with the actual instructional or therapy intent.

Teacher example

Adapt without lowering rigor

A teacher wants students to cite evidence in a grade-level text, but some students lose the thread of a long response task.

  • Keep the evidence target
  • Break the response into visible steps
  • Add a concise organizer and sentence support
SLP example

Connect therapy to real curriculum

An SLP wants vocabulary practice from the class unit while targeting semantic depth and expressive language.

  • Use source-connected vocabulary
  • Build semantic feature prompts
  • Create practice that still feels relevant to class

SCAFLI is preparing for early pilots.

Interested in trying it, seeing a demo, or bringing it to your school?

I’m interested