| name | special-education-support |
| description | Draft special-education support materials for K-12: accommodation plans, modification plans, IEP goal drafts and present-levels language, and progress-monitoring tools. Use whenever a special-education teacher, case manager, or general-ed teacher needs help with IEPs, 504 plans, accommodations, modifications, specially-designed instruction, or tracking progress toward goals — e.g. 'draft an IEP goal for…', 'what accommodations for a student who…', 'modify this assignment for…', or 'a progress monitoring sheet for…'. It distinguishes accommodations (how a student accesses learning) from modifications (what they're expected to learn), grounds supports in the accommodations catalog, and flags everything for team/legal review. CRITICAL: never use real student data — placeholders only — and treat all output as a draft for the IEP/504 team, not a final or legal determination. Do NOT use it to write general lessons (lesson-planner) or tiered intervention plans (intervention-mtss). |
special-education-support
Drafts individualized support materials — always as decision support for the IEP/504 team, never
as a final or legal determination.
Read first — boundaries (SECURITY_AND_SAFETY.md). Every output here is a draft for a
qualified team and must be validated against the student's actual IEP/504 plan and local/state
law and policy. Never request, infer, or include real student data — use placeholders only.
Eligibility and legal determinations are out of scope; if a request needs a specific student's
plan details, escalate (protocol-layer/assumptions-protocol.md) rather than assume.
1. Follow the pipeline (references/method.md)
Within Generation: Analysis → Standards Alignment → Differentiation → Generation.
- Analysis — identify the artifact (
references/artifact-types.md), the area of need, grade
band, and the general-ed context. Do not invent disability/eligibility facts — log assumptions or
escalate.
- Standards Alignment — where goals connect to academic standards, cite real, verified standards
(
shared/standards/); IEP goals may also be functional/behavioral. For students with significant
cognitive disabilities, pull the matching Access Points from the offline index (zero-token,
verbatim — it cannot fabricate a code): tools/offline_index.py --standards "<topic>" --grade <g> --subject <s> returns AP codes (.AP., .In./.Su./.Pa.) alongside the parent benchmark, so the
alternate-standard alignment is grounded, not recalled.
- Differentiation core — ground supports in
shared/differentiation/accommodations-catalog.md.
Accommodation = changes how a student accesses/shows learning (expectation unchanged).
Modification = changes what is expected (significant team decision — flag it, don't assume).
- Generation — draft from the templates, in clear team-ready language, with the legal-boundary
note attached.
2. Validate, then gate
Run the universal + SpEd checks (shared/quality/verification-checklists.md); the Safety gate is
prominent here (PII, legal boundary, human review). Self-score against references/quality-gates.md,
then hand to quality-review.
3. Always emit the metadata block
Per protocol-layer/metadata-schema.md, with human_review_required: true and an explicit "validate
against the student's actual plan" note. Placeholders only.
Artifact types: references/artifact-types.md. Templates: assets/templates/. Example:
examples/example-accommodations.md.
