What it is
For schools
Written to be reviewed, not to be believed.
What the software does, what it cannot do, and where a teacher's judgment enters. Stated as limits, because limits are the part you can check.
TA39 drafts→the teacher reviews→the teacher decides
The educator of record determines what a student knows. Everything TA39 produces is advisory until a teacher acts on it.
Nothing generative reaches a student unless a teacher turns it on
The one student-facing feature is a conversation about feedback a teacher has already released — a student can ask what a comment means, not ask for the writing. It cannot draft, rewrite or extend their work, and it is separate from assessment: a department can switch it off entirely and lose none of the teacher-side work.
Who holds the switch
The teacher, per assignment
Off until turned on, and not an IT setting applied once and forgotten. The person who knows the class decides, for that class and that piece of work.With it off
Assessment is unaffected
Rubric analysis, drafted feedback, teacher review, released comments and revision history all continue exactly as described.Per assignment, not per district — a teacher turning it on for a senior class does not turn it on for a Grade 7 one. If your policy is that nothing generative reaches a student, that is a configuration you can hold to, assignment by assignment.
What it does, and what it does not
TA39 is a decision-support system for assessment. It is not an automated grading system, and the difference is structural rather than a matter of settings.
TA39 does
Read the rubric a teacher already uses, criterion by criterion.
Draft a comment per criterion, tied to a level and to a line in the draft.
Show what changed between one draft and the next.
Surface patterns across a class, as evidence for a teacher to interpret.
Wait. Nothing moves until a teacher confirms it.
TA39 does not
Assign a grade. A teacher posts the grade, from whichever draft they choose.
Send a student anything a teacher has not read and confirmed.
Write, rewrite or complete a student's draft.
Alter a rubric, or add criteria a teacher did not set.
Determine what a student knows. That judgment is the educator's.
Put generative AI in front of a student unless a teacher switches it on.
Where a teacher's judgment enters
Four gates. None of them can be skipped, and none of them are configurable away — which is the point of describing them here.
Rubric
The teacher sets the criteria
TA39 has no opinion about good writing independent of the rubric it is given, and cannot add to it.Review
Every comment is read before release
Drafted feedback is invisible to students. Saving is not releasing, and unreviewed comments are not sent.Release
The teacher chooses what is sent
Comments can be edited, rewritten or deleted. What a student receives is attributed to their teacher, who approved every line.Grade
The teacher posts it, from any round
TA39 does not hold a grade of its own. The teacher decides which draft is graded and what the grade is.Where it sits in your stack
Teachers work in the LMS you already run. There is no second place for students to log in, and no roster to maintain by hand.
Google Classroom and Canvas
Assignments and rosters sync from the LMS a school already runs.
One place to work
Teachers create and manage assignments inside the LMS, not in a second tool alongside it.
No second student login
Students submit where they always have. Feedback returns to the same place.
Nothing to migrate
Existing criteria come in as they are. There is no content library to adopt first.
Data, retention and the audit trail
These are the answers a privacy review asks for. We would rather send you the document than summarize it here.
Draft — answers not yet supplied
Is student work used to train models?Needs engineering sign-off
What leaves the district network?Needs engineering sign-off
How long is student work retained?Needs a stated retention period
Is there an inspectable audit trail?Needs product confirmation
Which integrations and certifications are held?Needs the verified list, including LTI
Nothing above is a certification claim. If your district requires named certifications or a completed privacy questionnaire, ask and we will send what we hold, including where we hold nothing.
Training a department on one rubric
A facilitated program across one semester, built around a department’s own criteria. Usually one assessment lead, around 8 hours of their time.
Phase 1
Rubrics, before anyone grades
Pre-semester · 2–3 hoursYour own rubrics reviewed and tightened, so the feedback drafted against them has something to aim at.Phase 2
One assignment, graded together
During term · 2–2.5 hoursA live assignment worked through as a team, so a department arrives at the same judgment on the same draft.Phase 3
What the revisions showed
End of term · 2–4 hoursThe patterns across a term of drafts, and what they change about what gets taught next.Start with one department, one semester
A pilot is the honest way to evaluate this. Bring one class set of drafts and the rubric you already use, and judge it on what comes back.
Teachers evaluating on their own account can start without us — see how it works.