ChatGPT prompts for special education teachers, built for a real classroom week

Write a visual schedule for [STUDENT INITIALS] in a [SETTING] classroom, using short labels of three words or fewer for each activity in this order: [LIST OF ACTIVITIES]. Give each label a symbol cue I can draw or print, and mark where a first-then card goes. If an activity is missing from my list, write [VERIFY] on that line; do not invent extra periods or locations. Output a two-column list, with the activity on the left and the symbol cue on the right.

You are a classroom supports designer for a [GRADE LEVEL] class. Write first-then phrases for [TARGET TASK], with a preferred activity from [PREFERRED ITEMS] as the then part. Keep each phrase under six words and offer one version with a picture cue and one with written text only. Do not invent preferences the student has not shown; tag any preference I did not list with [VERIFY]. Output a table of four rows with columns for first, then, picture cue and text version.

Write a transition warning in four numbered steps for moving from [CURRENT ACTIVITY] to [NEXT ACTIVITY] around [TIME OF DAY]. Step one names the change in one short sentence, step two gives a visual countdown with [NUMBER OF CUES] cues, step three names the next routine, and step four says what to do with [ITEM IN HAND]. Use calm, neutral words. Describe each countdown cue in words (for example a timer card); do not invent equipment I did not list. If I did not name what happens to materials from the current activity, write [VERIFY] rather than invent a put-away step. Output the four steps, each under 20 words.

If a tile needs a supply that is not on my list, mark that tile [VERIFY] rather than invent a material. Build a choice board with nine tiles for a [GRADE LEVEL] student working on [SKILL AREA]. It has three tiles for each of three activity types: [ACTIVITY TYPE ONE], [ACTIVITY TYPE TWO] and [ACTIVITY TYPE THREE]. Use only the supplies in [MATERIALS ON HAND]. Each tile gets a two-word label and a simple picture description. Output a three by three grid in plain text, then a checklist of the materials needed.

Ask me exactly five questions about the morning routine for a student in a [SETTING]. Ask one question at a time and wait for my answer before you ask the next. Do not invent steps I did not mention; if a step is missing, flag it with [VERIFY]. After my fifth answer, build a visual checklist of no more than seven steps, with a picture description and a finish sign for each step. Output the checklist as numbered lines.

Act as a special education teacher writing a social story about [TARGET SITUATION] for [STUDENT INITIALS], age [AGE]. Do not invent facts about the school or the student. Tag any gap with [VERIFY]. Use short lines and include a descriptive, a perspective and a directive sentence for each key step. Keep the story to 120 words. Output the title, then the story as short numbered lines.

Output a two-column table with columns Version and Story, then the recommendation. Compare two versions of a social narrative about [LUNCHROOM OR HALLWAY SITUATION] for [STUDENT INITIALS]. The first uses only first-person sentences, and the second uses third-person sentences with those initials in place of a name. Give a 60-word version of each, then name the version that fits a student who [LEARNING NEED IN PLAIN WORDS] and say why in two sentences. Do not invent school rules; write [VERIFY] wherever a rule was not given.

Output a script with speaker labels for [ROLE A] and [ROLE B] practicing [SOCIAL SKILL], then the three adult cues as a numbered list. Give six lines per role, a coaching note under every second line, and keep each spoken line under 12 words. Do not invent names of peers or places; use the placeholders I gave, and if a setting is missing write [VERIFY] instead of guessing a room.

Rewrite the social story below for a reader at [READING LEVEL], keeping every directive sentence and making each sentence shorter. Names and other identifiers are already stripped from the pasted story. Do not change the meaning, and do not invent new rules or steps that are not in the original. Mark any sentence you think is unclear with [VERIFY] instead of guessing a fix. Story: [PASTE STORY]. Output the new story with line numbers, then a list of the three changes you made.

Read my draft social story about [CHANGE OR UNEXPECTED EVENT] and score it from 1 to 5 on four points: a clear title, sentences a [GRADE LEVEL] reader can follow, a balance of descriptive and directive sentences, and no judgment words about the reader. This draft has no real names or identifiers. Then rewrite the two weakest lines. Do not invent facts about the student; if the draft depends on a fact I did not state, mark it [VERIFY]. Draft: [PASTE DRAFT]. Output a scorecard table, then the two rewritten lines.

Write a 120-word email to the family of [STUDENT INITIALS] summarizing this week's progress in [SUBJECT OR SKILL] and one goal for next week, using these notes: [TEACHER NOTES]. I have removed names and other identifiers from these notes. Use a warm, plain tone and avoid labels or diagnoses. Do not invent events, scores or quotes; mark any detail I did not give you with [VERIFY]. Output the subject line, then the email body, then a sign-off with my name, [TEACHER NAME].

Give me three ways to tell a family about a hard day for [STUDENT INITIALS] at school: one phone script of 90 words, one text of 40 words and one email of 120 words. For each, state what happened in plain words, what the team did and, for home, only what my notes list. These notes have no names or identifiers. Do not diagnose or suggest services. Do not invent details beyond these notes: [WHAT HAPPENED]. Tag any missing detail as [VERIFY]. Output three labeled sections, then pick the option that suits a family who prefers [CONTACT PREFERENCE] and say why in one sentence.

Output the completed note only, under 90 words, from this template: Hello [FAMILY GREETING], we are working on [SKILL]. At home, it would help if [ASK IN ONE SENTENCE]. You could try [ONE SMALL STEP]. Let us know if [CONCERN OR QUESTION]. The note asks the family to help with [HOME ROUTINE] for [STUDENT INITIALS]. Refer to the student as 'your child' and use no name or initials in the note. Do not invent a home situation; write [VERIFY] for anything I did not supply.

Output the invitation under 80 words, then the checklist as a bulleted list of no more than eight items, for a parent meeting about [MEETING PURPOSE] on [DATE] at [TIME] in [ROOM]. The checklist covers who is invited, what documents to bring, an agenda of three items and an interpreter request. For the interpreter line, use [INTERPRETER NEEDED: YES OR NO]; if that field is blank, write [VERIFY] rather than guess. Do not invent names of staff or a room I did not give; tag any missing item as [VERIFY].

Turn my notes on [TOPIC OF THE UPDATE] into a plain summary of 100 words in [LANGUAGE] that a family can read without school jargon. I stripped names and identifiers from the notes before pasting. Use short sentences, avoid acronyms, and explain any term in parentheses the first time it appears. Do not invent facts, dates or services; tag anything not in the notes as [VERIFY] so I can check it. Notes: [TEACHER NOTES]. Output two parts: the summary in [LANGUAGE], then the same summary in English for my own check.

Draft a present levels paragraph of about 120 words for [STUDENT INITIALS] in [AREA], using only my observation notes: [OBSERVATION NOTES]. The observation notes use initials only, with no other identifiers. Describe what the student does now, using the data I gave, and avoid any diagnosis, label or prediction. Do not invent scores, dates or test results; write [VERIFY] where a number is missing. Output one paragraph, then a list of the data points I still need to add.

Write one draft annual goal in [AREA] for [STUDENT INITIALS] using these steps: state the skill in one sentence, give the current level from my data [CURRENT LEVEL], give the target as a percent or count [TARGET], name the conditions [CONDITIONS], and name how progress will be measured [MEASURE]. Do not diagnose or suggest services. Do not invent a baseline or target I did not provide; use [VERIFY] for any value I left out. Output the goal as one sentence, then the five parts as labeled lines.

Build a checklist of eight questions I can bring to an IEP team meeting about [STUDENT INITIALS] and [CONCERN]. Do not invent facts about the student; tag any question that depends on a fact I did not give as [VERIFY]. Group them under three headings: supports already in place, progress data and home communication. Keep every question open and ask only for information, without suggesting a service, placement or diagnosis. Output the three headings, each with its questions.

Output a table with columns Minutes, Item and Owner for a 45-minute IEP team meeting about [STUDENT INITIALS]. Cover introductions, present levels, goal review, family input, next steps and closing. Assign each block an owner from [ATTENDEE ROLES]. The blocks must add up to exactly 45 minutes, and the last line must show the total. Do not invent participants or attendance; write [VERIFY] for any role I did not list.

Compare my draft progress note for [STUDENT INITIALS] on [GOAL] with a revised version that leads with the data. The pasted note uses initials only, with no other identifiers. Show in a table where each note reports data, observation and next step. Do not invent data; if a number is missing from either note, tag it [VERIFY]. Draft: [PASTE NOTE]. Output the revised note first, under 100 words, then a table with columns Element, My draft and Revised, then list any number in one version that is not in the other.

You are a special education lead teacher briefing a paraprofessional for a [SETTING] block. Turn [THINGS THE AIDE MUST NOT DO] into three plain lines. Write a one-page briefing that uses the group's schedule [SCHEDULE] and the supports in place [SUPPORTS]. Keep the tone plain and respectful. If a support is missing from my lists, write [VERIFY] on that line rather than invent one. Output headings in this order: Schedule, Do not, Supports, and Questions to ask me.

Output a table with a blank row ready to copy, and one example row marked EXAMPLE, for a behavior observation log for [STUDENT INITIALS]. Use columns for date, time, setting, what happened before, what the student did, what happened after and the staff member's initials. The log records observations only, with no diagnosis or guess at intent. Example row from [SAMPLE OBSERVATION, OPTIONAL]; if blank, leave the cells as [VERIFY] rather than invent a scene.

Here is the skill I need to track this week: [TARGET SKILL]. Write a numbered 6-step routine for taking weekly data on this skill for the students listed as [STUDENT INITIALS], plus a one-line scoring rule. Step 1 is when to collect, step 2 is the materials, step 3 is how to present the trial, step 4 is how to record the prompt level, step 5 is how to mark the outcome, and step 6 is when to stop. If I did not name a prompt hierarchy, write [VERIFY] on that line rather than invent a scale. Output six numbered steps, then the scoring rule as one sentence.

Troubleshoot a routine that keeps breaking down in [SETTING]. The symptoms I see are: [SYMPTOMS]. Give four possible causes to check, ordered from simplest to hardest to test, with one quick change to try for each. Do not invent a diagnosis for any student, and tag any cause you cannot tie to my symptoms as [VERIFY]. Output a numbered table with columns Check, Quick change and Watch for.

Here is a caseload of [NUMBER OF STUDENTS] students. Using [MEETING DATES AND DEADLINES] and [THIS MONTH'S PRIORITIES], map the next four weeks with one IEP paperwork task, one family message and one material to prepare each week. Keep each bullet under 20 words. If a week has no date in my list, write [VERIFY] on that week's paperwork line rather than invent a deadline. Output four week headings with three bullets under each, not a table.