Grades 1–12 · Online and in Vienna
Ainstein is a school for Grades 1–12, online and in Vienna, with Learning Support for students who remain at their current school. AI adapts practice and opens new ways into difficult material. Peers and mentors make understanding visible.
Choose your setting
The method stays consistent. The setting changes to fit the student, family, or school.
Close gaps in a specific subject with adaptive daily practice, a named mentor, and progress your family can see. Start with the diagnostic.
A complete Grades 1–12 program with adaptive academics, peer cohorts, seminars, life competencies, and diploma planning.
The complete Ainstein model in person at the Otto Wagner Areal, with a founding campus planned for September 2027.
Begin with a supported subject and grade band, adding the mastery map, adaptive practice, and review evidence while your teachers remain in control.
The starting point
One student needs the next challenge. Another needs a foundation from two years ago. The same assignment cannot be the right next step for both.
Grades travel between teachers. A precise record of what a child understands, where a misconception began, and what it blocks usually does not.
A missed step can remain hidden until later work depends on it. By then the child experiences the consequence without seeing the cause.
Ainstein begins with a diagnostic that turns the learning history into a map: what is secure, what is fragile, what is missing, and which next step would make the greatest difference. The plan starts from that evidence and changes as the child learns.
Ainstein was built for one job: find the gaps before they become failures, then close them for good.
The learning model
Ainstein changes the path, not the standard. The next topic, amount of practice, and timing of review adapt to the learner. Explanation and application determine when the learning is secure.
The mastery map shows what is secure, what is fragile, and what the learner is ready to tackle next.
Practice responds to the student’s own attempts. The tutor asks for reasoning, offers the smallest useful hint, and returns to skills at deliberate intervals.
Students explain the idea to peers, answer questions, and apply it in a new context. A mentor reviews the reasoning and evidence before mastery is recorded.
Examples
Students use AI to transform difficult material into audio, maps, visual worlds, and musical interpretations. Then they return to the original, ready to read more closely and think more deeply.
Audio briefings, character maps, vocabulary, cultural context, workbook practice, and songs help students enter a medieval text before returning to the source.
A classical poem becomes several musical interpretations so students can hear mood, pressure, danger, and rhythm before analyzing the language.
What makes it school
The system remembers what is secure, what needs another pass, and which misconception appeared in the last attempt. Each session begins from that record.
One mentor follows the student over time, meets them every week, notices quiet struggles, reviews the evidence, and decides what happens next.
In fixed groups of five, students solve aloud, question one another’s reasoning, and teach back what they learned. The session leaves evidence a mentor can review.
The mastery map and mentor narrative show what became secure, what remains fragile, and what the student will work on next.
“This week Emma became proficient in two-step equations, but still makes sign errors when variables appear on both sides. In her peer session, she explained one-step equations, answered Tom’s question, and left a worked example for mentor review. Next week we focus on delayed retrieval and independent problem solving.”
AI literacy
AI has two jobs at Ainstein: adapt learning to the student, and become a tool the student learns to question, direct, and build with.
Students ask better questions, build practice tools, and use AI to reveal the edge of their own understanding.
They learn when to trust a model, how to verify a claim, and why confident answers can still be wrong.
The system can coach, critique, and generate practice. The student remains responsible for the thinking, writing, explaining, and building.
Who’s in charge? Read the philosophy Screen time, honestly answered
Rigor
Students move forward when they can retrieve an idea, explain their reasoning, answer questions, and apply it somewhere new.
The mastery map keeps fragile concepts in view until they become secure.
Students show how they reached an answer and respond when a peer challenges the reasoning.
Skills return after a delay and appear again in new contexts before the student moves forward.
Real work, mentor-reviewed explanations, and an evolving mastery map make progress readable.
Grades record a result. Ainstein also shows the thinking behind it: students asking sharper questions, connecting ideas across disciplines, and using AI without outsourcing their mind.
Ainstein uses MAP® Growth, an independent, nationally normed assessment used by millions of students across the United States.
Learning models
The important differences are practical: who sets the pace, how students learn together, what adults decide, and what counts as evidence.
| Classic online schools | The new AI schools | Ainstein | |
|---|---|---|---|
| The teaching | Recorded curriculum delivered through a term schedule | AI adapts an individual practice path | AI adapts practice, and students also learn to question, direct, and build with it |
| The group | Scheduled classes and independent coursework | Individual AI work with adult supervision | Fixed five-student groups where students explain, question, and leave evidence a mentor can review |
| The pace | Course sequence follows the academic calendar | Adaptive pathways often optimized for acceleration | Progress follows durable mastery and readiness for the next dependency |
| Motivation | Deadlines, grades, and course completion | Progress mechanics, goals, and rewards | Growing competence, useful work, relationships, and increasing ownership (why) |
| The human | Subject teachers responsible for large course cohorts | Guides supervise AI learning blocks | A named mentor follows your child and approves every consequential decision |
| Proof | Report cards and course completion | Adaptive-platform progress dashboards | US national norms plus explanations, projects, and mentor-reviewed evidence |
| Screens | Video classes and independent courseware | Condensed individual AI work blocks | Defined screen-time caps with peer sessions, seminars, projects, and life offline (the day’s rhythm) |
Questions parents ask
The Online School pathway follows a structured American high-school curriculum: recognizable courses, credits, transcript-compatible records and a graduation audit. We are building the US diploma pathway with accreditation partners; until that is finalized we say exactly that, and nothing more. On a parent call we’ll show you precisely where the pathway stands today.
Yes, with honest planning. A US high-school diploma alone is not treated as equivalent to the Matura or Abitur; Austrian universities typically want the diploma plus around four AP exams, and language requirements apply. So for students targeting Europe, we plan exactly those AP exams into Years 11 and 12. The pathway is well-trodden; it just has to be planned from enrollment, not discovered in the final year. We plan it with you.
The tutor can only act through a fixed set of approved tools; it cannot roam. Every message is safety-screened first; anything concerning stops the tutoring and alerts a human mentor immediately. The AI never decides your child’s progress, never writes to their record, and parent reports are composed from structured learning data only, never from chat logs.
There are no ads, and student data is never sold or used for advertising. Ever.
Yes, that’s the point. Mentors run the weekly check-ins, approve every report, set up peer sessions, review the evidence those sessions produce, and make every consequential decision. The AI handles repetition and patience; humans handle judgment and care.
Our tutor is Socratic by design: it asks for your child’s attempt before it helps, gives the smallest useful hint, and refuses to be an answer machine. And mastery is verified through evidence a model cannot fake for them: explaining out loud, answering peer questions, retrieving after a delay. We even ask students weekly to reflect honestly on how they used AI, and that reflection goes to you.
Both are the same case to us: the plan follows the child. We place by actual mastery, not birth year. A child with gaps works exactly at the edge of what they know; an advanced child moves on the moment mastery is proven, not when the calendar allows.
Through structured, supervised togetherness, and a lot of it. A normal week has two Socratic rounds and two to four peer-teaching sessions in a fixed group of five, plus group projects and cohort rituals: the same faces, week after week, which is how children actually form friendships. Younger children get more peer teaching and shorter seminars; teens get the full discussion dose. Sessions are structured, evidence is reviewed, and there is no unsupervised open chat, by design.
Three ways, and none of them require trusting us. First, MAP® Growth: the independent, nationally normed test used across US schools, taken two to three times a year, showing your child’s percentile and growth against millions of American students from a test provider we don’t control. Second, weekly evidence you can read: what was practiced, retrieved after a delay, explained in a peer session, and reviewed by the mentor. Third, ask your child to explain something they learned; with mastery-based learning, they can.
AI personalization helps, but it does not solve motivation, judgment, or proof of understanding by itself. We use AI where it is strong: practice, feedback, memory, and variation. Then we verify learning in human ways: explanation, small groups, projects, and mentor review. Speed is not the prize; durable understanding is. Your child should not just be taught by AI either; they should learn to command it, question it, and use it without outsourcing their mind.
And we invite the same external yardstick, MAP national norms, so you can compare outcomes, not marketing.
Learning Support is designed to cost less per month than a single weekly hour of private tutoring. Online School founding-family terms are shared on the parent call; we keep pricing conversations human because every family’s situation is different.
A weekly story in plain language: what your child worked on, what became solid, what’s still fragile, what they taught someone else, and what the mentor recommends next. Plus mastery progress you can read at a glance, and a one-click export of your child’s complete learning record, any time. It’s your data.
Founding families
A 20-minute conversation about your child, the available programs, and the clearest next step.
