The Prompt

I am a school-based SLP. Here are my raw session notes for a student (no identifying information included). My notes include: target skill(s), activity used, accuracy data and level of cueing, any notable behaviors or affect, and follow-up items. Organize these into a structured progress note with: date of service, IEP goal addressed, activity/materials used, student response data (accuracy percentage, level of cueing), clinical observations, and plan for next session. Do not add observations I didn't make. Do not change my accuracy data. Keep my clinical voice. Do not over-polish.

What to include in your raw notes

The better your input, the better the output. Before pasting, make sure your notes cover:

• Target skill(s) — what you worked on
• Activity/materials — what you used
• Performance data — accuracy, trials, level of cueing
• Affect or behavior — anything notable (frustration, engagement, fatigue)
• Follow-up items — parent questions, next session plans, materials to prep

Why This Works

This prompt succeeds because it:

• Sets role context. “School-based SLP” tells the model which documentation conventions matter (IEP alignment, educational relevance).
• Provides explicit structure. The numbered output sections prevent the model from inventing its own format.
• Guards against hallucination. “Do not add observations I didn’t make” is the single most important constraint for clinical documentation.
• Preserves clinical voice. “Do not over-polish” prevents the model from replacing your clinical observations with generic language.
• Protects data integrity. “Do not change my accuracy data” ensures the quantitative record stays intact.

When to Use

Use after any therapy session where you have raw notes, tally marks, or quick observations that need to become a formal progress note. This is especially valuable during progress monitoring periods when you’re writing dozens of notes in a short window.

When NOT to Use

• Do not paste in notes that contain student names, school names, or other identifiers
• Do not use this to generate observations you didn’t make
• Do not skip the review step; read every line before it enters the record

Pair With

• PHI Safety Checker – run your input through the checker first
• Documentation workflows – for report-level templates
• Schools setting guide – FERPA and IDEA context