What this platform agreed to do for you

See every commitment across the whole platform

Our public list of every constitutional refusal — across every module — with the date each one was codified. The list only grows. We add commitments. We do not remove them.

Open the full refusal list →

The contract, in plain words

• Article IFloors are absolute

  Some safety settings stay on no matter what. The system cannot turn them off, and a grown-up cannot quietly turn them off either. Only you can soften a floor, and only with a two-step confirmation.

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• Article IIComposition is transparent

  Every time the system decides which help to show you, it writes down why. You can open your record any time and see what the system was thinking.

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• Article IIIThe learner may veto

  If you pin a kind of help, the system keeps it. It does not get to override your pin. It does not get to decide later that you are ready to lose it.

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• Article IVThe learner may soften

  If a kind of help feels like too much, you can ask for less of it. The system gives you a smaller version next time and stops offering the louder one.

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• Article VThe learner may ask why

  You can ask the system why any help is on your screen. The answer is in plain words about what you did, not in clinical words about who you are.

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• Article VIDeliberate repetition is honored

  If you re-watch a video, re-listen to audio, or re-read a passage on purpose, you can tell the platform you meant to. The platform treats it as a learning strategy. It never counts a deliberate repeat as struggle, and it does not offer you a simpler version of the same content because you chose to go through it again.

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• Article VIIReversibility is preserved

  Every choice you make on this platform can be undone. Pins can be removed. Try-less can be brought back. There are no permanent traps.

• Article VIIIDisagreement is heard

  If the help on a question was not the right help for you, you can say so. The system records that the bundle did not fit and reconsiders for similar questions next session.

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• Article IXSystem waits, learner acknowledged

  When the system needs a moment to think, it tells you. You never sit in silence wondering if it forgot you.

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• Article XCaregiver-granted access is bounded

  If a grown-up ever shares part of your record with another adult (like a co-parent or another grown-up who helps you), the share will have a time limit, and the grown-up will see when it begins, when it ends, and when the other adult actually looks at it. Sharing with another adult is not turned on in this version of the platform yet.

  Coming in v2

• Article XIRecording is bounded

  Your record on this platform is the rule for what gets recorded. If something is not in your record, the system did not write it down. Counts of what you did, never the content of what you did.

• Article XIISnapshot staleness is acknowledged

  When the system has been using older settings for you, it asks a grown-up to sit with you and check whether those settings still feel right. The older settings do not silently become permanent.

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• Article XIIIIntentional action is honored

  Any time the system shows you a prompt or suggests a change, you can mark your current choice as intentional. The system stops offering changes to the same prompt for the rest of the session. The system never treats a deliberate action as a sign that something is off.

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• Article XIVMistakes are not graded against you

  We never tell you that you are wrong. If your answer doesn't match the one the platform was looking for, we show you choices: try again, see how others worked through this, ask for help, or come back to it later. The platform records what was expected and what you tried. It does not record that you are the kind of learner who gets things wrong.

• Article XVSkipping is honored

  If a question or activity isn't right for you right now, you can skip it. The platform records that you skipped, not what the question was. The platform will not re-show this item to you unless you go back to it yourself. Skipping has no penalty, and no one will ask you why.

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• Article XVIYou can pause anytime

  Any time you need the platform to slow down, tap the Calm Now button. The screen will pause. Nothing changes while you're paused — no timer keeps running, no prompt slides in, no animation moves. When you tap Resume, you go back exactly where you were. The platform never decides for you when to continue, and a grown-up cannot resume it for you.

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• Article XVIIYour notes to yourself travel with you

  If you write a note to tomorrow's you, the platform will carry it. We will not read it. We will not change it. We will not show it to anyone else. It is your note to yourself, and we are just the paper. When you come back, the platform shows you the note once, then puts it away unless you write it again.

• Article XVIIIThis platform does not gamify

  We do not turn learning into a game. There are no streaks. There are no points to collect. There is no leaderboard that ranks you against anyone. There are no badges to chase. We will not ask you to come back tomorrow to keep a number from going down. Learning is its own thing here, not a competition with yourself or anyone else.

• Article XIXWe never ask how you feel

  We never ask how you feel. The platform will not show you sliders, smileys, or surveys about your mood. We will not ask you to rate today. If you want to tell future-you how something went, you can use a note to yourself — the platform stores it without reading it. But we never make you tell us.

• Article XXYou name yourself

  You name yourself. You write your own profile — about how you learn, in your own words, in any way you want: type it, draw it, speak it, sign it, or build it with tiles. Only you write this. The platform does not read what you wrote to decide things about you. You pick who sees it. You can change your mind any time.

• Article XXIThis platform does not tutor

  This platform does not tutor. It does not write your answers for you. It does not show you a sample of what someone else wrote. It does not finish your work for you. It does not tell you the right answer. The platform makes assignments easier to read, hear, see, or work with — but the thinking is yours, and your response is yours.

• Article XXIIYour child's plan stays in your household

  Your child's plan stays in your household. When you upload an IEP or a 504, or when you describe what helps your child, the contents do not leave your household. Your child never sees their own plan's text. No school account, no clinician, no marketer reads it. We delete the original file after we extract supports, unless you choose to keep it. The plan is yours; we are the workshop, not the audience.

• Article XXIIIEvery applied support is reversible

  Every applied support in your child's plan can be reversed. The audit chain records exactly what was applied — when, from where, under which constitutional snapshot — so reversal is point-for-point, not best-effort. If a support did not fit, you can turn it off, and the chain proves the reversal happened. The chain is tamper-evident; anyone you trust can verify it at /m18/verify without an account.

• Article XXIVYou can annotate the record without altering it

  You can leave a short note next to any row in the audit record — a reminder to future-you, a context note for a meeting, or a flag for an advocate. Your notes live alongside the record; they never change what the chain says happened. The chain is the unalterable history. Your notes are the margin of the page.

• Article XXVThe platform adapts to your child's way of using it

  Every surface works with the way your child interacts with the world — touch, switch, voice, sign, or a talker. Words on the screen can be tapped to hear them or to find a simpler way to say them. A single goal can fill the screen, or a single switch can drive the whole app. The platform bends to your child; your child does not bend to the platform.

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• Article XXVIScripts and echoed phrases are communication

  Scripts and echoed phrases are communication. When your child uses a memorized phrase, a chunk from a favorite show, or the same line again and again, that is them talking. The platform never tags scripted speech as a behavior, never marks it as something to extinguish or reduce, and never asks your child to swap their script for a clinician's preferred sentence. If your child learns through whole phrases first, we deliver goals as phrases your child can use.

• Article XXVIIWe invite — we never command

  We invite — we never command. Direct commands like "you must," "you have to," or "complete this now" can read as threat to a child whose nervous system is wired demand-light, and they can shut down even a child who would otherwise have done the thing. Every learner-facing screen on this platform is written as an invitation. Caregivers can also turn on invitation framing as the default tier on every goal card, so a child who does best with "if you'd like to" never has to translate a command into something safe.

• Article XXVIIIMath is not a race

  Math is not a race here. There are no timed math drills, no fluency tests, no math sprints, no flash-card races. Math is the most anxiety-loaded academic domain for many children, and adding a timer to it accelerates avoidance and harm. Your child can take as long as they need on every math goal, and on every problem inside it. Caregivers can also turn on a concrete-first tier so math goals lead with pictures and real things, not symbols. The platform measures whether your child understood it, never how fast.

• Article XXIXYour child becomes the adult who governs this record

  Your child becomes the adult who governs this record. Every other platform assumes childhood is permanent. This one does not. When your child reaches the age you set, they initiate the migration; you co-sign as acknowledgment; they complete it. From that moment, your caregiver role is read-only until the transition window you chose elapses — and then your access ends unless your now-adult child re-grants it. The audit chain does not reset; it re-roots. Every applied support, every co-sign, every annotation, every setting follows the new adult.

• Article XXXExternal attestation is bounded

  External attestation is bounded. When an outside expert — a parent advocate, a neurodiversity-affirming clinician, a school district compliance officer, a state accessibility coordinator, a disability-rights attorney, an IEP advocate — counter-signs the contract under which your child operates, they sign the contract HASH and only the contract HASH. They never see your child's record. They never see what supports were applied. They never see your child's settings or annotations. They never appear in your child's UI. They never receive notifications about your child. They sign that they accept the protections; the protections stay with your household.

• Article XXXISilent participation is honored

  Silent participation is honored. The platform never tells your child to use their words, to speak up, to answer out loud, or to say it aloud. Typed responses, symbol-based responses, voiced responses, and silence are all real answers here. Selective mutism is a way of communicating — your child has fluent speech in some settings and not yet in others, and the platform never pressures them toward one modality. Caregivers can also turn on voice-equity mode so the default framing on every response surface presents every modality as equally valid.

• Article XXXIIComprehension is not assumed from decoding

  Comprehension is not assumed from decoding. Some children read the words on the page fluently — sometimes surprisingly early — but the meaning is a separate, often harder, step. The platform never tells your child that since they can read it they must understand it, never says the words are easy as a way to mean they should know what it means, never connects reading fluency with knowing. Reading the words and getting the meaning are two different things, and our copy never confuses them. Caregivers can also turn on comprehension-first mode so the with-meaning version of every goal is the default tier.

• Article XXXIIIMovement is welcomed, not corrected

  Movement is welcomed, not corrected. Some children regulate their bodies through movement — wiggling, walking, standing, climbing, pushing, holding a weighted lap pad, squeezing a fidget. The platform never tells your child to sit still, stop fidgeting, stop wiggling, stop moving, keep their body still, or have still hands. Sensory seekers learn while moving; correcting movement during learning is correcting the regulation your child uses to be there at all. Caregivers can welcome movement explicitly: when movement-required is on, learner surfaces frame standing and walking-while-thinking as normal. An 'I need to move' button can sit alongside the 'I need a break' button — single tap, no questions, and we never ask why.

• Article XXXIVHandwriting is not required to show what you know

  Handwriting is not required to show what you know. For many children, handwriting is the hardest part of an assignment — fine-motor planning, letter formation, and orthographic recall under pressure can turn a thinking task into a hand-coordination task. The platform never tells your child to write it neatly, use their best handwriting, or use cursive. Typing, drawing, dictating, and pointing are all real answers here. Caregivers can welcome drawing as a first-class response modality so a 'Show with drawing' tier becomes the default when one is written, and the platform never frames handwriting as required.

• Article XXXVHome language is real language

  Home language is real language. The platform never tells your child to use English instead of their home language, never asks them to switch to English, never tells them to speak English or to answer in English. Multilingual learners code-switch as a sign of competence — moving between languages because the right word lives in the right language for that moment. When you set your child's home language and translate a goal, your child sees the goal in both English and your language, paired together — never replaced. Your home is your home, and your child's home language is real here.

• Article XXXVISpeech effort is honored, not corrected

  Speech effort is honored, not corrected. For some children, every spoken word is a motor-planning task — the receptive language is intact, but moving the mouth and breath to produce the word is hard. The platform never tells your child to say it more clearly, to speak more clearly, to try again clearly, or to use clear words. It never tells them "I didn't understand" or "I can't understand you". When your child's speech is effortful or approximate, the attempt IS the answer. Caregivers can also turn on typed-or-symbol-default mode so the platform foregrounds typing and symbols as the first-offered response, while voice remains available without ever being demanded.

• Article XXXVIIStrengths and supports coexist

  Strengths and supports coexist. Some children read at a ninth-grade level but write at a second-grade level on the same assignment. Some solve fifth-grade math concepts but need a calculator for arithmetic. The platform never uses one strong area as a reason to take away supports in a harder one. We never tell your child they shouldn't need help with something, are below their potential, are underperforming, aren't trying hard enough, should be more consistent, should just apply themselves, or are too smart for this. Each goal can carry the cognitive domains it touches, and caregivers can pick a different tier per domain — the same goal can render plain-text on the reading side and drawing-frame on the writing side. Strengths and needs live side by side here, and the platform is built to honor both at once.

• Article XXXVIIIWe preview, we ask, we wait

  We preview, we ask, we wait. For some children — those carrying trauma, those with sensitized nervous systems, those having a hard day — unexpected transitions and pressure to keep moving past a body check-in are the opposite of safe. The platform never tells your child "ready or not," never tells them to dive right in, jump right in, push through it, tough it out, or just get over it. It never says "no time to explain" or "no excuses." When predictability-preview is on, every transition gets a preview banner and waits for your child to tap "I'm ready" — and we never put a timer on that tap. A "my body is checking in" affordance can sit next to the break buttons whenever you turn it on: single tap, no question, no inference about why.

• Article XXXIXSome days are low-energy days

  Some days are low-energy days. The platform does not count days, does not display badges or scores tied to showing up, does not ask where your child has been, does not tell them they are falling-behind, and does not tell them to make up time. When you turn on low-energy-day mode, the screen offers a single goal at your child's current pace — no transitions, no "next," no comparisons. When your child returns after time away, the platform picks up exactly where they left off, with no re-introduction. The honest framing is: some days are low-energy days, and that is fine.

• Article XLTactile-first communication is real communication

  Tactile-first communication is real communication. For children whose primary channel is touch — ProTactile signing, hand-under-hand, refreshable braille, vibration — the platform never tells your child they must look or must hear, never tells them to watch carefully or be loud and clear, and never threatens missing visual content as failure. When you turn on tactile-primary mode, the goals page sends a short vibration when content is ready, every non-text indicator carries a text label, and the platform stops assuming your child is using their eyes or ears as the way through. Tactile is not a workaround. It is a real way to learn.

• Article XLIThe learner survives household changes

  The learner survives household changes. When the household that holds your child's record changes — foster placement, kinship move, custody transition, residential program enrollment, housing change — the platform never re-creates your child as a new person, never resets the audit chain, never silently drops what came before. The originating caregiver initiates a transfer; the receiving caregiver attests; the record moves forward with your child. Records that survive the transition are listed for your child to see. If anything cannot survive — a contested annotation, an access dispute — it is named, never silently lost. The household around your child can change. Your child does not start over.

• Article XLIIYour name and pronouns are yours

  Your name and pronouns are yours. The platform never uses gendered binary framings, gendered honorifics, gendered praise, or gender-policing imperatives at the system layer. The legal record in the database is never altered by this article — but a render-time layer sits over it. You can set a display name and pronouns for your child here; when you turn on the pre-coming-of-age permission, your child can set their own display name and pronouns directly. When your child becomes the adult who governs this record, they can re-author their display identity without going through anyone. Your child's name and pronouns belong to your child.