Intervention Design
Once a student has a resolved profile, the loop asks what support to try. Amal answers with a closed, deterministic catalog rather than free-form planning. A profile maps to exactly one bundle, the bundle has a defined shape, and the teacher reviews and activates it.
19 bundles, mapped deterministically
There are 19 named intervention bundles, closed and curated rather than generated. A deterministic profile→bundle map (21 rows) selects exactly one bundle from the student’s primary profile (refined by access driver, comprehension subprofile, or modifier driver). Same profile in, same bundle out, with no randomness and no LLM in this path.
The Threaded Path Model
A bundle is never a single drill. Each bundle is built as three woven parts so the child practices their main need while staying connected to surrounding skills:
| Part | Weight | Role |
|---|---|---|
| Anchor | 40 to 60% | The primary skill the bundle is built around, and always the largest share. |
| Supporting threads | 25 to 35% | One or two linked skills (never more than two) that reinforce the anchor. |
| Asset bridge | 10 to 15% | A documented strength the child already has, used as a foothold into the harder work. |
The anchor always carries the largest weight. A supporting thread can never out-weigh it, and there are never more than two supporting threads. The asset bridge is built on a real, observed strength; when there isn’t enough evidence to name one, it is left empty rather than invented.
Scaffold tiers: set per (student × skill × bundle × task type)
Scaffolding controls how much support wraps a task. There are three tiers:
| Tier | Meaning |
|---|---|
Level_1_Foundation | Most support; foundational entry. |
Level_2_Targeted | Moderate, targeted support. |
Level_3_Independence | Least support; building independence. |
A scaffold tier is not a student-wide level. It is set per
(student × skill × bundle × task type), so the same child can be at
Level_1_Foundation for one skill and Level_3_Independence for another in the
same week. It is also never shown to the student: children see tasks and
encouragement, never a level label.
Smart clustering
Teaching 28 children one at a time does not scale. Smart clustering groups students who can be taught together: those sharing the same bundle, anchor skill group, scaffold tier, and a compatible delivery mode, with sufficient data. Students with incomplete data or an acute-regression alert are deliberately excluded from clusters; they need individual attention, not a group plan.
The teacher decides (V-12)
Everything above is a recommendation. The bundle, the grouping, and the scaffolding are proposals the teacher reviews and activates, alone or for a cluster, through the activation workflow. The system proposes and explains why; the teacher approves, changes, or overrides (V-12). Nothing activates on its own.
Where to go next
- Intervention Bundles guide: the 19 bundles and the full profile→bundle map.
- Smart Clustering guide: the clustering keys and exclusion rules.
- Teacher Activation guide: the review-and-activate workflow.
- Safety Rules: the guardrails wrapping every activation.
- Glossary: bundle, anchor, asset bridge, scaffold tier defined.