Aligned Impact has built the research foundation and a vision for what AI-powered math support for multilingual learners can look like. These demos show that vision. Your feedback builds the platform.
Aligned Impact built the research foundation, the pedagogical framework, and a set of interactive demos that show what AI-powered math support for multilingual learners could look like. The demos are real and explorable. The live platform does not exist yet.
We are bringing these demos to educators, instructional coaches, and school leaders, people who work with multilingual learners every day, and asking them to tell us whether we got it right, what is missing, and what the AI actually needs to do. Their voices will build the real platform.
Pilot feedback is shaping exactly how this alignment works. Your voice is the research.
The student experience stays the same in every state. Only the teacher and leader data language adapts.
Six research pillars that shaped every decision in this vision, before a single line of code was written.
WIDA establishes that multilingual learners develop content knowledge and academic language together, not in sequence. When instruction honors both at once, mathematical thinking deepens and language grows. Brilla is designed around that simultaneity.
Conversational fluency and academic language proficiency develop on different timelines, 1–2 years and 5–7 years respectively. Brilla supports MLs through both stages with scaffolds that grow as they grow.
Differentiated, linguistically responsive pedagogy built on students’ individual assets produces stronger outcomes for MLs in both math and language development. Brilla operationalizes that pedagogy in every interaction.
When students are positioned as intellectually capable, neural pathways for deeper learning activate. Brilla’s asset-based design is a cognitive architecture decision grounded in how learning actually works.
A meta-analysis of 2023–2025 studies found that generative AI interventions meaningfully enhance K–12 students’ mathematics learning outcomes when implementation prioritizes pedagogical quality over tool sophistication.
Multiple means of representation are not accommodations, they are the architecture of excellent instruction for every learner. Brilla builds UDL into every interaction as a design principle, not an add-on.
“Brilla did not start with technology. It started with a question: What would math class look like if every multilingual learner walked in knowing the room was built for them?”
Each demo shows what Brilla envisions for a different audience. Explore them with the eyes of an educator, and use the feedback button on every page to tell us what we got right and what we missed.
Join educators who are shaping what this platform becomes. We will share what we learn, how your feedback is shaping the design, and when the real platform is ready.
No spam. No selling your address. Just honest updates from a team building something that matters.
The founder of Aligned Impact is a former instructional leader, curriculum coach, and K–8 district partner who has spent years building alongside educators and multilingual learners in real classrooms. This is someone who knows what it looks like when a student who has been underestimated lights up because the room finally made space for how they think.
That direct experience with students, teachers, and school systems is the foundation Brilla is built on. Not a theory. Not a conference room. The classrooms, the coaching cycles, and the deep belief that every multilingual learner arrives carrying mathematical brilliance worth building from.
Brilla came from years of watching multilingual learners illuminate mathematical ideas the moment the room created space for their thinking. Those moments are not exceptions. They are the norm when instruction is designed for the learner in front of you. Brilla is designed to make that the default.
Built on Hammond, WIDA, Cummins, Vygotsky, and the 6 Cs. Brilla was designed from the research up because multilingual learners deserve tools built specifically for how they learn, not tools adapted from something built for someone else.
The demos are the beginning of a conversation. Every educator who explores them and shares feedback is co-authoring the real platform. Their classroom expertise is not a variable in this process. It is the whole point.
Aligned Impact is dedicated to providing equitable AI services to education entities and businesses. Brilla is our first product, built for multilingual learners in math. It will not be our last.
Brilla is a company under Aligned Impact, an organization dedicated to providing equitable AI services to education entities and businesses.
Aligned Impact builds the conditions for equity in education and business. Brilla is the tool that makes those conditions real for every multilingual learner in the math classroom. The demos you see here show what that tool could look like. Your feedback determines what it becomes.
Brilla’s vision is a K–8 math experience where every multilingual learner is positioned as a capable mathematical thinker from the moment they enter the room. Not after they have proven themselves. Not after completing a program. Right now, in every lesson, with every teacher, for every ML in the classroom.
Most edtech starts from what students cannot do yet. Brilla starts from what they already bring. Every feature begins from what a student demonstrated, not what they failed to demonstrate. The question is never what is wrong with this student. It is always what did this student show me, and what does that make possible next.
This is grounded in Funds of Knowledge theory (Moll, Amanti, Neff, and Gonzalez, 1992), which establishes that every household and community holds deep knowledge built over generations. Multilingual learners bring those funds into every math classroom. Brilla is designed to surface and build from them.
The moment Brilla gives a student an answer, a learning opportunity dies. Every scaffold is a thinking prompt. Every response is a question. Students do the mathematical work. Brilla makes sure they have what they need to do it.
Vygotsky’s Zone of Proximal Development is not just a citation in Brilla. It is the architecture of the scaffold system. Every prompt is calibrated precisely to the edge of a student’s current capacity. Not below it. Not beyond it. At the exact place where supported effort produces growth.
Learning does not happen in isolation. Belonging and mathematical confidence are not separate things. When a student feels unseen in a room, their brain does not take the risk that reasoning out loud requires. Brilla centers peer discourse, family connection, and home language as core instructional infrastructure. Not enrichment. Not supplemental. The community is the curriculum.
Brilla’s bilingual support is grounded in translanguaging theory (Garcia and Wei, 2014), which establishes that multilingual learners draw on a unified linguistic repertoire. When a student begins explaining in Spanish and moves into English mid-thought, that is a multilingual thinker using every tool they have. Brilla receives it as complete mathematical thinking.
Golinkoff and Hirsh-Pasek’s Becoming Brilliant (2016) establishes six conditions through which deep learning happens. These are not outcomes that follow instruction. They are the conditions through which content knowledge, language, and identity develop simultaneously. Every Brilla feature maps to at least one.
The ML Snapshot and Discourse Roadmap help teachers design intentional groupings so students can push each other’s thinking. Collaboration is not assumed. It is structured.
All six Math Language Routines, the bilingual exchange, sentence frames, and the Audio Bridge develop mathematical communication in every modality and every language the student carries.
Content rigor is never lowered. Scaffolds raise access without lowering the mathematical expectation. Every ML in every grade encounters grade-level content from their first interaction.
Brilla never gives answers. Every response is a thinking prompt. Every exchange pushes students to justify, argue, and prove. The productive struggle is protected because that friction is where critical thinking develops.
The Math Sketchpad invites students to show their mathematical thinking in their own way. The pilot is actively asking educators: how do multilingual learners show creative thinking in math, and what would that look like in this tool?
The Daily Pulse, Brilla Noticed card, Brilliance Heatmap, and Scholar naming are all confidence-building decisions. Mathematical identity and mathematical confidence develop together or not at all.
Changes what a teacher looks for in a student. When you start from strength, you see different evidence and make different instructional decisions.
Protects the cognitive work that asset-based thinking surfaces. You cannot honor a student’s brilliance and then do the thinking for them.
Creates the conditions where the first two can happen. A student cannot take the risk of reasoning out loud in a room where they do not belong.
The outcome that makes all three sustainable. A student who sees themselves as a mathematical thinker keeps engaging even when the work is hard.
These are not name-drops. They are the intellectual foundations every design decision in Brilla was tested against before anything was built.
"The question that started all of this was simple: What would math class look like if every multilingual learner walked in knowing the room was built for them?"
We do not have a complete answer yet. These four pillars are what we believe so far. The demos show what those beliefs look like when they become a product. Educators who explore these demos and share their feedback are the ones who will tell us whether we got it right.
Every scaffold, every question, every prompt is calibrated to the mathematical and linguistic developmental stage of the student in front of it.
These students are building their first relationship with mathematical thinking, often learning to read, learning English, and learning math simultaneously. The home language is the primary vehicle for mathematical reasoning. Brilla honors that completely.
These students are making the shift from learning to count to counting to learn. The space between what they can think and what they can express in English is where Brilla lives, making that space generative, not frustrating.
Many MLs at this band are building sophisticated mathematical intuition in their home language that has never been fully activated in English academic contexts. Brilla adds the academic English register for argumentation without lowering the mathematical expectation.
These students have developed sophisticated mathematical intuition, strong pattern recognition, and disciplinary reasoning that often exceeds what standardized measures capture. Brilla adds the formal language of mathematical proof and generalization.
| Feature | K–2 | 3–4 | 5–6 | 7–8 |
|---|---|---|---|---|
| AI response length | 1 sentence | 2 sentences | 3 sentences | Full exchange |
| Primary output mode | Drawing | Drawing + writing | Writing + audio | Writing + oral argument |
| Home language support | Default on | Toggle available | Toggle available | Toggle available |
| Daily Pulse | Emoji only | Emoji + optional sentence | Emoji + reflection | Emoji + metacognitive prompt |
| Answers given | Never | Never | Never | Never |
The best classrooms we have ever walked into felt like this. Something alive. Something where the teacher trusted the students to think, and the students trusted the teacher enough to try. That trust does not come from a program. It comes from conditions that someone upstream took the time to build. Brilla exists in the middle of that web, not directing it, but nourishing it.
Leaders need visibility into ML learning patterns without compromising student privacy. Coaching language that starts with strength. Data that surfaces what is working and where to invest next. Brilla gives leaders the walkthrough brief, the debrief protocol, and school-level ML engagement trends, organized and ready before they walk in the door.
Teachers need a co-pilot for differentiation, not another thing to manage. Brilla organizes the complexity of ML differentiation so teachers can focus their expertise where it matters most: in the relationships and decisions that only a human can make. The Equitable Lesson Roadmap, the ML Snapshot, and the Discourse Roadmap are formative assessment tools (Wiliam, 2011) designed on the principle that assessment is most powerful when it feeds forward to the next instructional decision, not backward to a grade.
Students need to be seen as thinkers first. Tools built for how they think, how they communicate, and what they already know, in every language they carry. The Student Portal gives them agency over their own scaffolding and reflection. Their thinking is always the starting point.
"Brilla builds capacity by making the brilliant work already happening more visible, more connected, and more responsive to every learner in the room."
Every tool in this vision was designed from the beginning with multilingual learners at the center. Not added on. Not retrofitted. Not simplified. Built for them, full stop. The research that grounds these design decisions is not background reading. It is the architecture.
Garcia and Wei (2014) established translanguaging as the natural cognitive process by which multilingual learners draw on their complete linguistic repertoire to make meaning. A multilingual learner is not switching between two separate language systems. They are using one integrated system that includes every language they carry.
This changes everything about how a platform like Brilla should respond to a student. When Scholar C2 begins explaining fraction reasoning in Spanish and moves into English mid-thought, that is not code-switching or a language accommodation. It is sophisticated cognitive work that should be received as complete mathematical thinking.
"Mathematical competence and English proficiency are not the same thing. Conflating them systematically underestimates what multilingual learners know and can do mathematically."
Judit Moschkovich's research on mathematical discourse with bilingual learners is foundational to every design decision in Brilla's student-facing interactions. A student who explains their reasoning in Spanish is demonstrating mathematical competence. Brilla is built to see that clearly.
Brilla surfaces student linguistic assets and mathematical reasoning patterns to help teachers design intentional groupings, pairing students who can push each other's thinking rather than sorting them by English proficiency level. The ML Snapshot identifies who draws well, who explains well, and who is ready to lead discourse.
Every interaction begins from strength. The platform identifies what a student demonstrated and builds the next instructional move from that evidence. Teacher-facing data uses language like "Student A1 showed emerging understanding of..." Never deficit framing, ever. This is a direct application of Funds of Knowledge theory (Moll, Amanti, Neff, and Gonzalez, 1992): the knowledge students bring from home and community is instructional material, not background noise.
Students toggle between English and their home language at any point without losing their place in the math. When a student responds in Spanish, Brilla receives it as complete mathematical thinking and continues the exchange. This is translanguaging as pedagogy (Garcia and Wei, 2014): honoring the full linguistic repertoire of every multilingual learner as an asset, not an obstacle to route around.
Brilla scaffolds toward conceptual understanding in every interaction because every ML deserves to know not just how the math works, but why. Every scaffold is a thinking prompt, not a worked example. This aligns with Vygotsky's Zone of Proximal Development: scaffolds calibrated precisely to the edge of a student's current capacity, not below it. When a student no longer needs a scaffold, Brilla notices.
Zwiers et al. (2017) established this principle and it is the reason the MLRs exist: when students are arguing mathematically, explaining their reasoning, and critiquing the thinking of others, they are not preparing to learn the content. They are learning it. Language and mathematics develop simultaneously in the act of discourse, not in sequence.
This is also consistent with Halliday's systemic functional linguistics (1978): language is a meaning-making resource shaped by the contexts in which it is used. Mathematical language develops most powerfully in mathematical contexts, with real mathematical purposes.
Multiple means of representation, action and expression, and engagement are not accommodations for MLs. They are the architecture of excellent instruction for every learner. Brilla builds all three into every interaction as design principles.
Math concepts through visual, linguistic, and audio modes. Students access the concept through the mode that works for them.
Students respond by drawing (Math Sketchpad), speaking (Audio Bridge), or writing (text input). Expression mode is always student-chosen.
Daily Pulse builds metacognitive engagement. The support path menu gives students agency over their own scaffolding, always.
The six Cs are not outcomes that follow learning. They are the conditions through which deep learning happens. Each one is present in Brilla's design, simultaneously and interdependently.
CAST (2018) and Golinkoff and Hirsh-Pasek (2016) arrive at the same conclusion from different directions: deep learning is multimodal, social, and built on agency. Brilla is designed at the intersection of both frameworks.
We know what is at stake when a district agrees to bring an AI tool into their schools. They are not just agreeing to a new piece of software. They are placing trust, on behalf of students, families, and educators, in an organization they may have just met. We take that seriously. This page is our attempt to be completely transparent about how Brilla handles data, what we will never do with it, and what you can hold us to.
The platform assigns anonymous identifiers from the moment of onboarding. No name. No photo. No birthdate. No address. No personal identifier of any kind ever enters the Brilla system. A student is Scholar A1 to us, and that is all we need to serve them well.
That boundary is not a default setting that can be changed. It is a design constraint we built into the architecture from the beginning. We made it impossible to store student names because we do not believe it should ever be possible.
Student names are translated to anonymous identifiers by the district’s own system before any data reaches Brilla. We never see the name at any point in the process.
Districts retain full ownership of all data generated during a Brilla engagement. That means the district can export everything, delete everything, or end the engagement at any time, and Brilla will honor that request without question, without delay, and without retaining anything afterward.
Multilingual learners are disproportionately represented in communities that have historically had the least power over what happens to their data, their health data, their financial data, their education data. They are also the students Brilla is designed to serve. That is not a coincidence we take lightly.
We built the privacy architecture the way we did because we believe the communities that have been most harmed by data misuse deserve the most rigorous protection. Not adequate protection. Rigorous protection.
We also know that trust is not established by a privacy page. It is established by consistent behavior over time. This page is our starting commitment. What we do with your data, or more precisely, what we do not do, is how we earn the right to keep working with your community.
If you ever believe we have violated anything on this page, we want to hear from you directly before you hear from a lawyer. That is how we intend to operate.
Brilla’s privacy architecture was designed against the Future of Privacy Forum’s generative AI vetting checklist (April 2024) from the first day of design work. We did not wait for a district to audit us. We audited ourselves first.
Privacy is not only about what we do with data. It is also about who can access the platform in the first place. A tool that only works for students with reliable broadband, new devices, or strong English proficiency is not an equitable tool, regardless of its privacy policy.
We welcome questions before you commit to anything. Use the pilot interest form to reach us and we will respond personally, not with a form letter.
“The students Brilla is built for have already been failed by too many systems that treated their data as a resource instead of a responsibility. We are not going to be one of them.”
Brilla is being built as an AI platform. We think that comes with serious responsibilities, especially when the humans in the room are children, and especially when those children are multilingual learners whose linguistic assets have too often been overlooked by the systems meant to serve them.
Brilla protects productive struggle by never providing direct answers to math problems. It provides thinking prompts that help students find the answer through their own reasoning. The moment Brilla gives an answer, a student loses a learning opportunity. We will never make that trade.
AI systems trained on historical data can reproduce historical patterns. Brilla commits to regular bias auditing of all AI outputs, specifically checking whether scaffold suggestions differ by language background, because every student deserves the same quality of support.
No district enters a Brilla pilot without explicit informed consent from leadership, staff, and families. Consent is not a checkbox, it is an ongoing conversation. Families receive the Bulletin in their home language so they can stay informed and opt out at any time.
Brilla will not use black-box AI. Every scaffold suggestion, every heatmap signal, every coaching output will be explainable in plain language to any educator who asks. If we cannot explain why the AI suggested something, we will not surface it.
Every AI output in Brilla is a suggestion, not a directive. Teachers can dismiss, modify, or ignore any recommendation. Leaders can override any heatmap signal. Students can close any scaffold. The human is always in charge. Always.
Brilla commits to ongoing quality auditing of all multilingual outputs, because every student whose home language is something other than English deserves the same precision, warmth, and mathematical integrity in every scaffold they receive.
Data governance must be foundational to any educational AI implementation, not retrofitted after the fact.
"When our languages, identities, and histories are missing from the data, we are either misrepresented or made invisible." Brilla’s multilingual equity auditing is a direct response.
60% of K–12 teachers used AI tools in 2024–25. Ethical frameworks must keep pace with adoption. Human oversight must remain central.
Systems must maximize equitable access to AI tools so that ALL students benefit, with specific attention to multilingual learners and under-resourced communities.
Human oversight must remain central to education-related AI systems. AI augments, never replaces, educator expertise.
Multilingual contexts and long-term conceptual understanding remain underexplored in AI math research. Brilla exists precisely to fill that gap.
"We are not neutral about AI. We believe it can be a force for equity, but only if the people building it are willing to be held accountable. We are."
Delivered every two weeks in the family’s home language, the Brilliance Bulletin is not a translation of school jargon. It is an invitation into the learning, a celebration of what students are building and a bridge between school and home.
WIDA’s research establishes that when families engage with their child’s academic content in their home language, mathematical confidence deepens and academic language grows, because learning is never just a school-day event.
The Bulletin is not a one-way communication tool. It is a two-way relationship between the platform, the school, and the community that makes learning possible.
The strength you identified is the right anchor for your debrief. Name the specific moment, not the general pattern. "I watched the student at table 3 explaining with her hands" is more powerful than "your MLs were engaged." Specific observations build specific teaching moves.
Anchor the next step to one specific moment in tomorrow’s lesson. Instead of "give MLs more time," try: "Before you open the whole group share, give table 3 60 seconds and the sentence frame. That one move changes who gets to talk."
We have done the research. We have built the demos. We have a clear vision for what AI-powered math support could look like for multilingual learners. What we do not have yet, and cannot build without you, is the real thing. Your classroom experience, your student knowledge, and your honest feedback are what transform these demos into a platform that actually works in the rooms where MLs learn math every day.
Walk through the three demo portals. Experience what Brilla envisions for students, teachers, and leaders. React to it honestly, what works, what does not, what is missing entirely.
Through feedback buttons on every page, through biweekly check-ins with the Aligned Impact team, and through the end-of-pilot reflection, your voice shapes every decision made going forward.
Aligned Impact takes everything we learn together and builds the real platform from it. Pilot partners are credited as co-designers. What you teach us is what makes Brilla real.
"The measure of Brilla’s success is not how often students use it. It is what they are able to do, mathematically and linguistically, when they do not need it anymore."
Brilla is a capacity-building tool, not a dependency. The pilot is designed to test whether the demos generate the kind of educator insight that would make a real platform worth building.
Share a little about your context and what brought you here. We will be in touch within 5 business days.
Join the mailing list and we will keep you in the loop as the pilot develops.
Whether you have a question, a concern, an idea, or feedback that did not fit anywhere else, this is where it goes. Brilla is being built with educators. That means your questions matter at every stage.
What does participation involve? How much time does it take? What happens to our data? What if it does not work for our students? Ask us anything.
We are designing Brilla to align with ELPAC, TELPAS, ACCESS for ELLs, ELPA21, and NYSESLAT. If you want to know how Brilla would work in your specific district context, ask us and we will walk you through it.
Something you saw in the demos that could be better? A feature that is missing for your context? A research source we should know about? This is the right place for all of it.
Researcher, publisher, or organization interested in what Aligned Impact is building? We are open to conversations about collaboration that puts multilingual learners at the center.
Every message is read by a person on the Aligned Impact team. We respond within 48 hours, usually sooner. We do not send form letters. If you ask a specific question, you will get a specific answer.