# Synthetic IEP input field map

All student, school and support details are invented. No disclosure authority, professional assessment or legal de-identification is established.

A fictional teacher wants clearer general group-work instructions. The task is deliberately narrower than preparing or amending an individual IEP.

| Invented field | Why it matters | Choice for the general resource task |
| --- | --- | --- |
| Jordan Example; student TEST-IEP-17 | Direct identifiers for the fictional record. | Omit; the generic classroom instructions do not need identity. |
| Example School, only student in a small support group | Context may make a person identifiable even without a name. | Use an invented classroom context without a unique school or group description. |
| Fictional diagnosis and assessment history | Sensitive student-specific information not needed for wording the general activity. | Keep out of the input for this task. |
| Needs short written steps and predictable sequence | Functional presentation requirement relevant to the generic resource. | Describe the support generically without linking it to a student. |
| Parent contact and review meeting date | Additional identifying and family information. | Omit from both the prompt and any attachment. |
| Generated classroom instructions | May contain errors or unsupported assumptions. | Educator checks the draft before use; this exercise does not amend an IEP. |

## Review steps

- Confirm the disclosure route: Check applicable FERPA, IDEA and other requirements before selecting any real student fields.
- Use the minimum useful context: Explain why each student-specific detail is needed; prefer invented generic context where it meets the task.
- Inspect input and output: Review the whole file and the generated draft, not just the selected paragraph or visible name.

## Entirely invented source excerpt

Jordan Example, student TEST-IEP-17, attends Example School and is the only student in a small support group. A fictional assessment describes Example Condition. Classroom materials should use short written steps and a predictable sequence. Parent contact and review dates are recorded elsewhere in the invented plan.

## Name-only edit, still problematic

“Student A is the only student in Example School’s small support group and has Example Condition.” Context remains identifying in the fictional scenario.

## Reduced-input alternative

“Create generic group-work instructions using short written steps and a predictable sequence. Use an invented classroom scenario. Do not infer an individual student’s diagnosis or needs.”

No real plan has been uploaded or changed. Observed product result: not run.

## Source and scope

Guide: https://aona.ai/resources/guides/iep-student-data-ai-assistants/

Source check: 21 September 2026. General information, not professional approval or a completed control test.

- US Department of Education: FERPA regulations: https://studentprivacy.ed.gov/ferpa
- US Department of Education: IDEA 300.622 consent: https://sites.ed.gov/idea/regs/b/f/300.622