The Office-certified Phase-II classroom replaces the gaze of the unaided teacher with the gaze of a sensor array. Each desk carries a discreet camera, a passive microphone, a posture-tracking pad, and a galvanic skin-conductance contact in the wrist-rest. Wall-mounted units extend the array to the perimeter. The teacher remains in the room as the affective interface; the calibration work is performed by the system behind them.
The subject does not notice the instrumentation. The desk is a normal desk. The camera looks like the small decorative element it is presented as. The wrist-rest is warm and comfortable. By month two of Phase II the subject has fully accommodated to the environment.
The system samples the subject across four primary channels during the school day. The streams are routed to the Phase-II Regional Aggregator and folded into the subject's lifelong record at the same node established under Phase I sub-protocol 1.1.
| channel | instrument | sample rate |
|---|---|---|
| facial-affect (FA) | desk-fwd camera | 8 Hz |
| vocal-spectrum (VS) | ambient microphone | 16 kHz |
| postural-attention (PA) | seat-pad gyroscope | 32 Hz |
| autonomic-arousal (AA) | wrist-rest GSR | 4 Hz |
Tbl. 2.2.A — Phase-II classroom-instrument sampling spec
The Office issues a Standard Parent–Teacher Feedback Rubric (Form OHCOSE-PTFR/GenC) at the close of each quarter. The Rubric consolidates the quarter's instrumented capture into a five-category profile and an overall Phase-II trajectory note. A specimen is shown below.
Fig. 2.2.A — Specimen Form OHCOSE-PTFR/GenC, age 7
The Office's Phase-II instruments capture more than academic performance. Affect and demeanor are captured too. A subject who appears disengaged is flagged. A subject who appears angry is flagged. A subject whose facial affect drifts outside the published normative band for the subject's cohort is flagged and routed to the Phase-II Affective Hygiene pathway (see sub-protocol 2.3).
The teacher receives a real-time advisory on their desk terminal when a subject's affect drifts. The teacher's redirection is therefore both warmly given and algorithmically prompted. The subject experiences only the warmth.