Explore AI Agent Skills & Claude Prompts

Anonymizes student data in any document or text to ensure FERPA compliance before using it with AI tools, sharing with third parties, or including in professional portfolios. Trigger this skill whenever the user mentions student data, student records, session notes, coaching observations, progress reports, IEP data, assessment results, case studies, or any content that might contain personally identifiable information (PII) about minors or students. Also trigger when the user says "make this FERPA-safe", "anonymize this", "remove student names", "de-identify this document", "can I share this with AI?", or asks whether a document is safe to use in AI tools. Works on pasted text, uploaded .docx, .pdf, .txt, and .xlsx files. Produces a clean anonymized version with a secure local mapping key so pseudonyms stay consistent across a session.

iep-session-notes

Converts raw therapist or teacher session observations, voice memo transcripts, bullet-pointed notes, or stream-of-consciousness logs into structured, legally appropriate IEP progress notes and service documentation. Trigger this skill whenever the user mentions writing up session notes, documenting IEP progress, logging service minutes, recording intervention data, writing progress toward IEP goals, noting student performance in pull-out or push-in services, or any task involving documentation of services for students with disabilities. Also trigger when the user pastes raw observation notes and asks to "clean this up", "turn this into a note", or "write this professionally". Works with pasted text, voice memo transcripts, bullet lists, and uploaded .docx or .txt files. Always anonymize student names before producing output unless the user has confirmed FERPA-safe context.

parent-communication-translator

Rewrites school communications — letters home, progress reports, IEP meeting summaries, discipline notices, policy documents, newsletters, and emails — into plain language that is accessible, culturally responsive, and free of education jargon. Also translates communications for families whose primary language is not English. Trigger this skill whenever the user wants to make a school document more accessible, translate a letter home, simplify a progress report for a parent, rewrite a form in plain language, make an IEP summary understandable to a non-educator, remove jargon from a school communication, or write a parent email that won't alienate families. Also trigger when the user asks "how do I say this to a parent?", "can you make this less scary?", "rewrite this for families", or "translate this to Spanish" (or any other language). Works with pasted text or uploaded .docx files.

student-data-dashboard

Interprets, summarizes, and visualizes student assessment data from any common K-12 assessment tool — DIBELS, iReady, STAR, NWEA MAP, state assessments, progress monitoring probes, benchmark screeners, or teacher-created assessments. Trigger this skill whenever the user pastes or uploads student data, wants to make sense of assessment results, needs to present data to parents or staff, wants to identify students for intervention, asks what the data means, wants a data summary for an IEP or team meeting, needs to track progress over time, or asks about data trends. Also trigger when the user says "help me understand this data", "what does this tell me?", "who needs intervention?", or "how do I explain this to parents?" Works with pasted tables, uploaded .xlsx or .csv files, or verbal descriptions of data. Always applies FERPA anonymization before producing outputs unless user confirms safe context.

substitute-lesson-plan-builder

Generates complete, self-contained substitute lesson plans from any existing lesson, unit, or subject description — with enough detail that a non-specialist substitute teacher can deliver quality instruction without additional support. Trigger this skill whenever the user needs a sub plan, is preparing for an absence, needs emergency lesson plans, wants to leave instructions for a substitute teacher, needs a lesson that can run itself, or asks "what can I leave for a sub?" Also trigger when the user says "I need a sub plan for tomorrow", "I'm going to be absent", "help me write sub plans", or "I need something a sub can do with my class." Works with existing lesson content, a topic description, or just a grade level and subject — even with minimal input, this skill produces a complete, functional plan.

lesson-plan-differentiator

Adds research-based differentiation layers to any existing lesson plan, activity, or assignment using Universal Design for Learning (UDL) principles, MTSS tiered support structures, and evidence-based accommodation strategies. Trigger this skill whenever the user mentions differentiating a lesson, adding accommodations or modifications, making a lesson accessible for all learners, adapting a lesson for IEP students or ELL students or advanced learners, adding scaffolds or extensions, making a lesson UDL-compliant, or asking how to meet the needs of diverse learners. Also trigger when the user pastes a lesson plan and says "help me differentiate this", "make this work for all my kids", "add supports for my struggling students", or "what can I do for my students with IEPs?" Works with pasted lesson plans, uploaded .docx files, or verbal descriptions of a lesson.

rubric-generator

Builds complete, standards-aligned, student-facing rubrics for any assignment, project, essay, presentation, lab report, discussion, or performance task. Trigger this skill whenever the user wants to create a rubric, needs to assess student work, asks how to grade something fairly, wants to build a scoring guide, needs to align an assignment to standards, asks about performance criteria, or wants a tool to give students before they begin an assignment. Also trigger when the user says "build me a rubric for this", "how should I grade this assignment?", "I need criteria for this project", "make a scoring guide", or "how do I make this rubric student- friendly?" Works with pasted assignment descriptions, uploaded .docx files, or verbal descriptions of what students are expected to produce.

science-of-reading-analyzer

Audits any reading lesson, curriculum material, decodable text, leveled reader, instructional strategy, or assessment against the Science of Reading evidence base. Trigger this skill whenever the user asks whether something is Science of Reading-aligned, wants to evaluate a reading program or curriculum, asks about phonics scope and sequence, wants to know if a strategy is evidence-based, mentions balanced literacy vs. structured literacy, asks about Scarborough's Reading Rope or the Simple View of Reading, wants to improve a reading lesson or intervention, or asks whether a text or approach is appropriate for a struggling reader. Also trigger when the user shares a reading lesson or passage and asks "is this good?", "does this follow the Science of Reading?", "what's missing?", or "how should I teach this differently?" Works with pasted lessons, uploaded documents, or verbal descriptions of instructional practice.