Prepare reports on students and activities as required by administration.

“Prepare reports on students and activities as required by administration.” is a core task performed by Special Education Teachers, Preschool. Among the occupation's 36 rated tasks, workers place it 9th by importance (#28 most important). About 96% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Prepare reports of operational or procedural activities. in Documenting/Recording Information

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E1. Direct exposure — a language model could plausibly cut the time to do this task by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 1.00. Automation potential label: T3.

How AI is actually used on this kind of task

The Anthropic Economic Index observes how people actually use AI on tasks like this one across millions of real conversations.

• 0.006% share of AI-use records mapped to this task
• 82% of that use is work-related
• Most common interaction: directive
• Average autonomy of the AI: 3.2 (1–5; higher = more autonomous)
• 98% of interactions still needed a human in the loop

Observed AI use describes people choosing to use AI as a tool on this kind of task today. It is augmentation and assistance, not a measure of jobs replaced.

Working with AI vs. handing it off

Of the AI conversations mapped to this task, the split between people working alongside AI and people delegating the task to it.

How people interact with AI on this task

Other tasks in this occupation

• Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. · importance 4.7
• Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. · importance 4.7
• Communicate nonverbally with children to provide them with comfort, encouragement, or positive reinforcement. · importance 4.7
• Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, or social skills, to preschool students with special needs. · importance 4.6
• Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development. · importance 4.6
• Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs). · importance 4.6
• Teach students personal development skills, such as goal setting, independence, or self-advocacy. · importance 4.6
• Develop or implement strategies to meet the needs of students with a variety of disabilities. · importance 4.5
• Observe and evaluate students' performance, behavior, social development, and physical health. · importance 4.5
• Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. · importance 4.4
• Administer tests to help determine children's developmental levels, needs, or potential. · importance 4.4
• Establish and enforce rules for behavior and procedures for maintaining order among students. · importance 4.4
• Attend to children's basic needs by feeding them, dressing them, or changing their diapers. · importance 4.4
• Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. · importance 4.4

See all tasks on the Special Education Teachers, Preschool page.

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-task-19097,
  title  = {Prepare reports on students and activities as required by administration.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-19097}
}