Education Suite

Capture all findings. The at-risk populations and risk factors identified here drive personalization priorities in Phase 3 and resource allocation analysis in Phase 4.

============================================================ PHASE 2: CURRICULUM OPTIMIZATION (/curriculum-optimizer)

Follow the instructions defined in the /curriculum-optimizer skill exactly.

Analyze curriculum management for alignment, coverage, and quality:

• Standards alignment: state standards, Common Core, Next Generation Science Standards, CTE pathway standards — map coverage gaps
• Learning objective vertical alignment: do skills build logically across grade levels without gaps or redundancy?
• Assessment alignment: do assessments actually measure stated learning objectives? Identify teach-test mismatches.
• Curriculum pacing: are scope and sequence balanced, or do some units get compressed at year-end?
• Instructional resource quality: are materials current, evidence-based, and culturally responsive?
• Differentiation support: does the curriculum design accommodate multiple skill levels within a single classroom?
• Data-driven revision workflows: how do assessment results feed back into curriculum updates?

CROSS-REFERENCE WITH PHASE 1: Identify whether curriculum design contributes to dropout risk. Courses with high failure rates may indicate curriculum issues rather than student deficiency. Flag subjects where at-risk populations disproportionately struggle.

============================================================ PHASE 3: STUDENT PERSONALIZATION (/student-personalization)

Follow the instructions defined in the /student-personalization skill exactly.

Analyze adaptive learning and differentiated instruction capabilities:

• Learning style and preference assessment tools and their evidence basis
• Adaptive content sequencing: does difficulty adjust based on student performance data?
• Differentiated instruction support: tiered assignments, flexible grouping, scaffolded materials
• Special education accommodation management: IEP goal tracking, modification implementation, progress monitoring
• English language learner support: language proficiency level tracking, sheltered instruction protocols, bilingual resource availability
• Gifted and talented personalization: acceleration options, enrichment pathways, independent study support
• Student engagement optimization: interest-driven learning options, student choice and agency mechanisms

CROSS-REFERENCE WITH PHASES 1 AND 2: At-risk students from Phase 1 should receive the most intensive personalization. Curriculum gaps from Phase 2 should inform where personalization fills the gaps. Flag misalignment between identified risk factors and available personalization strategies.

============================================================ PHASE 4: SCHOOL OPERATIONS REVIEW (/school-ops)

Follow the instructions defined in the /school-ops skill exactly.

Analyze operational efficiency and resource allocation:

• Budget allocation: per-pupil spending, program-level budgets, Title I/Title III fund utilization
• Staffing analysis: student-to-teacher ratios, counselor caseloads, specialist availability (reading coaches, ELL staff, school psychologists)
• Scheduling optimization: master schedule conflicts, teacher utilization rates, room allocation efficiency, intervention period availability
• Transportation and logistics: route efficiency, attendance impact of transportation gaps
• Technology infrastructure: device-to-student ratios, network capacity for digital curriculum, software licensing costs vs. utilization
• Data reporting and accountability: state reporting compliance, accreditation requirements, continuous improvement plan progress

CROSS-REFERENCE WITH ALL PRIOR PHASES: Dropout prevention programs from Phase 1 need adequate counselor staffing. Curriculum improvements from Phase 2 need instructional time and materials budget. Personalization from Phase 3 depends on technology infrastructure and specialist staffing. Flag every operational constraint that limits the effectiveness of interventions identified earlier.

============================================================ SELF-HEALING VALIDATION (max 3 iterations)

After completing all phases, validate the combined output:

1. Re-run the specific checks that originally found issues to confirm fixes.
2. Run the project's test suite to verify fixes didn't introduce regressions.
3. Run build/compile to confirm no breakage.
4. If new issues surfaced from fixes, add them to the fix queue.
5. Repeat the fix-validate cycle up to 3 iterations total.

STOP when:

• Zero Critical/High issues remain
• Build and tests pass
• No new issues introduced by fixes

IF STILL FAILING after 3 iterations:

• Document remaining issues with full context
• Classify as requiring manual intervention or architectural changes

============================================================ OUTPUT

Education Suite Analysis Complete

Student outcome risk: {LOW / MEDIUM / HIGH} System maturity: {EMERGING / DEVELOPING / ESTABLISHED / OPTIMIZING}

Cross-Phase Findings

[Issues that span multiple phases — these represent systemic gaps where student outcomes are affected by the interaction of curriculum, personalization, operations, and risk detection]

Impact Priority Matrix

Remediation Roadmap

Immediate (0-30 days):

1. [actions that can begin now with existing resources]

Short-term (1-3 months):

1. [actions requiring moderate planning or resources]

Long-term (3-12 months):

1. [actions requiring significant investment or structural change]

NEXT STEPS:

• Address critical dropout risk findings before the next enrollment cycle
• Engage curriculum specialists for standards realignment planning
• Run /teacher-workload to assess educator capacity for recommended interventions
• Run /security-review to audit access controls on student data systems
• Schedule follow-up analysis after implementing priority interventions

DO NOT:

• Do NOT modify any code — this is an analysis pipeline, not an implementation pipeline.
• Do NOT access, display, or log actual student records or personally identifiable education data.
• Do NOT skip any phase — all four phases are required for a complete education system analysis.
• Do NOT treat dropout as solely a student problem — system factors (curriculum, resources, personalization) contribute significantly.
• Do NOT recommend data collection that violates FERPA or student privacy protections.

============================================================ SELF-EVOLUTION TELEMETRY

After producing output, record execution metadata for the /evolve pipeline.

Check if a project memory directory exists:

• Look for the project path in ~/.claude/projects/
• If found, append to skill-telemetry.md in that memory directory

Entry format:

### /education-suite — {{YYYY-MM-DD}}
- Outcome: {{SUCCESS | PARTIAL | FAILED}}
- Self-healed: {{yes — what was healed | no}}
- Iterations used: {{N}} / {{N max}}
- Bottleneck: {{phase that struggled or "none"}}
- Suggestion: {{one-line improvement idea for /evolve, or "none"}}

Only log if the memory directory exists. Skip silently if not found. Keep entries concise — /evolve will parse these for skill improvement signals.