| Counterparty | Why the lane exists |
|---|---|
| Schools and classrooms | Need a daily learning continuity layer that can start with one teacher or one site. |
| Libraries and after-school programs | Need structured learning experiences without building a full curriculum stack. |
| NGOs and community operators | Need multilingual, inspectable, repeatable content that can travel across cohorts and sites. |
| SKU | Status | What the operator can inspect now |
|---|---|---|
| The Daily Lesson | Live now | One shared lesson every day across 365 calendar-locked days, 4 tracks, and 19 lesson languages. |
| Kelly guided delivery | Live now | A recognizable teacher surface with teaching-style adaptation, voice, and learner-facing continuity. |
| Word Orb API | Live now | Verified vocabulary, structured lessons, quiz endpoints, translations, and developer pricing. |
| School pilot pack | Pilot ready | A concrete entry point into the live learner surface, Kelly, multilingual rollout planning, and partner intake. |
| Global education directory | Pilot ready | A searchable directory, taxonomy, claim flow, and lane routing layer for institutions and learners. |
| Access and offline pack | Design stage | Device and offline access remain staged, not falsely sold as a fully live institutional SKU. |
| LOTD brings | The operator brings |
|---|---|
| Live learner surface, Kelly, language API, and one routed partner lane. | Real learners, deployment context, local constraints, and decision-making clarity. |
| Multilingual lesson and assessment infrastructure that can be inspected before rollout. | Language priorities, local standards, accessibility requirements, and distribution reality. |
| A staged path that can start with a pilot instead of an all-at-once system promise. | A first proof target: engagement, language support, family continuity, or partner fit. |
Use this checklist before the first institutional call so the conversation starts with the real operating questions, not generic enthusiasm.
| Step | Checklist item | Why it matters |
|---|---|---|
| 1 | Choose the first cohort | Start with one classroom, one library cohort, or one after-school group so the proof target stays specific. |
| 2 | Name the first success metric | Pick one clear proof point such as daily engagement, family continuity, language support, or partner fit. |
| 3 | Confirm language and accessibility needs | List the languages, learner supports, and delivery constraints that matter before rollout starts. |
| 4 | Choose the live LOTD surface | Decide whether the first proof should happen in The Daily Lesson, Kelly, or a Word Orb integration. |
| 5 | Set the decision rhythm | Name who owns the pilot, when the first review happens, and what must be true to continue. |
If this fits, send the lane-specific intake below. LOTD will see the page, the route, the source tags, and the operating context instead of receiving another generic contact note.
Use this intake if you want LOTD in a school, library, NGO, or after-school setting and need a structured pilot conversation instead of a vague partner email thread.
School-level credibility comes from one working pilot, one honest proof point, and one clear next decision.
Use this lane when the first goal is real learner proof.