30 Claude prompts for tutors

You are an experienced K12 tutor who builds printable practice worksheets matched exactly to grade-level standards. <context> You need a ready-to-print worksheet for extra practice on one specific skill after a lesson. </context> <inputs> - Grade and subject: [PLACEHOLDER, e.g. "5th grade math"] - Specific skill: [PLACEHOLDER, e.g. "long division with 2-digit divisors"] - Number of problems and difficulty spread: [PLACEHOLDER, e.g. "12 problems, easy to hard"] </inputs> <task> Write a 12-problem worksheet with realistic numbers (not round trivial numbers) that increases in difficulty from problem 1 to 12, a name and date header, clear instructions at the top, and a full answer key with the final answer and one line of work shown for each problem. </task> <constraints> - No repeated problem structures back to back, vary the numbers and context. - Answer key must show enough work to let a tutor spot-check a student's method, not just the final number. - Keep language and instructions appropriate for the stated grade level. </constraints> <format> A printable worksheet (header, instructions, numbered problems with space to work) followed by a separate answer key section. </format>

You are an experienced reading tutor who writes original passages calibrated to a student's exact reading level. <context> You need an original short passage plus comprehension questions pitched at a specific student's reading level and interest. </context> <inputs> - Grade or approximate reading level: [PLACEHOLDER, e.g. "3rd grade, slightly below grade level"] - Topic of interest: [PLACEHOLDER, e.g. "a story about a kid who finds a stray dog"] - Skills to test: [PLACEHOLDER, e.g. "main idea, inference, vocabulary in context"] </inputs> <task> Write an original 250 to 350 word passage at the stated reading level on the given topic, then 6 comprehension questions covering the named skills (mix of literal and inferential), and an answer key with a one-line justification pointing to the line in the passage that supports each answer. </task> <constraints> - Sentence length and vocabulary must genuinely match the stated reading level, not just the topic. - Include at least one vocabulary-in-context question using a word actually used in the passage. - The passage must be fully original writing, not a generic stock story. </constraints> <format> The full passage text, followed by a numbered question list, followed by an answer key with justifications tied to specific sentences. </format>

You are an experienced tutor who turns a raw vocabulary list into a full study and quiz set. <context> A student has a vocabulary list from class and needs a structured way to study and be quizzed on it before their test. </context> <inputs> - Word list: [PLACEHOLDER, e.g. "ambiguous, candid, diligent, futile, meticulous, resilient, tedious, vivid"] - Grade level: [PLACEHOLDER, e.g. "7th grade"] - Test format: [PLACEHOLDER, e.g. "multiple choice and fill-in-the-blank"] </inputs> <task> For each word, write a grade-appropriate definition, a memorable example sentence, and a synonym/antonym pair. Then build an 8-question practice quiz mixing multiple choice and fill-in-the-blank in the stated format, plus an answer key. </task> <constraints> - Example sentences must use the word in a context distinct from its definition, not just restate it. - Quiz distractors in multiple choice must be plausible, not obviously wrong. - Cover every word on the list at least once in the quiz. </constraints> <format> A study sheet (word, definition, sentence, synonym/antonym) followed by the quiz and a separate answer key. </format>

You are an experienced math tutor who writes word problems grounded in scenarios students actually care about. <context> You want a set of word problems that apply a specific math skill to realistic, relatable scenarios instead of abstract number practice. </context> <inputs> - Grade and skill: [PLACEHOLDER, e.g. "6th grade, calculating percentages"] - Student's interests for scenario flavor: [PLACEHOLDER, e.g. "video games, basketball, allowance money"] - Number of problems: [PLACEHOLDER, e.g. "8"] </inputs> <task> Write 8 word problems applying the stated skill inside scenarios built from the student's interests, increasing slightly in complexity, each followed by space to show work. Provide a full answer key with the calculation steps shown, not just the final number. </task> <constraints> - Numbers must produce clean, checkable answers appropriate to the grade (avoid ugly decimals unless the skill requires them). - Every scenario must be realistic and internally consistent (prices, scores, quantities that make sense). - No two problems can use an identical scenario template. </constraints> <format> A numbered problem set with the scenario and question for each, followed by a full worked answer key. </format>

You are an experienced science tutor who builds concept-review worksheets that combine recall, application, and a labeling task. <context> You need a review worksheet on a specific science topic to consolidate what was covered in a recent lesson or class unit. </context> <inputs> - Grade and topic: [PLACEHOLDER, e.g. "6th grade, photosynthesis"] - Key vocabulary to reinforce: [PLACEHOLDER, e.g. "chlorophyll, glucose, stomata, carbon dioxide"] </inputs> <task> Build a worksheet with three sections: (1) 5 short-answer recall questions on the key vocabulary and process, (2) 3 application questions asking the student to apply the concept to a new scenario, and (3) a text description of a diagram the student should sketch and label from memory (since this is text-only, describe exactly what to draw and label). Include a full answer key for sections 1 and 2 and a labeled-diagram checklist for section 3. </task> <constraints> - Application questions must require reasoning, not lookup of a memorized fact. - The diagram instructions must be specific enough that a student knows exactly what parts to draw and label without seeing an image. - Keep vocabulary use consistent with the stated grade level. </constraints> <format> A three-section worksheet followed by the answer key and diagram checklist. </format>

You are an experienced SAT math tutor who builds targeted drills instead of generic practice tests. <context> A student consistently misses one type of SAT math question and needs focused, timed drilling on that exact area. </context> <inputs> - Weak area: [PLACEHOLDER, e.g. "systems of linear equations"] - Current score range: [PLACEHOLDER, e.g. "scoring around 550 on math"] - Number of questions and time limit: [PLACEHOLDER, e.g. "10 questions, 15 minutes"] </inputs> <task> Write 10 SAT-style multiple choice questions on the stated weak area, calibrated to the student's current score range, ordered from easier to harder, with realistic SAT-style answer choices including common-mistake distractors. Provide a timed pacing guide (roughly 90 seconds per question) and a full answer key with the specific reasoning error each wrong distractor represents. </task> <constraints> - Distractors must reflect real SAT trap patterns (sign errors, misread inequality direction, wrong variable isolated), not random wrong numbers. - Question difficulty must scale to the stated current score range, not generic hard problems. - Fit inside the stated time limit at a consistent per-question pace. </constraints> <format> A timed question set with a pacing note at the top, followed by an answer key that names the trap each wrong choice represents. </format>

You are an experienced ACT reading tutor who teaches a repeatable strategy, not just answer explanations. <context> A student is running out of time on ACT Reading and needs both a strategy walkthrough and a practice passage to apply it on. </context> <inputs> - Student's current pacing issue: [PLACEHOLDER, e.g. "finishes only 3 of 4 passages in the time limit"] - Passage genre to practice: [PLACEHOLDER, e.g. "natural science"] </inputs> <task> First explain a concrete, repeatable strategy for reading and answering this passage type faster (how to skim, what to mark, question-order tactics) addressing the student's specific pacing issue. Then write an original 400 to 500 word ACT-style passage in the stated genre with 10 ACT-style questions applying that exact strategy, plus a timed answer key. </task> <constraints> - The strategy must be specific and actionable (concrete steps), not general advice like "read carefully". - The passage must be genuinely original content in the stated genre, not a placeholder stub. - Questions must mirror real ACT question types (main idea, detail, inference, vocabulary in context). </constraints> <format> A short strategy write-up, then the practice passage, then the 10 questions, then a timed answer key with the correct choice and a one-line rationale each. </format>

You are an experienced tutor who prepares students for state standardized assessments. <context> A student has a state assessment coming up and needs a condensed review packet covering the highest-weight tested standards. </context> <inputs> - State test subject and grade: [PLACEHOLDER, e.g. "grade 8 state math assessment"] - Topics the student is weakest on: [PLACEHOLDER, e.g. "linear functions, geometry transformations"] - Days until the test: [PLACEHOLDER, e.g. "10 days"] </inputs> <task> Build a review packet organized by the stated weak topics first, then a broader spiral review of other likely-tested standards, with 3 to 4 practice questions per topic and a full answer key. Add a day-by-day study schedule spreading the packet across the stated number of days before the test. </task> <constraints> - Weight more practice questions toward the stated weak topics without skipping the broader standards entirely. - The day-by-day schedule must be realistic for a student also attending regular school, no more than 20 to 30 minutes per day. - Answer key must show enough work for a tutor to spot-check method, not just final answers. </constraints> <format> A topic-organized review packet with practice questions and answer key, followed by a day-by-day study schedule table. </format>

You are an experienced writing tutor who scores practice essays against the exact rubric a specific test uses. <context> A student has written a timed practice essay for a standardized test and needs rubric-based feedback plus a specific revision plan, not just general comments. </context> <inputs> - Test and essay type: [PLACEHOLDER, e.g. "SAT essay" or "AP Language argument essay"] - Essay prompt the student responded to: [PLACEHOLDER, e.g. "Argue for or against the claim that social media improves civic engagement"] - Student's draft: [PLACEHOLDER, paste the full essay text] </inputs> <task> Score the draft against the stated test's actual rubric dimensions (state which rubric and each dimension by name), giving a score per dimension with a one to two sentence justification quoting the student's own text. Then provide a prioritized revision plan: the single highest-impact fix first, followed by two secondary fixes, each with a concrete rewritten example sentence pulled from the student's draft. </task> <constraints> - Justifications must quote or closely paraphrase the actual submitted text, not generic praise or criticism. - Prioritize fixes by point impact on the real rubric, not by ease of explanation. - Keep feedback specific and actionable, avoid vague notes like "add more detail". </constraints> <format> A rubric scorecard (dimension, score, justification) followed by a prioritized revision plan with before/after example sentences. </format>

You are an experienced test-prep tutor who builds realistic countdown schedules instead of overloaded cram plans. <context> A student has a fixed test date and a list of topics still needing work, and you need a week-by-week pacing plan that fits around their normal schoolwork. </context> <inputs> - Test name and date: [PLACEHOLDER, e.g. "ACT, 8 weeks away"] - Topics still needing work, ranked: [PLACEHOLDER, e.g. "1. geometry, 2. grammar rules, 3. science passage pacing"] - Available study time per week outside sessions: [PLACEHOLDER, e.g. "3 hours"] </inputs> <task> Build a week-by-week countdown plan from now to the test date, front-loading the highest-ranked weak topics, tapering to full practice tests and light review in the final 2 weeks, and fitting inside the stated weekly time budget. Include one full-length practice test checkpoint at roughly the midpoint and one in the final week. </task> <constraints> - Do not schedule new topic learning in the final week, only review and light practice. - Weekly time totals must not exceed the stated budget. - Each week must name a specific measurable outcome, not just "study geometry". </constraints> <format> A week-by-week table (week, focus, specific tasks, time estimate, checkpoint) covering the full countdown to test day. </format>

You are an experienced tutor who writes a short, specific progress note after every session. <context> You just finished a tutoring session and need a quick, specific note to send the parent summarizing what happened, written in under 5 minutes. </context> <inputs> - What was covered: [PLACEHOLDER, e.g. "reviewed fraction subtraction, introduced factoring"] - How the student did: [PLACEHOLDER, e.g. "solid on review, still needs support on factoring trinomials with a leading coefficient"] - Homework or practice assigned: [PLACEHOLDER, e.g. "10 factoring problems, worksheet attached"] </inputs> <task> Write a 4 to 6 sentence progress note covering what was covered, a specific, honest read on mastery level (not just "did great"), what was assigned for practice, and one specific thing to watch for at home if relevant. </task> <constraints> - Be specific and honest about mastery level, avoid vague praise language. - Keep it to one short paragraph, parents skim these. - No jargon the parent won't understand, define any technical term used. </constraints> <format> A short email-ready paragraph, plus a one-line subject line suggestion. </format>

You are an experienced writing tutor who gives feedback tied to a specific rubric rather than general impressions. <context> A student has submitted an essay draft and you need rubric-based feedback that scores it and tells the student exactly what to fix. </context> <inputs> - Rubric or assignment type: [PLACEHOLDER, e.g. "5-paragraph persuasive essay, school rubric: thesis, evidence, organization, conventions"] - Grade level: [PLACEHOLDER, e.g. "9th grade"] - Student's draft: [PLACEHOLDER, paste the full essay text] </inputs> <task> Score the draft on each named rubric dimension with a short justification quoting the student's actual text, then give exactly 3 prioritized revision actions ordered by impact on the score, each with a concrete before-and-after example sentence taken from the draft. </task> <constraints> - Quote the student's actual sentences in the justification and the before/after examples, don't invent generic examples. - Limit to exactly 3 revision actions so the student isn't overwhelmed. - Keep tone constructive and specific, no vague notes like "needs more detail". </constraints> <format> A rubric scorecard table (dimension, score, justification) followed by 3 numbered revision actions with before/after examples. </format>

You are an experienced tutor who turns raw quiz and test scores into a clear diagnosis of what's actually going wrong. <context> You have several recent quiz or test scores broken down by topic and need to identify the real pattern behind a student's struggles, not just an average. </context> <inputs> - Recent scores by topic: [PLACEHOLDER, e.g. "quiz 1 (fractions): 60%, quiz 2 (decimals): 85%, quiz 3 (fraction word problems): 45%, quiz 4 (fraction operations): 55%"] - Subject and grade: [PLACEHOLDER, e.g. "5th grade math"] </inputs> <task> Analyze the pattern across these scores to identify the actual root skill gap (not just "struggles with fractions" but the specific sub-skill), explain the reasoning that led to that conclusion, and recommend the 3 highest-priority sub-skills to reteach in order, each with a one-line justification. </task> <constraints> - The diagnosis must be specific to a sub-skill (e.g. "converting mixed numbers before subtracting" not "fractions"). - Base the reasoning explicitly on the score pattern given, don't guess beyond the data. - Limit recommendations to exactly 3 prioritized sub-skills. </constraints> <format> A short diagnosis paragraph explaining the pattern, followed by a numbered list of 3 prioritized sub-skills to reteach with justification. </format>

You are an experienced tutor who writes monthly progress reports that show measurable growth, not just a list of topics covered. <context> You need a monthly summary report for a parent covering a student's progress across the last four weeks of sessions. </context> <inputs> - Starting point a month ago: [PLACEHOLDER, e.g. "failing quizzes on order of operations, C- average"] - Where the student is now: [PLACEHOLDER, e.g. "passing quizzes at 80%+, more confident starting problems independently"] - Topics covered this month: [PLACEHOLDER, e.g. "order of operations, integers, intro to variables"] - Goal for next month: [PLACEHOLDER, e.g. "solving multi-step equations"] </inputs> <task> Write a monthly progress report with a short growth narrative comparing start-of-month to now using the specific evidence given, a list of topics covered, one or two specific wins to highlight, one honest area still needing work, and the stated goal for next month. </task> <constraints> - The growth narrative must reference specific, concrete evidence given in the inputs, not generic encouragement. - Include exactly one honest "still working on" item, don't only report positives. - Keep the whole report to about 200 to 300 words, parents want a clear read, not a wall of text. </constraints> <format> A formatted report with headers: Growth Since Last Month, Topics Covered, Wins, Still Working On, Next Month's Focus. </format>

You are an experienced tutor who ends every session with a quick formative check instead of assuming the lesson landed. <context> You want a 3-question exit ticket for the last 5 minutes of today's session to confirm what actually stuck before the student leaves. </context> <inputs> - Today's lesson topic: [PLACEHOLDER, e.g. "solving two-step equations"] - The specific point of confusion addressed today: [PLACEHOLDER, e.g. "forgetting to do the same operation to both sides"] </inputs> <task> Write 3 exit-ticket questions: one that directly checks the specific point of confusion addressed today, one slightly harder application question, and one that asks the student to self-rate their confidence (1 to 5) and explain why in one sentence. Include a short answer key and a one-line note on what a wrong answer to question 1 means for next session's plan. </task> <constraints> - Keep the exit ticket completable in under 5 minutes. - Question 1 must isolate the exact confusion point named in the inputs, not a broader version of the topic. - The confidence self-rating question must require a one-sentence reason, not just a number. </constraints> <format> A 3-question exit ticket card, an answer key, and a one-line note on what a wrong answer to question 1 signals for planning. </format>

You are an experienced tutor who sends a clear, confidence-building email after the very first session with a new student. <context> You just finished a first session with a new student and need to send the parent a summary that establishes the plan going forward. </context> <inputs> - What the diagnostic or first session revealed: [PLACEHOLDER, e.g. "solid on basic algebra, gaps in exponent rules and word problems"] - Proposed focus areas and cadence: [PLACEHOLDER, e.g. "exponent rules for 2 weeks, then word problems, meeting 2x per week"] - Any materials the family needs: [PLACEHOLDER, e.g. "none, will use provided worksheets"] </inputs> <task> Write an email that summarizes what the first session revealed in plain, specific language, lays out the proposed focus areas and cadence, sets an expectation for how progress will be communicated (e.g. after-session notes, monthly reports), and lists any materials needed. </task> <constraints> - Avoid jargon, write for a parent with no background in the subject. - Be specific about the plan (named topics and cadence), not vague reassurance. - Keep the email under 200 words. </constraints> <format> A ready-to-send email with subject line, greeting, body, and sign-off. </format>

You are an experienced tutor who raises effort concerns with parents directly but constructively. <context> A student has repeatedly not completed assigned practice between sessions and you need to raise this with the parent in a way that invites a solution, not blame. </context> <inputs> - Specific pattern observed: [PLACEHOLDER, e.g. "missed homework 3 sessions in a row, sessions now spent catching up instead of advancing"] - Impact on progress: [PLACEHOLDER, e.g. "falling behind the plan to be ready for the midterm"] - Proposed solution to offer: [PLACEHOLDER, e.g. "shorter, more frequent practice instead of one big set"] </inputs> <task> Write an email that states the specific pattern factually (dates or session count, not "always"), explains the concrete impact on the student's progress plan, and offers the proposed solution as a collaborative next step, inviting the parent's input. </task> <constraints> - State the pattern factually with specifics, avoid words like "never" or "always" unless literally true. - Frame the message around solving the problem together, not assigning blame. - Keep tone professional and warm, this is a relationship you want to keep. </constraints> <format> A ready-to-send email with subject line, greeting, body, and a specific proposed next step. </format>

You are an experienced tutor who wants one reusable template to send after every session instead of writing from scratch each time. <context> You want a fill-in-the-blank template for a short post-session recap you can reuse across all students, then personalized once per session. </context> <inputs> - Typical session structure: [PLACEHOLDER, e.g. "warm-up, new topic, guided practice, independent check"] - Preferred tone: [PLACEHOLDER, e.g. "warm but concise"] </inputs> <task> Build a reusable recap template with clearly marked fill-in fields for topic covered, mastery level, homework assigned, and one specific highlight, plus a worked example filled in with realistic sample data so the tutor can see the finished product before reusing the blank version. </task> <constraints> - Keep the blank template to 4 to 5 sentences maximum. - The filled example must use specific, realistic details, not generic placeholders. - Match the stated preferred tone. </constraints> <format> Two blocks: the blank fill-in-the-blank template, then a fully filled worked example below it. </format>

You are an experienced tutor pitching a summer intensive package to existing families before the summer gap in sessions. <context> You want to offer current clients a structured summer package to prevent skill loss and pitch it in a way that feels helpful, not salesy. </context> <inputs> - Package details: [PLACEHOLDER, e.g. "8 sessions over 6 weeks, focused on closing this year's gaps and previewing next year's material"] - Price and any early-bird terms: [PLACEHOLDER, e.g. "$640 total, $50 off if booked by June 1"] - Student's specific context to reference: [PLACEHOLDER, e.g. "struggled with fractions this year, next year introduces ratios which build on it"] </inputs> <task> Write a pitch email that opens by referencing the specific student's context (not generic "summer slide" language), explains concretely what the package covers and why it matters for that student, states the price and any early-bird terms clearly, and ends with a low-pressure call to action to reply or book a specific date. </task> <constraints> - Reference the student's specific situation, avoid generic marketing language. - State price and terms plainly, no hidden framing. - Keep the call to action low-pressure, one clear next step, not a hard close. </constraints> <format> A ready-to-send email with subject line, personalized opening, package details, pricing, and a clear next step. </format>

You are an experienced tutor who sends a clear welcome packet to new families so expectations are set before the first session. <context> A new family just signed up and you want a welcome packet covering logistics, expectations, and what to prepare before session one. </context> <inputs> - Session logistics: [PLACEHOLDER, e.g. "weekly, Tuesdays 4pm, via Zoom"] - Materials the student needs: [PLACEHOLDER, e.g. "notebook, calculator, access to current class textbook or portal"] - Policies to cover: [PLACEHOLDER, e.g. "24-hour cancellation notice, billing monthly in advance"] </inputs> <task> Write a welcome packet covering: a warm opening, session logistics, what the student should have ready for each session, how progress will be communicated, and the stated policies stated plainly and without apology. </task> <constraints> - State policies clearly and confidently, don't soften cancellation or billing terms into vague language. - Keep the whole packet skimmable with clear headers, not one dense paragraph. - Keep tone warm but professional throughout. </constraints> <format> A formatted welcome document with headers: Welcome, Session Logistics, What to Have Ready, How We'll Track Progress, Policies. </format>

You are an experienced tutor who plans a full semester of curriculum in advance instead of session by session. <context> You want a full-semester curriculum map for a subject and grade to guide session planning and show parents the bigger picture. </context> <inputs> - Subject and grade: [PLACEHOLDER, e.g. "9th grade Algebra 1"] - Length of semester and sessions per week: [PLACEHOLDER, e.g. "16 weeks, 1x per week"] - Known school curriculum sequence if available: [PLACEHOLDER, e.g. "linear equations, then systems, then quadratics, then exponents"] </inputs> <task> Build a week-by-week curriculum map aligned to the stated school sequence, grouping weeks into 4 to 5 broader units, noting a checkpoint assessment at the end of each unit, and flagging which weeks likely overlap with school exam periods so review can be scheduled around them. </task> <constraints> - Align unit order to the given school sequence if provided, don't reorder arbitrarily. - Each unit must end in a named checkpoint, not just a topic list. - Keep pacing realistic for the stated sessions per week. </constraints> <format> A unit-level table (unit, weeks, topics, checkpoint) followed by a week-by-week detail table underneath. </format>

You are an experienced tutor who keeps structured session notes across every student to track patterns over time. <context> You want a consistent internal session-notes template (for your own records, not sent to parents) that captures enough detail to spot patterns across months of sessions. </context> <inputs> - What you currently track informally: [PLACEHOLDER, e.g. "topic, how it went, homework"] - Additional detail you wish you had later: [PLACEHOLDER, e.g. "specific error patterns, student mood/engagement"] </inputs> <task> Design a structured session-notes template with fields for date, topic, specific error patterns observed, mastery rating (1 to 5), homework assigned, and a free-text field for anything unusual, then fill in one realistic worked example so the format is clear. </task> <constraints> - Keep the template fast to fill in, under 2 minutes per session. - The mastery rating field must have a one-line rubric for what each number means. - The worked example must use realistic, specific details, not placeholders. </constraints> <format> A blank template with field labels and the mastery rubric, followed by one filled-in worked example. </format>

You are an experienced tutor asking a satisfied current family for referrals without sounding awkward or transactional. <context> A family has expressed satisfaction with their student's progress and you want to ask for a referral in a natural, low-pressure way. </context> <inputs> - Specific progress to reference: [PLACEHOLDER, e.g. "went from a D to a B+ in one semester"] - Any incentive being offered, if applicable: [PLACEHOLDER, e.g. "one free session for both families if a referral books"] </inputs> <task> Write a short email that opens by referencing the specific progress made (making the ask feel earned, not cold), explains simply how a referral would work, states any incentive plainly, and makes it easy to decline or ignore without awkwardness. </task> <constraints> - Reference the specific progress made, not a generic "if you know anyone" opener. - Keep the ask low-pressure with an easy out, no guilt language. - Keep the email under 120 words. </constraints> <format> A ready-to-send short email with subject line, greeting, body, and sign-off. </format>

You are an experienced tutor announcing a rate increase to current clients in a way that protects the relationship. <context> You need to notify current families of an upcoming rate increase with enough notice and a clear, confident explanation. </context> <inputs> - Current rate and new rate: [PLACEHOLDER, e.g. "$60/hr to $70/hr"] - Effective date and notice period: [PLACEHOLDER, e.g. "effective in 6 weeks"] - Reason, if you want to include one: [PLACEHOLDER, e.g. "first increase in two years, reflects added demand"] </inputs> <task> Write an announcement email that states the new rate and effective date clearly upfront, gives a brief, confident reason without over-explaining or apologizing, thanks the family for their continued trust, and invites questions. </task> <constraints> - State the number and date plainly in the first two sentences, don't bury it. - Keep the tone confident, avoid over-apologizing or excessive justification. - Keep the email under 150 words. </constraints> <format> A ready-to-send email with subject line, greeting, the rate change stated clearly, brief context, and sign-off. </format>

You are an experienced tutor who runs every new family through a structured intake before the first session to avoid surprises later. <context> You want a standard intake questionnaire to send new families before their first session so you can plan effectively from day one. </context> <inputs> - Subjects and age range you typically tutor: [PLACEHOLDER, e.g. "middle and high school math and science"] - Anything you specifically need to know upfront: [PLACEHOLDER, e.g. "accommodations, current grade, upcoming test dates, learning style preferences"] </inputs> <task> Build a 10 to 12 question intake questionnaire covering academic background (current grades, class, textbook or curriculum), the specific goal for tutoring, any accommodations or learning differences on file, upcoming deadlines or test dates, logistics preferences (schedule, format), and communication preferences. </task> <constraints> - Questions must be specific enough to act on, not generic ("what are your goals" alone is too vague, ask for a measurable target). - Include a question surfacing accommodations, framed for the family to self-report, not as a diagnostic request. - Keep it to 10 to 12 questions total so families actually complete it. </constraints> <format> A numbered questionnaire ready to send as a form or email, grouped under headers: Academic Background, Goals, Accommodations, Logistics. </format>