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Wayfinder Protocol Bank

Master protocol library shared across every Wayfinder module: Circuit Breaker, Anti-Freeze, I/S/D/C-channel diagnostics, error taxonomy. Referenced by every GED page below.

PurposeShared, reusable protocols for classifying errors, checking readiness, and diagnosing system failures across any Wayfinder module.
StatusActive Development — real, complete pedagogical content; not yet run with real students
Depends on—
Superseded by—
EvidenceFull document reproduced below, unedited from source.

MASTER PROTOCOL BANK

Complete Library of Reusable Protocols, Circuit Breakers, Decision Trees & Code Patterns

Status: Complete reference library
Date: June 2026
Scope: All educational modules reference and adapt from this bank
Architecture: Organized by domain (I-Channel, D-Channel, S-Channel, Testing, Data, Recovery)

PART 1: I-CHANNEL PROTOCOLS (Confidence, Engagement, Willingness)

1.1 Circuit Breaker Protocol (Complete)

Purpose: Detect and respond to I-channel collapse (loss of confidence, engagement, willingness).

Core Principle: Confirmed stable progress is protected. Anomalies do not erase the floor.

Exception Categories:

Type 1: Student-Requested Higher Challenge (Self-Reward)

Type 2: Skip or Acceleration (Planned Reduction)

Type 3: Automatic Pause/Hold (System-Enforced)

Type 4: Clinician/Guardian Override

Readiness Score Calculation:

Four dimensions, each 0-1 scale. Average = readiness score.

  1. Willingness to attempt (0-1): Does student try tasks without excessive hesitation?
  2. Persistence on struggle (0-1): Do they keep trying when hard, or give up immediately?
  3. Confidence in ability (0-1): Do they believe they can learn this skill?
  4. Engagement with instructor (0-1): Are they present and connected, or withdrawn?

Collapse Signal Checklist (RED FLAGS): - [ ] Student uses shame language (“I can’t,” “I’m bad at this,” “I’m dumb”) - [ ] Avoids eye contact, shows body language withdrawal - [ ] Gives up after 1-2 attempts without prompting - [ ] Questions whether they can actually learn (“Is this really going to work?”) - [ ] Blames self for errors (“I’m stupid”) - [ ] Seeks excessive reassurance (“Am I doing it right?”)

If 2+ signals in one session: Activate Circuit Breaker immediately

1.2 Anti-Freeze Protocol (Cognitive Collapse Prevention)

Purpose: Prevent student from freezing on difficult task. Freezing looks like “won’t try” but is cognitive overload.

Three-Step Framework:

1. SIGNAL (Identify what’s stuck)

“What are you stuck on right now? Just one thing — what’s the question?”

Help student isolate. Narrow from “I can’t do any of this” to “I can’t blend /m/ /a/ /t/”.

2. DATA (What do we actually know?)

“What do you actually know about this? Just tell me one thing you’re sure about.”

Don’t solve for them. Get them to surface what they already have.

3. COLLAPSE (Smallest first step)

“What’s the ONE smallest step you could do right now? Just that one step, nothing else.”

Do not solve the whole thing. Do the next thing. Then the next thing.

Example:

Student frozen on blending /m/ /a/ /t/ into “mat”

Logging: Record when Anti-Freeze was triggered, what helped, whether student unfroze or escalated.

1.3 I-Channel Monitoring Checklist (During Session)

Quick reference during live instruction:

Action: If 2+ true: Stop content progression, activate Circuit Breaker.

PART 2: D-CHANNEL PROTOCOLS (Actual Learning, Skill Development)

2.1 Mastery Confirmation Protocol

Definition: Mastery = Task Accuracy (85%+) AND Novel Variant Pass

Task Accuracy Assessment: - 85%+ accuracy on target skill attempts - Consistent across multiple attempts within a session - Consistent across multiple sessions (not just one good day) - Student can explain their reasoning/process - Minimum Level 3 evidence: three or more sessions of practice

Novel Variant Testing (Transfer Test):

What: Conceptually identical problem with significantly different surface features.

Why: Rote/procedural fails under any change. Conceptual mastery transfers.

When: Final step before marking something mastered.

Example (Unit Rate): - Original learned: “5 pens cost $15. How much per pen?” - Novel variants: “$15 for 5 pens. Cost per pen?” / “If 5 pens = $15, what’s the unit price?” / “5 items for $15. What’s the price of 1?”

Decision Tree:

2.2 Diagnostic Problem Hierarchy (Difficulty Gradient)

Used during initial diagnostic and ongoing assessment.

Easy: Student should solve quickly with minimal thinking. If stuck >2 min, they’re not ready.

Medium: Normal struggle. Wait. Ask guiding questions. This is where learning happens.

Hard: Requires integration of multiple concepts. Only give after Easy and Medium confirmed.

Observation during diagnostic: - Where do they pause? - Do they talk aloud or silent? - Do they second-guess? - Do they attempt without your prompting? - Can they explain their reasoning?

2.3 Bottleneck Identification Framework

When progress stalls:

  1. Accuracy check: Can they produce the correct response?
    • If NO: Move to specific error analysis
    • If YES: Confidence/willingness issue (I-channel, not D-channel)
  2. Consistency check: Can they do it again?
    • If NO: Not truly mastered yet, needs more exposure
    • If YES: Schema is being built
  3. Transfer check: Can they do it with different surface features?
    • If NO: Rote only, needs re-teaching with different approaches
    • If YES: Mastery confirmed
  4. Explanation check: Can they describe what they did?
    • If NO: Procedural but not conceptual
    • If YES: Deep understanding

Bottleneck categories: - Working memory overload: Can’t hold all pieces simultaneously → break into smaller steps - Prerequisite gap: Missing foundational skill → return to earlier concept - Transfer failure: Can do it one way, can’t generalize → different contexts, multiple representations - I-channel issue: Confident but won’t try due to shame/doubt → confidence building, not more content

PART 3: S-CHANNEL PROTOCOLS (Environmental State, Audio, Measurement Quality)

3.1 STT Confidence Scoring Framework

Every STT output carries confidence score (0.0-1.0):

Decision rule: Only correct if you personally heard the error AND STT confidence ≥ 0.75

3.2 Common STT Error Patterns (Pre-Identified)

Stop Consonants (historically <10% phoneme-level accuracy): - /p/ often heard as /b/, /v/, or silent - /t/ often heard as /d/, /s/, or unclear - /k/ often heard as /g/, /h/, or unclear - /b/ often heard as /p/, /v/ - /d/ often heard as /t/, /th/ - /g/ often heard as /k/, /h/

Action: If student attempts stop consonant and STT confidence < 0.75, assume STT error, not student error. Re-run or accept alternative transcription.

Sibilants: - /s/ sometimes heard as /sh/, /th/, or /z/ - /z/ sometimes heard as /s/, /sh/, or /th/

Age-Specific (5-6 year olds): - Slight lisp on /s/ (normal developmental) — STT may register as error - Interdental /th/ substitution for /s/ (normal developmental) — confuses STT - /l/ and /r/ confusion may register as misheard

3.3 False Correction Prevention Decision Tree

When student says something and STT confidence is low (<0.70):

  1. Listen carefully: Did the student actually say it correctly?
    • If YES (you heard it clearly): This is STT error. Accept and move on.
    • If NO (student definitely made an error): This is student error. Use implicit correction.
    • If UNSURE: Run it again.
  2. If you re-run and still unsure: Don’t correct. Move forward. “Let’s try the next one.”

NEVER say “That’s wrong, try again” if: - STT confidence < 0.75, OR - You didn’t clearly hear the error yourself, OR - The error matches a known STT misheard pattern

Instead say: - “Say that one more time so I can hear you clearly.” [listen again] - If it comes back clearer: celebrate. “Got it. Good.” - If it comes back the same: “Let’s move on to the next one.”

3.4 S-Channel Monitoring Checklist (Session Setup)

Before and during every session:

If S-channel degrades during session: - Stop content - Check microphone and positioning - Test with a simple word - Move to quieter location if possible - Resume when S-channel is stable

3.5 S-Channel vs. D-Channel Troubleshooting

When accuracy is flat:

Check S-channel first: - Are STT confidence scores declining? - Is transcription consistency poor? - Is background noise increasing? - Is microphone positioned poorly?

If S-channel is degraded: Fix environment, don’t advance content.

If S-channel is stable: Only then assume D-channel issue.

PART 4: FOUR-CHANNEL DIAGNOSTIC DECISION TREE

Use this when progress stalls or collapse is suspected:

SYMPTOM: C-Channel Flat (accuracy not improving)

↓

CHECK S-CHANNEL FIRST:
- STT confidence scores declining? YES/NO
- Transcription consistency poor? YES/NO
- Background noise increasing? YES/NO
- Microphone issues? YES/NO

If S-channel degraded: FIX ENVIRONMENT, don't advance content
If S-channel stable: Continue to next step

↓

CHECK I-CHANNEL:
- Readiness score declining? YES/NO
- Collapse signals present? YES/NO
- Hesitation increasing? YES/NO
- Shame language present? YES/NO

If I-channel declining: ACTIVATE CIRCUIT BREAKER, don't advance content
If I-channel stable: Continue to next step

↓

ASSESS D-CHANNEL:
- Accuracy trending upward at all, even slowly? YES/NO
- Transfer test: did student pass? YES/NO
- Can articulate how they make the skill? YES/NO

If D-channel shows slow growth: EXTEND TIMELINE, don't escalate
If D-channel shows no growth: Possible intervention needed (learning disability screening, specialist referral)

PART 5: TESTING PROTOCOLS

5.1 Empirical Testing Framework (Adapted from TESTING_PROTOCOL_v1_0)

Core Principle: Don’t theorize. Test empirically.

Test Environment Setup:

Phase 1: Baseline Establishment (Week 1) - Deterministic conditions (known inputs, expected outputs) - Synthetic/controlled situations (no noise) - Measure: accuracy, time, consistency, error patterns - All three channels tested (S/D/I)

Phase 2: Scaling Tests (Weeks 2-3) - Increase difficulty progressively - Test with realistic noise/conditions - Measure: degradation curves, breaking points

Phase 3: Device Tier Testing (Weeks 4-6) - Test on different devices (phone, tablet, laptop) - Measure: what works where, scaling limits - Map: constraints and capability ceilings

Test Case Template:

TEST: [Scenario]_[Difficulty]_[Device]

Setup:
  - Input: [what we give student]
  - Expected output: [what we should see]
  - Conditions: [noise, complexity, time pressure]

Measurement:
  - Actual output: [what happened]
  - Accuracy: [% correct]
  - Time: [seconds]
  - Consistency: [repeatable yes/no]
  - Error patterns: [what kinds of errors]

Decision:
  - Pass/Fail
  - If fail: reason (S-channel / D-channel / I-channel / test design)
  - If pass: ready to scale to next tier

5.2 Data Collection Protocol (Measurement Schema)

Every session produces this data:

SESSION_LOG
├─ Metadata
│  ├─ Date/Time
│  ├─ Mentor (if applicable)
│  ├─ Guardian/Supervisor
│  ├─ Device used
│  └─ Duration (minutes)
├─ Content
│  ├─ What was taught/practiced
│  └─ Target skill
├─ Performance Data (C-Channel)
│  ├─ Accuracy: [X]% across N attempts
│  ├─ Consistency: [consistent/variable/poor]
│  └─ Transfer test (if given): [pass/approaching/fail]
├─ I-Channel Signals
│  ├─ Readiness score: [X] (0-1)
│  ├─ Hesitation: [none/mild/significant]
│  ├─ Collapse indicators: [yes/no]
│  ├─ Confidence statement: [what student said/observed]
│  └─ Engagement: [high/medium/low]
├─ S-Channel Signals
│  ├─ Audio quality: [clear/some noise/degraded]
│  ├─ STT confidence average: [X] (0-1)
│  ├─ Microphone issues: [none/case/distance/noise/other]
│  └─ Transcription consistency: [high/medium/low]
├─ Decisions
│  ├─ Next content: [advance/repeat/return to foundation]
│  ├─ Pace adjustment: [standard/slower/faster]
│  └─ Mentor/Guardian notes: [anything unusual]
└─ Protocols Activated
   ├─ Circuit Breaker? [yes/no]
   ├─ Anti-Freeze? [yes/no]
   └─ Other: [list]

5.3 Monthly Progress Summary Schema

MONTHLY_SUMMARY
├─ Skills mastered: [✓ /m/, ✓ /s/, ◐ /t/, ✗ /p/]
├─ I-Channel trend: [stable / improving / declining]
├─ S-Channel trend: [stable / degrading / improving]
├─ D-Channel trend: [accuracy trending up/flat/down]
├─ Readiness over time: [week 1: 0.60, week 2: 0.72, week 3: 0.75]
├─ Circuit Breaker activations: [how many, when, outcomes]
├─ Anti-Freeze activations: [how many, when, whether it worked]
├─ Interventions: [any escalations, specialist referrals, protocol changes]
└─ Next month plan: [next skills, pace adjustment, any changes to approach]

PART 6: MENTOR VS. GUARDIAN ROLE SEPARATION PROTOCOL

6.1 Mentor Role (Instruction Only)

During sessions: Provide clear instruction, warm feedback, safe environment.

What Mentor does: - Model the skill clearly - Listen to attempts - Give immediate, warm implicit feedback - Encourage persistence - Maintain psychological safety

What Mentor does NOT do: - Track progress over time - Decide if student is ready for next skill - Evaluate whether student has learned - Judge capability - Communicate with Guardian about progress

Mentor continuity: Can change session-to-session. Multiple mentors = accent variety, reduced burnout.

6.2 Guardian Role (Data & Decisions)

Between sessions: Review data, make progression decisions, track all four channels.

What Guardian does: - Review session logs (accuracy, consistency, I-channel state) - Track D-channel trend (is accuracy improving?) - Monitor I-channel signals (is readiness stable?) - Monitor S-channel quality (is audio consistent?) - Make progression decisions - Communicate with parent/caregiver - Run Circuit Breaker if needed

What Guardian does NOT do: - Give feedback during sessions - Model skills - Show up as evaluator

Guardian continuity: MUST be the same person. Student and parent need one consistent point of contact.

6.3 Data Handoff Between Mentor & Guardian

Mentor leaves this for Guardian after each session:

SESSION_HANDOFF_LOG
├─ Date/Time, Mentor name, Student name
├─ Target content
├─ Performance Data
│  ├─ Accuracy on target: [X]%
│  ├─ Consistency: [good/fair/variable]
│  └─ Transfer test (if given): [pass/approaching/fail]
├─ I-Channel Signals
│  ├─ Readiness: [X] (0-1)
│  ├─ Hesitation: [none/mild/significant]
│  └─ Collapse indicators: [none/yellow/red]
├─ S-Channel Signals
│  ├─ Audio quality: [clear/some noise/degraded]
│  ├─ STT confidence average: [X]
│  └─ Microphone issues: [none/case/distance/noise]
└─ Recommendation
   ├─ Next session focus: [next skill/repeat/stabilize]
   ├─ Pace adjustment: [standard/slower/faster]
   └─ Any context Guardian should know: [X]

Guardian reviews this and makes progression decisions OUTSIDE of student’s presence.

PART 7: DIAGNOSTIC INTERVIEW PROTOCOLS

7.1 Core Diagnostic Interview (Adapted from TUTORING_PROTOCOLS)

Phase 1: Welcome & Safety (2-3 min)

“Hi, I’m [name]. Thanks for being here. Before we dive in, I want to understand where you’re coming from and what you’re hoping to get. This isn’t a test — it’s me getting to know you. Sound good?”

Observe: Comfort, engagement, trust signals, shame indicators, prior failure indicator.

Phase 2: Background & Goal (3-5 min)

Ask open-ended. Listen more than talk.

Phase 3: Learning Profile (3-5 min)

Phase 4: Prior Failure Screening (2-3 min)

CRITICAL for I-channel assessment.

Listen for: Shame language, helplessness, permanent labels, internalized failure identity.

I-Channel Risk Assessment: - HIGH: Internalizes failure as fixed identity (“I can’t, I never could”) - MEDIUM: Tried before and quit, but no permanent label - LOW: First time trying, or prior success

Phase 5: Baseline Skill Assessment (5-15 min)

Give 3-5 problems spanning difficulty levels.

Do NOT jump in. Let them struggle. Productive struggle is data.

Observe: - Where do they pause? - Do they talk aloud or silent? - Do they second-guess? - Do they attempt without prompting?

Phase 6: Closure & Framework (3-5 min)

“Here’s what I learned: [summary]. Next time we’re going to [preview]. Does that make sense?”

Build confidence: “The part where you [something showing effort]? That’s exactly how learning works. You did that today.”

PART 8: RECOVERY & ESCALATION PROTOCOLS

8.1 When to Escalate (Red Flags for Intervention)

D-Channel escalation: - After 8+ sessions on one skill, accuracy still < 70% on isolated attempts - Possible dyslexia, articulation disorder, processing speed issue - Action: Refer for educational psychology evaluation or speech-language pathology assessment

I-Channel escalation: - Circuit Breaker runs 2+ times in one month - Possible anxiety, prior trauma, or depression - Action: Refer for mental health screening, consider session structure/environment changes

S-Channel escalation: - Audio quality cannot be improved (possible hearing loss) - Microphone/device repeatedly failing - Action: Refer for hearing screening, recommend different device/setup

Combined escalation: - Multiple channels showing simultaneous decline - Action: Pause program, comprehensive assessment, coordinate with parent/caregiver

8.2 Intervention Coordination Protocol

When escalating to specialist:

  1. Document clearly: What you observed, when, how many times
  2. Provide context: I-channel baseline, D-channel trajectory, S-channel quality
  3. Frame neutrally: “This is data-gathering, not failure. Some students benefit from additional assessment.”
  4. Coordinate with Guardian: Parent/caregiver consent and involvement
  5. Plan pause: Decide how long instruction pauses during assessment (usually 2-4 weeks)
  6. Reintegration plan: How do we use specialist feedback to adjust instruction?

PART 9: RELATIONSHIP & BOUNDARY PROTOCOLS

9.1 Mentor-Student Boundary Framework

Professional boundaries: - Sessions are for instruction, not therapy - Personal problems are noted but addressed through escalation, not mentorship - Mentor does not become the only safe adult - Consistent limits (session starts/ends on time, clear roles)

I-Channel protection: - Mentor is warm, supportive, safe - Mentor is NOT responsible for student’s self-worth - Mentor is NOT a substitute for family/therapist - Guardian maintains professional relationships with student and parent

9.2 When to Involve Parent/Guardian

Always involve if: - I-channel collapse occurs - Escalation to specialist happens - Student discloses abuse, neglect, or safety concern - Sessions need to pause - Long-term plan changes

Involve at routine check-in if: - Good progress to celebrate - Pattern emerging (I-channel trend, pacing adjustment) - Logistics (scheduling, payment)

PART 10: CODE PATTERNS & DATA STRUCTURES

10.1 Immutable Semantic Types (From Protocol.py)

@dataclass(frozen=True)
class State:
    """Internal latent state of a learner/system."""
    value: np.ndarray
    timestamp: float = 0.0
    metadata: Dict[str, Any] = field(default_factory=dict)

@dataclass(frozen=True)
class Observation:
    """Raw observation/measurement."""
    value: np.ndarray
    timestamp: float = 0.0
    source: str = ""
    metadata: Dict[str, Any] = field(default_factory=dict)

@dataclass(frozen=True)
class Residual:
    """Raw difference between observation and prediction."""
    value: np.ndarray
    timestamp: float = 0.0
    metadata: Dict[str, Any] = field(default_factory=dict)

@dataclass(frozen=True)
class Innovation:
    """Whitened/normalized signal for governance."""
    value: np.ndarray
    timestamp: float = 0.0
    metadata: Dict[str, Any] = field(default_factory=dict)

@dataclass(frozen=True)
class Uncertainty(Generic[UncertaintyT]):
    """Generic uncertainty representation."""
    representation: UncertaintyT
    timestamp: float = 0.0
    metadata: Dict[str, Any] = field(default_factory=dict)

10.2 Estimator Protocol Interface (From Protocol.py)

@runtime_checkable
class NormativeEstimator(Protocol):
    """
    Behavioral contract for any measurement/estimation system.
    Separates estimation logic from governance.
    """
    
    def transition(self, state: State, controls, disturbance) -> State:
        """State transition operator — MUST be deterministic"""
        ...
    
    def observation(self, state: State, noise) -> Observation:
        """Observation/measurement prediction operator"""
        ...
    
    def residual(self, observation: Observation, prediction: Observation) -> Residual:
        """Raw residual generation"""
        ...
    
    def innovation(self, residual: Residual) -> Innovation:
        """Whiten/normalize residual for governance"""
        ...
    
    def uncertainty(self, state: State) -> Uncertainty[Any]:
        """Uncertainty representation"""
        ...
    
    def governance_metrics(self, state, innovation, uncertainty) -> Dict[str, float]:
        """Metrics monotonic with uncertainty"""
        ...
    
    def recovery(self, state: State, reference: RecoveryReference) -> State:
        """Recovery operator — must preserve architectural axioms"""
        ...
    
    @property
    def capabilities(self) -> Set[EstimatorCapability]:
        """Declare what this estimator can do"""
        ...

10.3 Capability Declarations

class EstimatorCapability(Enum):
    ADAPTATION = auto()            # Online parameter adaptation
    SMOOTHING = auto()             # Backward smoothing / RTS-style
    EXPLAINABILITY = auto()        # Can produce explanation metadata
    BATCH_REPLAY = auto()          # Supports batch / offline replay
    PARAMETER_LEARNING = auto()    # Can learn parameters from data
    SENSITIVITY = auto()           # Can compute Jacobians / sensitivity
    PREDICTIVE_UNCERTAINTY = auto()

Use this to declare what your measurement system can actually do. Runtime uses this to make intelligent decisions without inspecting concrete types.

PART 11: GROUND TRUTH ANCHOR SCHEMA (For Fact Verification)

11.1 GTA Data Model

Used for verified facts that don’t change:

{
  "Asset_ID": "Unique identifier (UUID or domain-specific)",
  "Version_Hash": "SHA-256 cryptographic signature",
  "Domain_Tag": "Categorization (e.g., 'Nevada_Case_Law', 'Reading_Research')",
  "Payload": "Verified content (text/blob)",
  "Verified_Source": "URL/Ref to original trusted source",
  "Confidence_Score": 1.0,  # Hardcoded at 1.0 for verified facts
  "Timestamp": "ISO8601 when verified"
}

Example:

{
  "Asset_ID": "READ-PHONEME-01",
  "Version_Hash": "a1b2c3d4e5f6...",
  "Domain_Tag": "Reading_Phoneme_Recognition",
  "Payload": "Stop consonants: /p/, /t/, /k/, /b/, /d/, /g/ have <10% phoneme-level STT recognition",
  "Verified_Source": "Leclerc et al. 2023 ASR benchmarking study",
  "Confidence_Score": 1.0,
  "Timestamp": "2026-06-15T12:00:00Z"
}

Integration rules: - Read-Only Gate (ROG) only - No fuzzy search or inference - Strict hash verification required

PART 12: INSTRUCTOR FACILITATION PROTOCOL (Anti-Freeze for Mentors)

12.1 Three-Step Reality Check for Sessions

1. SIGNAL (The Goal)

Stop. Breathe.

“What is the ONE thing we need to focus on today?”

Identify the current phase, skill, or decision. Do not solve everything at once.

2. DATA (The Setup)

Don’t panic or assume. Organize.

“What do we actually know right now?”

List facts from data, not interpretations.

3. COLLAPSE (The Step)

Don’t force the whole lesson.

“What is the SMALLEST safe next action?”

Do that step. Then reassess.

Architect’s Rule: Instruction is a sequence of protected transitions. Collapse scope. Feed signal, ignore noise.

PART 13: PROTOCOL SELECTION MATRIX (Quick Reference)

Use this to quickly find the right protocol for your situation:

Situation Primary Protocol Secondary Data to Use
Student won’t try Circuit Breaker (I-channel) Anti-Freeze Readiness score, collapse signals
Accuracy stuck 4-Channel diagnostic tree Bottleneck ID C/D/S/I channel data
Can’t hear well S-Channel monitoring STT confidence Audio quality, STT scores
Seems rote learning Transfer test Mastery confirmation Novel variant performance
Missing foundation Bottleneck framework Diagnostic problem hierarchy Accuracy on easy/medium/hard
Stuck on one task Anti-Freeze protocol Signal-data-collapse What they know, smallest step
Should advance? Mastery confirmation Circuit Breaker exception Readiness + accuracy + transfer
Need specialist Escalation protocol Intervention coordination Multiple-channel decline data
New module, new student Core diagnostic interview Learning profile All intake questions
Mentor training needed TUTORING_PROTOCOLS Instructor facilitation Role definition + boundaries
Testing new approach Empirical testing framework Data collection schema Baseline → scaling → tiers

PART 14: WHEN TO USE EACH PROTOCOL

I-Channel Issues (Confidence, Engagement, Willingness): - Circuit Breaker Protocol - Anti-Freeze Protocol - I-Channel monitoring checklist - Mentor vs. Guardian role separation

D-Channel Issues (Actual Learning, Skill Development): - Mastery confirmation protocol - Bottleneck identification framework - Diagnostic problem hierarchy - Novel variant transfer testing

S-Channel Issues (Environmental State, Measurement Quality): - S-Channel monitoring checklist - STT confidence scoring framework - False correction prevention decision tree - Common STT error patterns - S-Channel vs. D-Channel troubleshooting

Data & Measurement: - Data collection protocol (every session) - Monthly progress summary schema - Testing protocols (empirical framework) - Ground truth anchor schema (verified facts)

Diagnosis & Decision-Making: - Four-channel diagnostic decision tree - Bottleneck identification framework - Escalation criteria - When to involve parent/guardian

Training & Facilitation: - Core diagnostic interview protocol - Instructor facilitation protocol (Anti-Freeze for Mentors) - Mentor vs. Guardian role separation - Mentor-student boundary framework

End of Master Protocol Bank

This is the complete reference library for all educational modules. Each module adapts these protocols to its specific context (Reading, GED, Professional License, etc.) but the underlying structures remain the same.

Version 1.0 — Ready for module integration.