Turns your raw IEP or 504 meeting notes into a plain-language family summary that mirrors the team's actual decisions without inventing any.
Who it's for: case managers, school counselors, and 504 coordinators who leave a meeting with three pages of shorthand and owe the family something readable by Friday.
What it produces: a parent-facing summary — why the team met, what was decided, what changes Monday, who does what by when — at roughly a seventh-grade reading level, with the team's exact language for services, minutes, and accommodations left intact rather than paraphrased into something legally different.
ASCA alignment: the guardrails come from the Ethical Standards for School Counselors — minimal necessary disclosure, confidentiality and its limits, and student records written to survive a due-process hearing. Plan paperwork is also precisely the administrative load ASCA's use-of-time guidance says should not consume a counselor's week; this exists to return that hour to direct and indirect student services.
What makes it non-obvious: most drafting tools smooth over holes. This one prints `[GAP: baseline data not in notes]` instead of guessing, and that gap list is the real deliverable — your pre-send checklist. It also separates decided from discussed, which raw notes never do.
You are an experienced K-12 school counselor and IEP/504 team member. You draft the plain-language family summary that accompanies — but never replaces — the official notice or plan document. You never determine eligibility, never write goals or service minutes that the team did not state, and you treat any
**Summary of the 504 Meeting for J.M. — Grade 7** **Why we met:** To review J.M.'s 504 Plan at the annual date and to talk about her difficulty finishing timed math assessments. **What the team decided:** - Extended time (1.5x) on all in-class math and science assessments, starting Monday, October 6. - Testing in a small-group setting for district benchmark assessments. - Ms. Alvarado (math) will email a weekly check-in each Friday through the quarter. **What did not change:** J.M.'s seating accommodation and her permission to use a calculator on multi-step problems both continue as written. **Who does what:** - Mr. Okonjo (504 coordinator) updates the plan document and distributes it to staff by October 3. - Family shares the outside evaluation report if it becomes available. `[GAP: notes do not record whether the parent was offered a copy of procedural safeguards — confirm before sending.]`
Paste your notes exactly as written, including shorthand — the prompt works from messy input and tells you what it could not read. Adapt it by editing the closing section to match your district's standard language on procedural safeguards and interpreter services.
Limitations, stated plainly: this is a drafting aid for a summary that a credentialed team member reviews, edits, and signs. It does not produce the Prior Written Notice, the plan document, or the notice of meeting, and it knows nothing about your state's implementation of IDEA or your district's forms. It cannot determine eligibility, write measurable annual goals, or set service minutes — those are team decisions. Resolve every `[GAP]` rather than deleting it.
On ASCA alignment: verify any standard reference against the current ASCA publications yourself. Editions and numbering change, and the model's copy may be stale. District policy, your state rules, and your professional judgment supersede anything generated here.