Analyze internal assessment results and present them to the teaching team

Usage context

A principal or instructional leader (curriculum coordinator, head of studies) who needs to turn internal classroom assessment results — term grades, benchmark tests, diagnostic assessments — into a structured analysis to present to the teachers' council and agree on subject-level improvement commitments. Unlike external standardized tests (once a year), this prompt is designed for the monthly or quarterly data-review cycle that sustains a School Improvement Plan.

Originally written for Chilean classrooms. References to the School Improvement Plan (PME), the preferential education subsidy (SEP), and Chile's vulnerability index (IVE-SINAE) reflect the Chilean public school system. Equivalent structures exist in most national systems: substitute your school's own planning framework, funding program, and student-needs index as appropriate.

Paste before

Data must be anonymized before pasting. Never include:

• Student names or ID numbers
• Individual grades linked to a person
• Individual special-education assessments or psycho-pedagogical reports

Paste instead:

• Average grades by subject and class group (e.g. "Grade 7A: Math 4.8 / Language Arts 5.1")
• Achievement distribution by percentage or band (e.g. "38% below passing in Grade 7")
• Comparison with the previous period if available
• The type of instrument: internal benchmark test, network diagnostic, external assessment, or other
• School context: grade levels served, school type, whether a targeted funding program is active

Privacy rule: Use aggregate figures or percentages. Do not paste student names, ID numbers, individual grades, or individual diagnostic reports into the model (check your jurisdiction's data-protection legislation).

Act as a pedagogical management advisor with expertise in school improvement. I am going to give you internal assessment data from my school and I need you to help me turn it into an analysis ready to present to the teachers' council this week.

**School details:**
- Name or description: {{school_name_or_description}}
- Grade levels assessed: {{grade_levels, e.g. "Grades 5–8"}}
- Type of assessment: {{assessment_type, e.g. "internal benchmark test, first term" or "start-of-year diagnostic"}}
- Period covered: {{period, e.g. "second term 2026"}}
- Relevant context: {{context, e.g. "public school, high-needs student population, 320 students, second year of current improvement plan"}}

**Results data (anonymized — no student names or ID numbers):**
{{paste averages by subject and class group, achievement distributions, or any results table here — plain text or as a Markdown table}}

**Comparison with previous period (if available):**
{{paste previous-period data here so the analysis can show trends; if unavailable, write "not available"}}

**Subjects or class groups you are most concerned about:**
{{name 1 or 2 specific focus areas, e.g. "Math in Grade 7" or "the gap between the two Grade 5 parallel classes"}}

**What I need:**

1. A diagnosis of the three most relevant gaps the data shows: between subjects, between class groups, or compared to the previous period. For each, a hypothesis the teaching team should discuss — not a conclusion.
2. Two or three clear strengths visible in the data that are worth naming explicitly in the council meeting.
3. For each subject or class group I flagged as a focus: a concrete improvement commitment, with a suggested person responsible (teacher or leadership), a classroom action, and a deadline within the next term.
4. An opening paragraph for the teachers' council meeting: direct and informative in tone, inviting reflection without triggering defensiveness.
5. A generative question to open the discussion with the teaching team about the results.

Anchor every observation to the data I provided. Avoid generalities not supported by the figures.

Expected output

Real example (trimmed):

Opening paragraph: The T2 2026 results show strong performance in Language Arts and Science across all grade levels. However, Math shows sustained declines and a gap between parallel classes that requires collegial attention.

Three gaps with hypotheses:

1. Math in Grade 7: 43% below passing and −0.3 pts vs. T1. Hypothesis: gaps created by high teacher turnover in 2025.
2. Grade 6 parallel classes: 16-percentage-point difference in the below-passing rate (28% vs. 12%) with the same average drop. Hypothesis: differences in classroom practice or in how students were distributed between groups.
3. History Grade 7A: largest decline of the period (−0.5 pts), making it, together with Math, the two main alerts at this grade level.

Strengths: Language Arts with no class group below passing in the entire school; Grade 8 with strong, consistent results across parallel classes; Grade 5 with the best Math baseline in the cycle.

Improvement commitment (Math Grade 7): Prerequisite diagnostic in weeks 1–2 of T3; differentiated remedial lessons by achievement level; target: reduce below-passing rate from 43% to under 30% by the end of the term.

Generative question: "What specific working conditions in Language Arts — planning, assessment, peer support among colleagues — could we transfer to Math this third term?"

Watch out for

• Never paste individual grades, student IDs, or individual diagnostic reports. Use only aggregated averages and distributions by class group. This applies even when using a local or private model (check your jurisdiction's data-protection legislation).
• The model may establish causal relationships where only correlations exist. Every hypothesis generated is a starting point for the council's discussion, not a school-level conclusion.
• The improvement commitments the model proposes may require adjustments to the teaching schedule or actual workload. Before presenting them to the team, verify that they are feasible in your school's context.

Suggested iteration

To go deeper on one subject: "Focus the analysis only on Math from Grades 5 to 8. I want to understand the trajectory across the cycle and what consistencies or breaks there are between grade levels."

To adapt the analysis for family communication: "Adapt the opening paragraph for a parents/guardians meeting. Use everyday language, without technical terms like 'achievement band' or 'benchmark coefficient', and without data that would invite comparisons between class groups."

If the teachers' council needs a formal document: "Format the full analysis as a technical report with a header, numbered sections, and a commitments table with columns: subject — commitment — person responsible — deadline — follow-up indicator."