Module 7: How to Create a Complete Personalized Assessment Package
Master Prompt:
"I’ve uploaded student snapshots, accommodation spreadsheets, and unit or lesson plans. For each student, generate the following:
A Primary (accessible) assessment based on their strengths and accommodations.
A Reach (stretch goal) assessment that targets a specific area of growth.
A step-by-step student-facing workflow or instructional guide for each task, including scaffolds and accommodations.
A customized rubric aligned to each student’s assessment goals and learning profile.
Clear, individualized directions and any needed materials or worksheets.
A sample feedback message that can be used after students complete the assessment, highlighting strengths and offering actionable improvement steps."
Module Slide 5 and 6.
Analyzing Standardized Assessment Data to Pinpoint Skill Gaps
I am uploading anonymized student performance data, assessment results, and/or curriculum standards for my subject and grade level. Analyze this in four stages. At the end of each stage, stop and ask me to type ‘Continue’ before moving to the next stage so we can go deeper without losing detail. Use plain, concise language, and format with clear headings, tables, or bullet points where it improves clarity. Focus only on the most important patterns and needs, not every single datapoint. Stage 1 – Class Summary of Strengths and Needs: Summarize overall performance patterns, highlighting major strengths, common areas of struggle, and key trends. Stage 2 – Detailed Skill or Standard Breakdown: For each key skill or standard, summarize class performance, noting where mastery is high, partial, or low, and flagging priority areas for improvement. Stage 3 – Individual Student Skill Playbooks: For each student, list their top 1–3 priority learning needs in practical, teachable terms, ready for immediate instruction. Stage 4 – Targeted Instructional Recommendations: Ask me clarifying questions about my subject, grade level, and teaching style. Then give specific, concrete ways to address the identified needs, including suggested units, lesson topics, skill-building activities, and differentiation strategies for varying ability levels. Begin with Stage 1 only, then wait for my confirmation before continuing to Stage 2, Stage 3, and Stage 4.
Teacher Prompt Menu: Streamlining Text Adaptation with ChatGPT
Works for any subject, any grade level. Replace placeholders to fit your lesson.
Format:
[paste your text here] — the text you want to adapt
[subject/topic] — e.g., Biology, US History, Algebra, Literature
[intended grade/skill level] — e.g., 5th grade, AP, beginner ELL
A. Simplifying & Summarizing
Abridged Reading
“Simplify
[paste your text here]for[intended grade/skill level]students studying[subject/topic], while keeping tone and essential details intact.”
Outline & Summary
“Create a concise summary and clear outline of
[paste your text here], highlighting key concepts, events, or processes.”
Checklists
“Make a checklist of the most important ideas, terms, or processes from
[paste your text here].”
Reference Sheets
“Develop a quick-reference sheet summarizing the main points, terms, or processes from
[paste your text here].”
Study Guide
“Create an accessible study guide for
[paste your text here]with main ideas and vocabulary.”
Background Readings
“Suggest background materials that provide context for
[paste your text here]in[subject/topic].”
B. Building Comprehension & Critical Thinking
Worksheet Creation
“Create comprehension and analysis questions for
[paste your text here]using Bloom’s Taxonomy, suited for[intended grade/skill level].”
Sentence Starters
“Provide scaffolded sentence starters for discussion or writing about
[paste your text here].”
Guided Notes
“Produce guided notes that help students follow and capture key points from
[paste your text here].”
Annotation Strategies
“List effective annotation strategies tailored to
[paste your text here].”
Step-by-Step Annotation
“Write explicit instructions for annotating
[paste your text here]to analyze structure and meaning.”
Rhetorical Strategy Explanation
“Explain any rhetorical or persuasive strategies used in
[paste your text here]with subject-relevant examples.”
Understanding Systems / Processes
“Clearly explain any systems, sequences, or processes described in
[paste your text here].”
C. Vocabulary Development
Pre-Teaching Instructions
“Prepare notes introducing key vocabulary and concepts from
[paste your text here]before students read it.”
Vocabulary List
“List challenging words from
[paste your text here]with student-friendly definitions and examples.”
D. Differentiation & Accessibility
Tiered Worksheets
“Produce three levels of worksheets for
[paste your text here]—advanced, intermediate, and developing.”
Visual Materials
“Create visual aids (charts, diagrams, concept maps) to explain key ideas from
[paste your text here].”
Hands-On Activities
“Suggest physical or interactive activities to reinforce concepts from
[paste your text here].”
Auditory Processing Supports
“Develop auditory cues or listening activities to support comprehension of
[paste your text here].”
Multi-modal Lesson Design
“Design a lesson using
[paste your text here]that integrates visual, auditory, and kinesthetic learning modes.”
E. Assignments & Assessments
Assignment Instructions
“Write detailed, step-by-step instructions for an assignment based on
[paste your text here].”
Sample Problems / Examples
“Create model responses, worked examples, or problem solutions based on
[paste your text here].”
Rubric Development
“Build a grading rubric for an assignment tied to
[paste your text here].”
Student Work Feedback
“Give constructive feedback on a sample student response to
[paste your text here].”
Assessment Suggestions
“Suggest both informal and formal assessment methods for
[paste your text here].”
F. Collaboration & Enrichment
Peer Support / Group Activities
“Propose cooperative learning or peer support activities linked to
[paste your text here].”
Revision Process
“Create a revision checklist for student work based on
[paste your text here].”
High-Interest Reading Recommendations
“Suggest engaging, age-appropriate texts connected to
[paste your text here]’s themes or concepts.”
Social-Emotional Learning Guidance
“Integrate SEL strategies when teaching
[paste your text here].”
G. Graphic & Creative Supports
Graphic Organizers (Two Types)
“Create two graphic organizers for analyzing key ideas and relationships in
[paste your text here].”
DALL·E Image Creation
“Generate illustrations or visuals that represent the main ideas in
[paste your text here]for[subject/topic]lessons.”
Module 3: Classroom Data Diagonostic Prompt: I am uploading anonymized student performance data, assessment results, and/or curriculum standards for my subject and grade level. Analyze this in four stages. At the end of each stage, stop and ask me to type ‘Continue’ before moving to the next stage so we can go deeper without losing detail. Use plain, concise language, and format with clear headings, tables, or bullet points where it improves clarity. Focus only on the most important patterns and needs, not every single datapoint. Stage 1 – Class Summary of Strengths and Needs: Summarize overall performance patterns, highlighting major strengths, common areas of struggle, and key trends. Stage 2 – Detailed Skill or Standard Breakdown: For each key skill or standard, summarize class performance, noting where mastery is high, partial, or low, and flagging priority areas for improvement. Stage 3 – Individual Student Skill Playbooks: For each student, list their top 1–3 priority learning needs in practical, teachable terms, ready for immediate instruction. Stage 4 – Targeted Instructional Recommendations: Ask me clarifying questions about my subject, grade level, and teaching style. Then give specific, concrete ways to address the identified needs, including suggested units, lesson topics, skill-building activities, and differentiation strategies for varying ability levels. Begin with Stage 1 only, then wait for my confirmation before continuing to Stage 2, Stage 3, and Stage 4.
Module 7: How to Conduct a Self-Assessment of Your Teaching Using a Transcript
Prompt:
"You are an expert instructional evaluator certified in the 2013 Danielson Framework (NYC DOE adaptation) and trained in data-driven coaching. Score the teacher’s practice solely against the rubric’s four Domains and 22 Components and against the following custom lenses: Instructional Clarity, Questioning Techniques, Differentiation & Accommodations, Student Engagement, and Activity Appropriateness. Use only transcript evidence—quoted verbatim and timestamped—to justify every rating. Remain objective, jargon-free, and relentlessly improvement-oriented.
0 | Ingest & Setup
Read the full transcript and any artifacts supplied.
Skim the Danielson rubric (embedded in system context).
Create an empty evidence grid with all 22 Components down the left and the five custom focus areas across the top (you will fill this in later).
1 | Evidence Collection
For every Component & focus area:
Extract all relevant quotations or observed actions.
Timestamp each entry.
If no evidence, mark '🔍 Not observed.'
Output format example:
2b – Culture for Learning
'Keep experimenting—mistakes mean we’re learning!' (09:22)
Student: 'I rewrote mine because I wanted it clearer.' (17:03)
2 | Rubric Ratings & Analysis
For each Domain, build a table:
Component
Rating (I/D/E/HE)
Rationale (2–3 sentences citing evidence)
Student-Learning Impact
Then write a domain-level paragraph synthesizing key trends.
3 | Custom Focus-Area Deep Dive
Produce a narrative section for each focus area:
What went well (cite evidence).
What limited effectiveness (cite evidence).
Concrete, high-leverage improvement moves (research-based, classroom-ready).
4 | Action Plan & Resources
Top 3 Strengths (Component code + why it matters).
Top 3 Growth Priorities (Component code + specific strategy).
For each priority, link one vetted article/video/tool (< 150 chars URL).
Suggested timeline & observable success indicators.
5 | Self-Reflection Prompts
Pose three coach-style questions that press the teacher to reflect on beliefs, evidence, and next steps.
6 | Snapshot Scorecard
Provide a table summarizing Domain ratings and focus-area grades so progress can be tracked over multiple observations.
Notes for ChatGPT:
Adhere strictly to Danielson language when assigning levels.
Never guess—if evidence is missing, mark it as such and advise how to capture it next time.
Keep the tone supportive but candid; frame all critique as pathways to higher impact."
Module 3: Applying the student snapshots to one of your lesson plans:
I've uploaded a detailed student chart outlining specific management needs, accommodations, and strengths. Using this uploaded student information, create a fully annotated and differentiated version of the provided lesson plan. Precisely follow the structure and format of the attached lesson plan, clearly integrating differentiated student supports at each lesson phase (such as Introduction, Direct Instruction, Group/Partner Activities, Independent Practice, Discussion, Homework, Closure, Assessment, etc.). For each lesson phase, explicitly indicate: • Student Name: Clearly state which student requires accommodations. • Adjustment Needed: Identify specific accommodations (e.g., extended time, graphic organizer, read-aloud support, movement break, simplified instructions, visual aid). • Implementation: Briefly describe concrete teacher actions or strategies to effectively deliver or manage these adjustments in real-time during class. Also include: • Differentiated, leveled questions during the Discussion or questioning phase, assigning students based on their documented strengths and needs. • A concise quick-reference checklist at the end summarizing all accommodations by student for easy reference during instruction. Ensure adherence to the provided lesson plan format, seamlessly embedding these supports to produce a clear, instructional-ready annotated lesson plan.
Module 6 IEP Drafter Master Prompt
Best Prompts:
Step 1 Prompt: "Please confirm you've reviewed the uploaded anonymized IEP document thoroughly."
Step 2 Prompt: “I am uploading a student’s anonymized Individualized Education Program (IEP). Please thoroughly analyze this document. Begin by summarizing key information including the student’s strengths, areas of need, accommodations, measurable annual goals, specially designed instruction, transition planning, and parent/student statements. Include direct quotations from the uploaded document as explicit evidence for each area identified.”
Step 3 Prompt:
Task:
Using the detailed compliance rubric provided below, explicitly evaluate the uploaded Individualized Education Program (IEP).
Instructions for Evaluation:
· Address four categories at a time to ensure a detailed, accurate, and comprehensive analysis without errors or hallucinations.
· For each rubric category, clearly state 'Present' or 'Not Present'.
· Provide at least two explicit quotations as evidence for each category, directly citing:
o The name and role of the person (teacher, family member, student, therapist, etc.) quoted within the IEP, or
o The exact section title of the IEP (e.g., "Present Levels of Performance," "Social Development," "Management Needs," "Parent Statements," etc.).
· Briefly explain your reasoning based directly on the rubric criteria.
Compliance Rubric Categories (Analyze in groups of four):
Group 1:
· Language: Check for current, objective, observable, jargon-free, student-specific language.
· Student Voice: Evaluate presence and clarity of student quotes/statements about their experiences, vision, and priorities.
· Parent/Family Voice: Review presence and clarity of family quotes/statements about student’s vision and priorities.
· Access to Curriculum: Confirm identification of clear, observable skill gaps affecting curriculum access.
Group 2:
· Strengths and Learning Style: Confirm strengths/learning style are explicitly stated, observable, and connected directly to instructional goals.
· Specially Designed Instruction: Evaluate clearly documented instruction addressing identified skill gaps.
· Effect of Disability: Confirm clarity in explaining how the disability specifically impacts curriculum access.
· Accommodations: Verify accommodations explicitly support curriculum access.
Group 3:
· Recommended Services: Ensure service recommendations align explicitly with documented student needs.
· Collective Responsibility: Assess evidence of shared responsibility and services aligned with general curriculum progress.
· Supports for School Personnel: Identify clearly documented supports or training for school personnel.
· Social Development and Behavior: Check for clear, measurable descriptions of social/emotional needs and strengths.
Group 4:
· Behavioral Concerns: Evaluate clarity in documenting behavioral concerns, impact, strategies, and goals.
· Transition Activities (If Applicable): Confirm clear, relevant transition activities aligned with student’s post-secondary goals.
· Transition Services: Ensure services are clearly linked to transition activities and aligned with future goals.
· Alignment of Measurable Annual Goals: Confirm goals explicitly reflect needs identified in the Present Levels of Performance (PLOP).
Group 5:
· Alignment Across PLOP, Goals, and Services: Assess consistency and alignment across all sections.
· Annual Goals Checklist: Verify goals are specific, measurable, observable, and clearly reflect stated student/family priorities.