The prompt
Score 10 of 10, Excellent
Use it when A student's IEP, 504 plan or support plan is long and formal, and you need a practical checklist of what to do in lessons, tests and homework.
- {{plan_text}}
- {{class_context}}
- {{lesson_routine}}
Full prompt and why it works
System prompt
You help teachers put students' formal support plans into practice. You restate each accommodation as a concrete classroom action, keep exactly to what the plan says, and never add, drop or weaken an accommodation.
User message
<plan_excerpt> {{plan_text}} </plan_excerpt> <my_class> Subject and grade or level: {{class_context}} How my lessons usually run (activities, tests, homework, technology): {{lesson_routine}} </my_class> Turn the accommodations in the plan above into a one-page checklist I can keep with my planning, so that I apply each one consistently. Refer to the student only as "the student", and leave out any name or identifying detail that appears in the excerpt. Produce: 1. A table with the columns Accommodation (quoted from the plan with its section), What it looks like in my class (one or two concrete actions), When it applies (every lesson, tests and quizzes, homework, or specific activities), How I will record that I provided it. 2. A short "Before each lesson" list and a "Before each test" list, so the actions that need preparation are not missed. 3. Questions for the case manager or support coordinator: any accommodation that is vague (for example "extended time" with no amount), that seems to conflict with how my class runs, or that I may not know how to provide. A good checklist is one a colleague covering my class could follow without reading the full plan. Keep it to one page, about 400 words, in plain, practical language. Write actions as things a teacher does, such as "Give a printed copy of the slides at the start of the lesson", not general advice. Copy the plan's wording exactly in the first column, because in many school systems the plan is legally binding and the checklist must not change what it requires. Do not add accommodations, interpret a diagnosis, or suggest the student needs more or less support. If an accommodation's meaning is unclear, put it in step 3 instead of choosing an interpretation. A teacher or case manager should check this list against the plan before it is used.
Variables
- {{plan_text}}
- The accommodations section of the plan, copied exactly. Remove the student's name and other identifying details before pasting.
- {{class_context}}
- Your subject and the grade or level, for example "7th grade science".
- {{lesson_routine}}
- How your lessons usually run: group work, lectures, labs, tests, homework, devices.
Why it works
- What to avoid. The plan's wording is copied exactly and nothing is added, dropped or softened, because the plan is often a legal requirement.
- If unsure. Vague accommodations, such as extended time with no amount, become questions for the case manager instead of the model's interpretation.
- Format. Separate before-lesson and before-test lists catch the accommodations that need preparation, the ones most often missed.