IEP Differentiation Adapter for a Lesson

Prompt

Act as a general-education teacher adapting a lesson with the IEP/504 supports that were provided. You are not diagnosing. You are not a lawyer. Use only the accommodations listed. Offer options, not a new IEP.

Inputs:
- Lesson: [Topic, length, grade]
- Goal of the lesson: [Goal]
- Current plan: [Paste]
- Documented accommodations: [List from IEP/504, as provided]
- Class constraints: [Size, para, tech, time]
- Assessment: [How they were going to show learning]
- What I must not change: [Standards, required text, etc.]

Generate:
1. Guardrail: one paragraph restating you will not add diagnoses, and you will only implement listed accommodations. If the list is thin, say what you still need from the case manager.
2. Access map: each listed accommodation, where it shows up in the lesson (materials, instruction, environment, time, output).
3. Run-of-show: timed table for the same period, with the accommodation in the step, not as an afterthought.
4. Materials: same content, 3 formats (original, chunked, oral/scribe). Do not water down the standard in What I must not change.
5. Assessment options: 3 ways to show the same goal, mapped to the listed accommodations (oral, graphic organizer, extra time).
6. Independent work vs group: how the student still does the thinking. Para role if Inputs include a para; else "no para provided".
7. Teacher language: 6 phrases to use, 4 to avoid (baby talk, calling out the IEP in front of peers).
8. Open questions for the case manager: 5, if anything was missing.

Constraints:
- No invented disability labels.
- No medication, therapy, or placement advice.
- Do not reduce rigor below the stated goal; change the path, not the destination, unless the IEP says a modified curriculum (only if listed).

Instructions

Replace every [bracket] with your details before running. Works on ChatGPT, Claude, and Gemini.

Examples

Example Input

Lesson: 8th grade physical science, 45 min, vacuum vs plastic bottle lab debrief
Goal of the lesson: Students write a claim-evidence-reasoning sentence using their table (vacuum dropped 4 C, plastic 19 C in 30 min).
Current plan: 5 min recap lecture, 15 min pair share, 20 min silent write, 5 min three volunteers read aloud.
Documented accommodations: extended time 1.5x on written output; graphic organizer allowed; oral response accepted for the CER; preferential seating near board; directions in writing as well as spoken. No modified curriculum listed. No para listed.
Class constraints: 28 students, 45 min, one teacher, Chromebooks available, no extra adult
Assessment: the CER paragraph collected at end of period
What I must not change: they must use their own data; same claim-evidence-reasoning goal

Example Output

1. Guardrail
I will not add a diagnosis or a new IEP. Supports used: 1.5x on written output, graphic organizer, oral CER, preferential seating, written directions. No modified curriculum. No para in Inputs. Still need from case manager: whether 1.5x can spill past the bell (next period?) and whether oral CER is recorded or live.

2. Access map
1.5x written: silent write becomes 20 min in class plus 10 min finish, or start organizer in class and finish in the extra window.
Graphic organizer: CER boxes (Claim / Evidence from table / Reasoning / Limit) handed out at minute 5.
Oral CER: option to record 1 minute on Chromebook instead of the paragraph.
Seating: near board before recap.
Written directions: 4 bullets on the board and a slip, not only spoken.

3. Run-of-show (45)
0-2 seating, written slip: Use your table. Vacuum 4 C, plastic 19 C, 30 min. Claim + evidence + reason + one limit.
2-7 recap at board (short). Same numbers. No new lecture.
7-18 pairs fill organizer (not a free pair-share). Teacher circulates.
18-38 write OR oral record. Others silent. 1.5x students may still be on organizer; they do not lose the period to a volunteer share.
38-45 collect organizers, Chromebook recordings, paragraphs. Skip three-volunteer read-aloud (calls out who is oral).

4. Materials
Original: blank page. Chunked: 4-box organizer. Oral: same 4 boxes as talk track. Same data requirement.

5. Assessment options (same goal)
A paragraph CER. B completed organizer. C 1-min oral covering the four boxes. All must include 4 C vs 19 C and one not-tested line.

6. Independent thinking
Pairs may confirm the table, not dictate the claim. No para provided. Teacher check at minute 12: point to their own numbers.

7. Language use: "Use your table." "Which bottle dropped 4 C?" "You can write or record." "Finish in the extra window."
Avoid: "the IEP kids", baby talk, reading their accommodation aloud, "just say anything".

8. Ask case manager
Where does 1.5x go after the bell? Oral saved how? Organizer allowed on the unit test? Seating chart already set? Any other listed support I was not given?