Analyze a regulatory or policy document with AI help

Context

A school principal or head of curriculum who has just received a new policy or regulatory document from their ministry or district authority — a decree, guidance circular, or technical orientation — and needs to understand it thoroughly before communicating it to staff or making management decisions. Use this at the moment you first study the document, with the AI as a reading partner that organizes, interrogates, and projects what the text requires.

Originally written for Chilean classrooms. References to "MINEDUC" (Ministry of Education), "DEPROV" (provincial education office), "SAC" (the national case-tracking system), "F-3" (a standard reporting form), and "encargado/a de convivencia" (wellbeing coordinator) are specific to the Chilean system. Replace these with your own ministry or district authority, your regional supervisory body, your school's case-tracking or management system, and the relevant staff roles at your school.

Paste first

Before opening the model, have ready:

• The full text of the policy or regulation (or the central section if it is very long). Copy it as-is.
• Your school type and level: elementary, secondary, public/charter/independent, and approximate student enrollment.
• Your initial reading of the document, even if incomplete: what you think the regulation is asking of you.
• The area of school management most affected at your school right now (behavior and wellbeing, academic outcomes, resource management, inclusion, etc.).

Privacy rule: Do not paste documents that contain personal data of students, staff under performance review, or active disciplinary proceedings. Regulatory analysis does not require that information.

Act as an expert adviser on educational policy and regulation with experience in school management. I am going to share a policy or regulatory document with you and I need you to help me study and internalize it systematically, so I can translate it into concrete actions for my school.

**My school:**
- Type and level: {{e.g., "public secondary school, grades 7–12, 520 students"}}
- Governance: {{public / charter / independent / other}}
- Area of management most affected right now: {{e.g., "student behavior and wellbeing", "inclusion and learning support", "academic results"}}

**Policy or regulatory text:**
---
{{paste the full text of the decree, guidance circular, or technical orientation here}}
---

**My initial reading:** {{describe in 2–3 lines what you understand so far that this regulation requires, even if vague or incomplete}}

With this information, please produce:

1. **Obligations map:** a complete list of all actions the regulation requires from the school, organized by role (school leadership, curriculum head, teaching staff, support team, parents/guardians). Distinguish between explicit obligations (what the text directly states) and implicit obligations (what can be inferred even if not stated outright).

2. **Deadlines map:** a table with four columns: Obligation — Deadline — Textual source — Type (explicit / inferred). If the text does not specify a date, note that and indicate whether the language signals urgency.

3. **Gap diagnosis:** what the regulation requires that your school is likely not doing yet, given the school type and area you described. Order from highest to lowest immediate institutional exposure.

4. **Unanswered questions:** ambiguities, gaps, or points where the regulation is not sufficiently clear and where you should seek interpretation from your district or regulatory body before acting.

5. **60-day implementation plan:** concrete actions, a suggested responsible role, and the week of execution. The plan must be realistic for a school that does not stop its ordinary functioning to implement the regulation.

Do not summarize the regulatory text — you already know it. Focus on extracting what it requires, what is missing, and what needs to be done.

Expected output

Example (trimmed from a real run):

**1. Obligations map (excerpt)**

School leadership — Explicit: formally designate the wellbeing coordinator with name,
role and date; issue a follow-up report to the district office when a student under
14 is involved; register the updated protocol in the case-tracking system before
30 September. Implicit: verify that the school has an active account in the tracking
system; communicate that the 24-hour window opens when any staff member becomes aware.

Wellbeing coordinator — Explicit: register in the case-tracking system within 24
business hours; notify parents/guardians of all parties within 48 business hours;
document with the updated standard reporting form (available since 1 August).

**2. Deadlines map (excerpt)**

| Obligation | Deadline | Source | Type |
|---|---|---|---|
| Case entry in tracking system | 24 business hours | Art. 2.1 | Explicit |
| Family notification | 48 business hours | Art. 2.2 | Explicit |
| Report to district (under-14 case) | 15 calendar days | Art. 2.3 | Explicit |
| Registration — hard deadline | 30 Sep 2026 | Art. 4 | Explicit |
| Designate coordinator | No date; urgent | Art. 3.3 | Inferred |

**3. Key gap**

The coordinator role is vacant with no designated substitute — an active breach
correctable with an internal administrative act in week 1.

**4. Key unanswered question**

What exactly does "register in the case-tracking system" require by 30 September?
The text does not define the mechanism (active account, cases entered, confirmation
sent to district?). This is the most urgent question to put to your district office.

**5. Week 1 of the plan**

Issue formal designation of the coordinator substitute; verify tracking-system access;
download the updated reporting form; communicate to teaching staff that the 24-hour
window opens when they become aware — not when they file a report.

Watch out for

• The model may interpret legal or regulatory concepts with more confidence than is warranted. Any conclusion about legal obligations or consequences for non-compliance must be verified with your district supervisory office or your school's teaching framework guidelines before you act on it.
• If the regulation cross-references other policy documents (earlier decrees, your national curriculum frameworks, existing codes of conduct), the model may omit those connections or interpret them partially. Ask explicitly: "Does this obligation change anything that was already required by regulation X?"
• The model may cite articles with incorrect numbering when the text is long or has internal cross-references. Verify every article citation against the original document before using it in any communication to your district or supervisory authority.

Suggested iteration

If the 60-day plan feels overloaded: "The plan has too many actions in the first two weeks. Regroup it to prioritize only what has an explicit deadline or a direct consequence from the district office — the rest can come after day 30."

If you want to prepare a staff presentation: "Using the obligations map you produced, create a presentation outline in three parts: what changes, what does not change, and what we need to do together as a team before {{deadline}}. Use direct language, without regulatory jargon."