You open the school. You set the date.
If you are a principal, you set the milestone date for two-step equations. You read two marks: Met or Not met.
Choose Start. The link comes by email. No card. Then you set the milestone date.
No card to sign in · The lesson opens with a class code and PIN · Student work is never used for training
Giving the answer ends the homework.
3x + 6 = 18 has a solution. A student who is handed x = 4 did not do the work. Kaltov does not erase the wrong step or write the right one. It asks what undoes the multiplication, and keeps asking until your student is the one who fixes it.
Your student fixes the mistake
x = 5 is marked try again. Kaltov does not erase it and does not correct it. The fix is your student's to make.
The smallest hint that works
The tutor asks a question first. Then it points at the step. Then it states the rule. It reveals only enough to unblock, and the full solution stays switched off.
Mastery has to be earned
A skill is not marked learned until your student solves a fresh problem with no hints at all.
The class, in one look.
The teacher's screen names every student, where they are, and the reason: which mistake repeated, and who leaned on hints. You see whether each class is on track against the milestone dates you set. The numbers below are a sample of that screen, not a result from a school.
Questions you actually ask
What do students work on?
What your curriculum says, in the order you set. You pick a curriculum pack, sequence the skills, and give each one a milestone date. The launch pack is two-step equations and the arithmetic around them, because that work can be checked step by step.
Will it just give my students the answer?
No. The tutor stops at the first thing that moves your student. First a question. Then where the mistake is. Then the rule. Then a simpler example of the same thing. The full solution stays off in normal practice.
Who decides whether a step is right?
A step checker, not the tutor's wording. The same step always gets the same mark. The tutor chooses how to ask the next question. It never decides whether your student was correct.
What do my teachers see?
Not started, working, completed, or needs help, and the reason behind each one. They also see who is leaning on hints. A class can stop learning while the completion numbers still look fine.
What do I see?
Whether each class is on track against your milestone dates, skill by skill, and which classes are behind. The report at the end of an assignment carries two marks: Met or Not met.
Do my students need accounts?
They open the lesson with a class code and a 4-digit PIN. The school keeps an email and a phone, and a teacher approves a new student. A parent can open a household, set the milestone dates for two-step equations, and add their own child. The child uses the same board. Messages stay between two people in the school. The tutor does not read them. Their work is never used for training.
How does the school pay?
A pilot month first. After that you choose: monthly, by the students who actually worked that month, or once a year. You see the choices after you sign in.
Where is this going?
The tutor, the step checker, and the mastery rules sit apart from the lessons. A new subject arrives as a pack, not a rewrite. The long-term aim is practice from fundamentals toward Olympiad-level problems.
Start this week.
That is the next step. The launch lesson is already two-step equations, so the date is the only thing you add.
Start