Schools Therapy / Allied Health Session

• Template structure

  The Schools Therapy / Allied Health Session template captures these sections automatically from your recording.

  1. Session Details
  2. Student Presentation
  3. Session Content
  4. Classroom Observations
  5. Collaboration
  6. Plan

• Built for

  • Occupational Therapist
  • Speech Pathologist
  • Psychologist
  • Clinical Psychologist
  • School Counsellor
  • Social Worker
  • Behaviour Specialist
  • School Psychologist
  • Educational Psychologist
  • Physiotherapist
  • Art Therapist
  • Music Therapist
  • Play Therapist

1. 01 Record or dictate the session

   In-person, telehealth, or hybrid. Audio is deleted immediately once it's processed. If it can't upload, it stays on your own device so you can retry; if it uploads but can't be processed, it's held in Australia for up to 48 hours, then deleted.

2. 02 Pick the Schools Therapy / Allied Health Session template

   Or make it your default template so future recordings use it automatically.

3. 03 Review and finalise

   Your note is generated in the structure above. Edit anything you want — your practice, your voice — then save to the client record.

• IEP/ILP Progress NoteIndividual Education/Learning Plan progress note documenting goal achievement and adjustments.
• Student Progress ReportFormal progress report for parents, school leadership, or external providers. Captures the student's starting point, goals or targets, progress since the last report, evidence of growth, areas needing further support, and recommended next steps. Suits termly reporting cycles and external review.
• NCCD Evidence RecordEvidence record for the Nationally Consistent Collection of Data on School Students with Disability (NCCD). Documents the imputed disability category, level of adjustment, the adjustments provided across categories (curriculum, environment, communication, personal care), and the evidence base sustaining each — built for census-time review and audit.
• Curriculum DifferentiationDocumentation of how curriculum has been adjusted for an individual student — content, process, product, or environment differentiation — with the rationale, the strategies in place, and how their effectiveness will be reviewed. Useful evidence for NCCD, IEPs, and learning support team meetings.
• Classroom ObservationStructured classroom observation capturing the context of the lesson, the student's engagement and behaviour over time, peer interactions, work output, environmental factors, and a brief interpretation. Suits learning-support, wellbeing, and behaviour referrals as the evidence base for next-step planning.
• Behaviour Incident ReportBehaviour incident record covering antecedents, the behaviour itself (described objectively), consequences, response by staff, impact on others, follow-up with the student and family, and any restorative or behaviour-support actions. Designed to feed positive behaviour support data and meet school incident-reporting requirements.

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