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 one bundle or a non-bundle support outcome, the bundle has a defined shape, and the teacher reviews and activates it.
14 bundles + 7 support objects, mapped deterministically
There are 14 named intervention bundles, closed and curated rather than generated. A deterministic profile→bundle map (21 rows) selects one bundle or a non-bundle routing/support outcome from the student’s primary profile (refined by access driver, comprehension subprofile, or modifier driver). Seven of the 21 map rows resolve to a non-bundle outcome — a monitoring process, a light-support action, or a routing guard — rather than an intervention plan. Same profile in, same result 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 | Cumulative-cycle allocation | Role |
|---|---|---|
| Anchor | Primary, largest share | The primary skill the bundle is built around, and always the dominant allocation across the cycle. |
| Supporting threads | Smaller secondary range | One or two linked skills (never more than two) that reinforce the anchor. |
| Asset bridge | Smallest range | A documented strength the child already has, used as a foothold into the harder work. |
These allocations are cumulative-cycle ranges across the intervention cycle, not fixed per-session percentages. The anchor always carries the largest share across the cycle. 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 14 bundles, 7 support objects, 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.