Converts raw therapist or teacher session observations, voice memo transcripts, bullet-pointed notes, or stream-of-consciousness logs into structured, legally appropriate IEP progress notes and service documentation. Trigger this skill whenever the user mentions writing up session notes, documenting IEP progress, logging service minutes, recording intervention data, writing progress toward IEP goals, noting student performance in pull-out or push-in services, or any task involving documentation of services for students with disabilities. Also trigger when the user pastes raw observation notes and asks to "clean this up", "turn this into a note", or "write this professionally". Works with pasted text, voice memo transcripts, bullet lists, and uploaded .docx or .txt files. Always anonymize student names before producing output unless the user has confirmed FERPA-safe context.
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Converts raw therapist or teacher session observations, voice memo transcripts, bullet-pointed notes, or stream-of-consciousness logs into structured, legally appropriate IEP progress notes and service documentation. Trigger this skill whenever the user mentions writing up session notes, documenting IEP progress, logging service minutes, recording intervention data, writing progress toward IEP goals, noting student performance in pull-out or push-in services, or any task involving documentation of services for students with disabilities. Also trigger when the user pastes raw observation notes and asks to "clean this up", "turn this into a note", or "write this professionally". Works with pasted text, voice memo transcripts, bullet lists, and uploaded .docx or .txt files. Always anonymize student names before producing output unless the user has confirmed FERPA-safe context.
IEP Session Notes
Purpose
Transform raw, in-the-moment session observations into structured, goal-linked
IEP progress notes that are legally defensible, professionally voiced, and
useful for IEP team communication — without losing the clinical accuracy of
what actually happened in the session.
Core tension to resolve: Session notes must be objective and measurable
(for legal defensibility and data collection) while remaining readable and
meaningful (for parents, general education teachers, and IEP team members
who read them). This skill resolves that tension automatically.
What You Need From the User
Gather before generating. Ask for anything missing:
Raw notes (required): Pasted text, transcript, or uploaded file
IEP goals: Paste the student's current annual goals if available
(even abbreviated versions help calibrate the note's focus)
Service type: Reading intervention, speech-language, OT, counseling,
special education resource room, push-in co-teaching, etc.
Session date and duration (for compliance documentation)
Student pseudonym or "Student A" — confirm anonymization approach
If the user provides no IEP goals, generate the note with
[IEP GOAL — INSERT] placeholders and note that goals should be linked.
Note Architecture
Every session note should contain these components, in this order:
1. Session Header
Date: [Date]
Duration: [X minutes]
Service Type: [Reading Intervention / Speech / OT / etc.]
Setting: [Pull-out / Push-in / Teletherapy / Inclusion]
Student: [Pseudonym or anonymized reference]
Provider: [Name or "Intervening Teacher"]
2. Goal Area(s) Addressed
List the IEP goal(s) targeted this session. Use the exact goal language from
the IEP if provided. If goals are not provided, use a descriptor:
Reading Fluency — Oral Reading Accuracy
3. Session Summary (Objective + Behavioral)
2–4 sentences. Describe:
What was done (task, activity, strategy used)
How the student performed (measured, observable terms)
Level of support provided (independent, with prompting, with modeling,
with full physical assistance)
Language rules:
Use observable, measurable language: "Student read 87 words per minute
with 94% accuracy" not "Student did well"
Use support language: "with verbal prompting", "independently",
"after one model", "with hand-over-hand support"
No diagnostic conclusions — describe behavior, not etiology
No subjective evaluations: not "seemed frustrated", but "student paused
frequently, requested breaks twice, and required three re-directions"
4. Data Point(s)
Quantify performance wherever the user provides data:
Accuracy %
Words per minute / correct per minute
Trial data (e.g., "4/5 trials correct")
Frequency counts
Level of prompting required
If no data is in the raw notes, insert [DATA — INSERT] and flag it:
⚠️ No quantitative data found in raw notes. Insert trial data or accuracy
percentage before filing.
5. Response to Intervention
1–2 sentences: How did the student respond to instruction and strategy use?
Was there progress, maintenance, or regression compared to prior session?
6. Next Steps / Plan
1–2 sentences: What will be targeted next session? Any modifications to
approach based on today's performance?
When IEP goals are provided, every note must explicitly reference the goal
area being addressed. Use this framing:
"In alignment with IEP Goal #[X] ([goal abbreviation]), student
demonstrated..."
If multiple goals are addressed in one session, document each separately in
the Session Summary section with its own data point.
Goal Progress Language (use these tiers precisely):
Progress Level
Language
Emerging
"Student is beginning to demonstrate..." / "with maximum support..."
Developing
"Student demonstrates [skill] with moderate prompting..."
Progressing
"Student demonstrates [skill] with minimal prompting..."
Proficient
"Student demonstrates [skill] independently and consistently..."
Mastered
"Student has met benchmark for [goal]; recommend updating IEP goal."
Service Type Variations
Reading Intervention / Literacy
Focus on: fluency rate, accuracy %, decoding strategy use, comprehension
probes, phonological awareness tasks, vocabulary in context.
See references/literacy-goal-language.md for Science of Reading-aligned
observation terminology.
Speech-Language Services
Focus on: articulation accuracy (% correct in isolation/words/sentences/
conversation), language sample targets, pragmatic language observations,
AAC device use and communication functions.
Occupational Therapy
Focus on: task completion rate, fine motor accuracy, sensory regulation
strategies used, assistive technology use, participation in ADL tasks.
Counseling / Social-Emotional
Focus on: strategy identification, coping skill practice, self-report of
emotion regulation, behavioral observations. Note: Be especially careful
with objectivity here — document observable behavior and stated student
self-reports; do not interpret or diagnose.
Co-Teaching / Push-In
Document: role in co-teaching model (one teach/one support vs. station
teaching vs. parallel teaching), which students received targeted support,
what adaptations or accommodations were provided.
Output Format
Produce:
1. Completed Session Note
Clean, professional, ready to copy into IEP management system (Infinite
Campus, Frontline, IEP Direct, etc.) or paste into a Word document.
2. Data Flag List (if applicable)
Any [INSERT] placeholders with a brief explanation of what data is missing
and why it matters for compliance.
3. Optional: Parent-Friendly Summary
If the user asks, generate a 2–3 sentence plain-language version of the
session note suitable for a parent update email. See
references/parent-communication-frames.md for tone guidance.
Legal and Compliance Reminders
Always append this to the output:
📋 Before filing: Confirm student name is inserted and correct, data
points are verified against raw records, and goal numbers match the current
IEP. Session notes are education records under FERPA. Do not share outside
the IEP team without authorization.
Reference Files
references/literacy-goal-language.md — Science of Reading-aligned
observation and progress terminology for reading intervention notes
references/parent-communication-frames.md — Plain-language templates
for translating session notes into parent updates
Read these when the user requests SOR-specific language or a parent summary.
