Free planning tool · The Library · No. 06

The generator-to-plan handoff.

For the teacher who drafts in Brisk, MagicSchool or any other AI assistant, and then has to teach from a plan the school can stand behind. Six steps, in order. The generator does what it’s good at, which is a fast first draft. The plan does what the generator can’t: check the standard, answer every accommodation in the room, and carry a person’s name. Print it and keep it next to the keyboard.

School Systems Lab · One page for teachers, one habit for the whole school

The six steps

Each one takes a minute. Skipping one is how a good draft turns into a plan nobody can defend.

Draft with nothing about a child in the prompt.

No student names, no class list, no IEP text, no diagnosis, no “my student who struggles with.” Describe the lesson, the grade, the standard and the shape you want. That’s all a generator needs.

The test: would you put this prompt on a postcard? If not, it doesn’t go in. Browser extensions read the document you have open, so open a blank one.

Check the standard it quoted against the official source.

Generators paraphrase standards and sometimes invent codes. Open your state or organisation’s published standards, find the one you’re teaching, and paste the official text into the plan. Not the generator’s version.

If the plan tool you use imports standards from the authority with a version and a date, use that copy. It’s the one an inspector will accept.

Bring it across one field at a time.

Objective. Success criteria. The agenda. The check for understanding. Read each one as you move it. Don’t paste the whole lesson into one box, because then nobody, including you, has actually read it.

This is also where the generic bits show. A success criterion that could belong to any lesson isn’t one yet.

Answer every accommodation the room holds.

Open the accommodations for this class and go down the list. Extended time, sentence frames, a visual model, a reduced item set, a quiet space. For each one, the plan says what happens in this lesson. A generator can’t do this step because it never knew who was in the room, and it shouldn’t.

If your plan tool refuses to mark the lesson ready, that isn’t a bug. It’s the tool telling you which support is still unanswered.

Your name goes on it.

The plan is yours, every word, as if you had written it from a blank page. If a line is wrong in front of the class, “the AI wrote that” is not a sentence a teacher wants to say. Read it once more with that in mind, then sign it.

Export it. Then, if you like, take it back to the generator.

Export the plan to Word or PDF. If a colleague wants a leveled version for a reading group, or a translation for a family newsletter, run the exported document through the generator. That’s fine, because by now there is nothing about a child in it.

The order matters. Generate, check, name, export, then level or translate. Never the other way round.

What goes in, what stays out

Two lists a department can agree in one meeting and put on the wall.

Fine to give a generator

Grade level and subject
The standard, by code and official text
The topic and the lesson length
The shape you want: stations, direct teach, inquiry
Accommodation types as a category, never tied to a person: “include a sentence-frame option”
A passage you wrote or have the right to use

Never give a generator

A student’s name, initials or ID
A class list or a seating chart
Anything from an IEP, a 504 plan or an evaluation
A diagnosis, a medication, a family situation
A student’s own writing, unless your school has approved that exact tool for that exact use in writing
Grades, attendance or behaviour records

Make it the school’s habit, not one teacher’s

The approved generators here, by nameFrom the school’s AI tool register, Library No. 05. A tool not on the register isn’t approved.1. ______________________ 2. ______________________ 3. ______________________

Where the plan lives once it’s checkedThe planning tool or template every teacher in the department uses, so a colleague or a substitute can find it.__________________________________________________________________________

Who a teacher asks when a step is unclearName: ______________________ Where to find them: ______________________

Adopted by the department______________________ on: ____________ Review date: ____________

A boundary, stated plainlyThis page describes a working habit. It does not approve any AI tool for your school, it is not legal advice, and it makes no decision about any student. Your school’s own boundaries page and data privacy agreements govern what any tool may be used for. Check this against them, then let it do its job: keeping the fast draft and the careful plan in the right order.

From The Library at School Systems Lab. If your staff want this habit built into working sessions with the tools they already use, that’s the Lab’s staff AI readiness work. Free to use and share within your school. © Leading Bright Scholars, Inc., d/b/a School Systems Lab.

Once the habit is in place

Step four is the one a piece of paper can’t enforce.

Before any generator is approved for staff, run it through Library No. 05, the AI tool vetting checklist and register, and put the never list on Library No. 03, the staff AI boundaries one-pager.
When a department wants step four to hold without anyone checking by hand, ClearPath Planning refuses to mark a lesson ready while a learner in the class holds a support the plan doesn’t answer, imports standards with their authority and date, and exports the Word or PDF that step six needs. It runs on your own computer and no AI reads a student record, which the data page explains.
The reasoning behind keeping the generator and the gate separate is in Brief No. 01, AI governance begins with a decision.

The rest of the shelf is in the free Library.

Generator-to-Plan Handoff