Exceptional Standards

Chae O’Keefe - June 4, 2026

1. Objective

Define the first MVP scope for Exceptional Standards by understanding how elementary exceptional education teachers adapt standards-aligned resources and collect progress-monitoring evidence for academic IEP goals.

2. Background

Exceptional education teachers support students working at varied academic access levels. In resource and push-in settings, they often adapt grade-level lessons, vocabulary, visuals, assessments, and progress-monitoring tools so students can participate meaningfully in standards-based learning.

Exceptional Standards is built on the belief that adapted resources should support student learning first. When instruction, practice, and progress monitoring connect to the same topic, students can strengthen understanding while teachers reduce preparation time through AI-assisted resource generation.

3. Target participants

• Resource Teachers: Elementary exceptional education teachers who provide small-group or individualized academic support to students with IEPs
• Push-in / Co-Teachers: Inclusion/co-teaching exceptional education teachers supporting and collaborating with general education teachers
• General Education Teachers: Elementary classroom teachers who teach grade-level standards and collaborate with exceptional education teachers
• Paraprofessionals: Instructional support staff who may assist with collecting progress-monitoring data under teacher direction.

4. Success Criteria

• A selection is made on the first teacher workflow to support.
• The grade, subject, and standards-topic wedge is chosen.
• The most valuable resource types are known for v1.
• The IEP goal areas are defined for v1.
• Minimum teacher inputs needed to generate useful adapted resources can be mocked up.
• Progress-monitoring format is selected for v1.
• Privacy, trust, and AI-quality requirements are defined.