School leaders want two numbers: the price, and what happens if they pay it. This post gives both, in that order, without softening.
The price is on the workshop page
The current cohort price lives at /workshop, and it moves rarely. We do not quote a range in a blog post because the page is the source of truth. If the number here disagreed with the number there, someone would sign the wrong one.
What the number covers, plainly: one cohort of six to twelve teachers, four sessions, over four to six weeks, plus the follow-up window described below. It is a per-cohort price, not per-teacher, and it includes staff workbench access for the length of the cohort plus the follow-up (Class C, described in the shared log).
What is included
Four things, and nothing else.
- Four workshop sessions. Ninety minutes each, delivered live, small enough that every teacher speaks. The arc opens with honesty policy, moves to the workbench, and lands on pedagogy. Details in The Workshop: What Teachers Actually Do.
- Between-session office hours. Two, thirty minutes each, for the whole cohort together. Not one-on-one coaching. Teachers bring what they tried and what confused them.
- Workbench access for the cohort window plus a thirty-day tail. Staff accounts on school-owned devices, with a shared log a department head can read at any time (Class C).
- A written scope your board can read. One page. What we will do, what we will not, when we start, when we stop, how to cancel.
That is the whole scope of a cohort. It fits on one page because it should.
What is not included
Say it out loud so no one is surprised at the invoice.
- No student accounts, no student data. The workbench is for staff. Students do not log in. We do not receive rosters, gradebooks, IEP files, or any identifier of a minor.
- No one-on-one teacher coaching outside the cohort. Office hours are the group. Individual coaching is a separate quote, or it does not happen.
- No custom curriculum authoring. We review what you already teach and mark it up. Authoring is a curriculum consulting engagement, quoted separately, described in Partnership With Schools: What We Do and What We Do Not Do.
- No LMS integration. The workbench does not embed in your learning management system.
- No efficacy guarantee. We do not promise test scores, engagement lift, or "transformation." What teachers report after a cohort we publish anonymized, session by session, with dates (Class U on outcomes, Class C on what teachers did).
If any of those absences is a deal-breaker, we are not the right partner, and you should stop reading here.
Why the number is the number
Three reasons, and they are all boring.
- Cohort size is small on purpose. Six to twelve teachers is the range where every teacher can be heard in ninety minutes. Below six, the cohort lacks the voices to disagree well. Above twelve, some teachers go silent. The price reflects the small cohort, not a per-seat markup.
- The workshop teaches active inference as a lens, not a product demo. The reading list draws on Parr, Pezzulo, and Friston (2022) (Class E), and the sessions are built to make that reading useful in a classroom by Friday.
- The workbench costs money to keep honest. Staff accounts, the shared log a department head can read, the audit trail we hand back when you leave: none of it is free to run (Class C).
We do not discount to close. We do not upsell mid-cohort. If the number does not fit your budget this year, we would rather you wait a year than compress the scope past the point where it works.
Follow-up scope, after the cohort
Two options, both quoted separately.
- A quarterly curriculum review. One to three sessions per quarter with the teacher or department, priced by session. Output is a marked-up copy of your existing plan and a one-page decision log.
- A school-year partnership. Cohort plus quarterly reviews plus honesty-policy support, quoted as a single number, with a break clause at the end of every quarter. Either party can end it at the end of a quarter, no penalty, no data held hostage.
No multi-year lock-ins. Break clauses go both ways. If you leave, you keep the workbench artifacts your teachers made, and we hand back everything you gave us.
How we frame our own work
We teach active inference as a lens on learning. Our own build sits on the attainable path toward General Natural Intelligence, natural not artificial. It is a working hypothesis with growing, evidence-classed evidence, tested in the open. The price of a cohort does not buy a claim about our build. It buys a workshop and a workbench, both of which you can inspect.
Next steps
- Read The Workshop: What Teachers Actually Do before you ask for a quote.
- Read Partnership With Schools: What We Do and What We Do Not Do to see where a cohort fits in the larger scope.
- When you are ready, the number and the booking link are at /workshop.