Create a copy-paste prompt pack for a special education teacher working with [GRADE BAND] students in [SETTING]. The pack should support these priorities: [TOP TASKS]. Use these instructional standards, program expectations, or school rules: [LOCAL REQUIREMENTS]. Account for these learner needs without using names or identifying details: [LEARNER NEEDS]. Produce 10 ready-to-use prompts, each 90-140 words, with fill-in placeholders. Include prompts for: analyzing a present level of performance; proposing measurable annual IEP goals with baseline, condition, behavior, criterion, and progress-monitoring method; designing a scaffolded lesson; creating accommodations versus modifications; drafting a neutral family update; preparing a data-collection sheet; adapting an assessment; planning a behavior-support response; writing a meeting agenda; and summarizing progress from teacher-provided data. For every prompt, specify the inputs the teacher must provide and require the AI to preserve the student's strengths, use observable language, and distinguish direct observation from interpretation. Include a one-sentence privacy reminder: never paste a student's full name, identification number, records, or confidential report into a public AI tool. Do not provide legal conclusions, diagnose a disability, decide placement, or write a final IEP without team review. Avoid deficit-only language and promises of guaranteed outcomes. Ask up to three clarifying questions only if a required input is missing. Before answering, check that IEP-goal prompts require a baseline and measurable criterion, and that accommodations do not lower the learning target unless identified as modifications. Check that every family-facing prompt is respectful, plain-language, and free of unexplained jargon.
Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [GRADE BAND] | Enter the age or grade range, such as grades 3-5 or high school. | Grades 6-8 |
| [SETTING] | Describe the teaching setting, such as resource room, co-taught classroom, or self-contained program. | Co-taught English language arts classes and a daily learning-support period. |
| [TOP TASKS] | List the day-to-day tasks for which you want prompt support. | IEP goal drafts, reading accommodations, progress notes, family communication, and data collection. |
| [LOCAL REQUIREMENTS] | Paste relevant curriculum standards, district forms, policies, or required progress-monitoring practices. | State grade 7 ELA standards; quarterly progress reports; goals must include baseline and a measurable criterion. |
| [LEARNER NEEDS] | Describe learning needs in de-identified, educational terms, such as decoding support and executive-function scaffolds. | Students with decoding, written-expression, attention, organization, and self-advocacy needs; no student names. |
How to use
- Replace the broad learner description with de-identified needs and strengths for the group you are planning for.
- Use the IEP prompts with actual baseline data and your district's required wording or forms.
- Check each generated goal or accommodation with the student's IEP team and local policy before use.
- Follow up with: “Adapt prompt 3 for a 45-minute lesson on [STANDARD] with [MATERIALS].”
Variations
IEP goal draft
Use when you have baseline data and need a measurable draft for team review.
Draft three possible annual IEP goals for [SKILL AREA] using this baseline: [BASELINE DATA] and this grade-level expectation: [STANDARD]. For each goal, include condition, observable behavior, criterion, timeframe, and a feasible progress-monitoring method. Add short-term objectives only if [LOCAL POLICY] requires them. Use strengths-based, neutral language and state which parts need team confirmation. Do not diagnose, choose placement, or invent data. Ask up to three questions only if information is missing. Check that each criterion can actually be measured from the proposed data source.
Family update
Use when you need a clear progress update for a caregiver.
Write a 150-200 word family update about [STUDENT INITIALS]'s progress in [SKILL]. Use these observations and data: [NOTES]. Explain one current strength, one area being practiced, the support used at school, and one optional home conversation starter. Use plain, respectful language; do not make diagnoses, guarantees, or comparisons to other students. Preserve confidentiality by referring only to this student. Ask up to three questions only if a required detail is missing. Check that every progress statement is supported by the notes and that acronyms are explained.
Accessible assessment
Use when adapting an assessment while preserving its intended learning target.
Adapt this assessment task: [ASSESSMENT] for learners with [ACCESS NEEDS] while keeping this learning target intact: [LEARNING TARGET]. Provide a table with allowable accommodations, any modifications that would change the target, implementation directions, and what evidence the teacher should collect. Respect these [SCHOOL RULES]. Do not claim an accommodation is appropriate for every student; note that IEPs and 504 plans control. Ask up to three questions only if inputs are missing. Check that each accommodation removes an access barrier without supplying the answer.
Tips
- Use only de-identified summaries in public AI tools; remove names, dates of birth, student numbers, and copied evaluation text.
- A usable IEP goal names the starting point and the data source, not only the desired skill.
- An accommodation changes access, while a modification changes what the student is expected to learn or demonstrate.
- Treat generated family communication as a draft: verify data, names, pronouns, and the tone required by the relationship.
FAQ
Can AI write an IEP?
AI can help organize a draft, but the IEP must be developed and reviewed by the authorized team under local requirements. Never treat generated text as a compliance decision.
Can I paste student records into ChatGPT?
Avoid pasting personally identifiable or confidential student information into public AI services. Use de-identified summaries and follow district privacy rules.
Will an accommodation work for every student with the same disability label?
No. Supports should be based on the individual student's documented needs, present levels, and instructional context.