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K-12 Educational Tools & Curriculum Catalog (Math, Reading, Spanish)

Get One Classroom Tool

get_classroom_tool
Read-onlyIdempotent

Return one classroom tool by identifier (for example 'sight-words-first-grade'), with grade level, subject, learning objective, and creator.

Input Schema

NameRequiredDescriptionDefault
idYes

Output Schema

NameRequiredDescriptionDefault
idYes
creatorYes
objectiveYes
gradeLevelYes
invocation_idYes

Schema Changelog

Changes observed during successful MCP inspections.

  1. First observed

TDQS

A3.7/5.0
Behavior3/5

Does the description disclose side effects, auth requirements, rate limits, or destructive behavior?

Annotations already declare readOnlyHint=true, idempotentHint=true, openWorldHint=false, and destructiveHint=false, so the safety profile is fully covered structurally. The description adds only a summary of returned fields, and says nothing about behavior on a missing/invalid id, which is the main thing an agent would want to know for a lookup tool.

Agents need to know what a tool does to the world before calling it. Descriptions should go beyond structured annotations to explain consequences.

Conciseness5/5

Is the description appropriately sized, front-loaded, and free of redundancy?

One front-loaded sentence with no filler: verb, resource, cardinality, key parameter, and return contents in a single pass. Nothing redundant or padded.

Shorter descriptions cost fewer tokens and are easier for agents to parse. Every sentence should earn its place.

Completeness4/5

Given the tool's complexity, does the description cover enough for an agent to succeed on first attempt?

For a one-parameter read tool with an output schema and full annotation coverage, the description covers what it returns and how to identify the resource. The remaining gap is the absence of a fallback path when the id is unknown, but that is minor given the tool's simplicity.

Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.

Parameters4/5

Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?

Schema coverage is 0% and the single property is a bare string, so the description carries the burden — and it does add value by giving a concrete identifier example ("sight-words-first-grade"), clarifying the expected format and that ids are human-readable slugs rather than opaque numbers.

Input schemas describe structure but not intent. Descriptions should explain non-obvious parameter relationships and valid value ranges.

Purpose4/5

Does the description clearly state what the tool does and how it differs from similar tools?

States a specific verb and resource ("Return one classroom tool") and scopes it to single-item retrieval by identifier, which implicitly contrasts with the list/search siblings. It does not explicitly distinguish itself from the sibling named get_tool, leaving some ambiguity about which getter to pick.

Agents choose between tools based on descriptions. A clear purpose with a specific verb and resource helps agents select the right tool.

Usage Guidelines3/5

Does the description explain when to use this tool, when not to, or what alternatives exist?

Usage is implied by "by identifier" — call it when you already have an id — but there is no explicit when-to-use guidance, no statement of what to do when the id is unknown (i.e., use search_classroom_tools first), and no differentiation from get_tool. An agent must infer the routing.

Agents often have multiple tools that could apply. Explicit usage guidance like "use X instead of Y when Z" prevents misuse.

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