Family Learning Agreement: Fourteen Days of Negotiable Support

This is not a parent-issued contract or a promise a child must sign in obedience. It is a private worksheet that lets a learner and parent or guardian write separately, read each other accurately, and use fourteen days of evidence to choose the next step.

Keep it in a private family location. Do not include passwords, identity numbers, precise addresses, internal school accounts, medical records, or private information about teachers and classmates. Do not publish the agreement, baseline, or failed samples unless the learner understands the scope, relevant people have authorised the use, and the content has been minimised.

1. Write Separately, Then Read Together

Learner First

One real thing I want to become easier after two weeks:
What I can already complete:
Where I most often stop:
Help that works for me:
Help that makes starting harder or makes honesty less safe:
Time and capacity I can carry today:

Parent or Guardian Next

Specific facts I have observed:
What I am most concerned about:
Concerns supported by evidence:
Parts that remain my interpretation:
Time, space, device, or communication support I can provide:
Monitoring, substituted work, or public sharing I will not do:

When reading together, do not rebut immediately. Restate the other person's meaning until they consider it substantially accurate.

2. Write One Shared Question

The one question these fourteen days answer:
School or life situation where it occurs:
Explicit school requirement:
Learner's own acceptance standard:
Safety and responsibility boundary the adult must protect:
Result that supports continuation:
Result that supports reduction, pause, or closure:

The question must permit an unsuccessful result. “Can I retell the main idea of a parallel text after two weeks?” preserves reality more easily than “increase vocabulary by 500 words”.

3. Preserve the Baseline

Date	Task and constraints	Learner's independent result	Where prompts entered	Raw evidence location

What the baseline can show:
What it still cannot show:
The one condition this experiment changes:

An adult may help preserve the file but does not give the complete answer before the baseline is finished.

4. Three Capacity Modes

Mode	When it applies	Learner action to preserve	Adult support to preserve
Full
Compressed
Recovery

Latest ending time:
Work explicitly not repaid:
Minimum return action within 24 hours after interruption:

A recovery day may contain no learning artifact. Safety, basic care, communication, and preparing the next entry can be the whole result.

5. Adult Support List

Choose only two or three for these two weeks:

• [ ] Protect one time box from casual interruption.
• [ ] Prepare school-designated material or necessary equipment.
• [ ] Help contact a teacher or confirm an assignment requirement.
• [ ] Give no more than three concrete feedback points after the learner's first version.
• [ ] Give one reminder at the agreed time without repeated questioning.
• [ ] Help save versions and the next entry point.
• [ ] Agree to downgrade or pause when capacity falls.

The adult explicitly will not:

• [ ] Write or answer in the learner's place, or ask AI to produce work the learner submits under their name.
• [ ] Inspect the screen, chat history, or minute-by-minute status all day.
• [ ] Send artifacts, grades, or failures to unrelated relatives or public platforms.
• [ ] Shame through comparison with classmates, siblings, or past high points.
• [ ] Repay the plan through lost sleep, removed basic rest, or continuing conflict.

6. AI and Data Agreement

Permitted platform and account:
Current platform age/guardian rules checked: yes / no / not applicable
Does the school permit AI for this task?
AI may: ask / explain / give feedback / create parallel practice / other
AI may not:
Independent version the learner submits first:
Evidence saved after each use:
Retelling or independent action after the session closes:

Never upload:

• [ ] Name, school, class, identity document, precise address, or private contact details.
• [ ] Face, voiceprint, health, family relationships, or non-minimised grade records.
• [ ] Private information or unauthorised work from teachers, classmates, or other third parties.
• [ ] Internal school accounts, test answers, restricted material, or sensitive family information.

When the platform, school, or family cannot confirm the boundary, use paper, offline material, synthetic data, or a teacher-approved alternative first.

7. Feedback Rules

One main question kept in each review:
Maximum number of adult feedback points:
How the learner may reject or question feedback:
Fact to establish first during disagreement:
When a teacher should participate:

Feedback form:

I observed:
Effect on the task:
What I remain uncertain about:
One thing I suggest testing next:

Avoid “you are just…”, “you never…”, and “everyone else can…”.

8. Fourteen-Day Evidence

Time point	Condition	Independent result	Feedback received	Still unknown
Day-one baseline
Immediate revision
Delayed retest
Transfer under one new condition

Chat duration, streaks, and reminder counts are process traces. Key judgment returns to artifacts, problems, recordings, classroom use, and performance after prompts are removed.

9. Pause and Support Gate

Safety, physical, sleep, emotional, school, or family conditions that pause the experiment immediately:
Trusted adult the learner can contact first:
School contact route:
Qualified local or emergency support route:
Work that does not need repayment after a pause:

For persistent functional difficulty, thoughts of harm, violence, bullying, threats, or unsafe communication, protect safety and seek appropriate support rather than diagnosing or handling the situation through this worksheet.

10. Two-Week Review: Learner Speaks First

Learner

One thing that genuinely became easier:
One thing still impossible or prompt-dependent:
Most useful support:
Monitoring that added no value or made me uncomfortable:
Action I am willing to continue:

Parent or Guardian

Artifacts and facts I observed:
Control or failed demand I reduced:
Concern that remains unsupported by enough evidence:
Support I will keep in the next cycle:

Shared Decision

Continue / reduce / change one condition / pause or stop:
Evidence:
Smallest next task:
Next review date:
Teacher or professional involvement needed:

Closing: Support Must Face Review Too

Families often review whether the learner completed the task and rarely review whether adult support worked. This agreement asks both sides for evidence: did the task become clearer, did support reduce friction, and can the relationship still tell the truth?

When help becomes only surveillance, substituted work, and transferred anxiety, it too must shrink or stop. Useful support may not make a learner do more immediately. It helps them see the problem, state a need, own a version, and know whom to contact when difficulty grows.

Related chapter: Family Learning: Return Ownership of Growth to the Learner | First Week Practice | Evidence Chain Template