A question about services usually starts at the log: what did the IEP promise, and what happened? This guide is about making your log answer that cleanly.
What the log is up against
The IEP has to state when services begin and their anticipated frequency, location, and duration. That is the promise. ASHA's guidance on documentation in schools says therapy log notes should show when services were provided and which objectives were targeted, along with progress data, and it warns that failing to document service provision can lead to allegations of not implementing the IEP.
So the log has a simple job. It has to let a reader line up each promised service with a record of what happened, and see that gaps are explained.
The fields every entry needs
| Field | Why it is there | Example |
|---|---|---|
| Student code | Links the entry to one student without exposing a name | Student 14 |
| Date | The core fact of the entry | Oct 10 |
| Start and end time | Shows actual length, not only the scheduled block | 9:05 to 9:35 |
| Service type | Matches the IEP's wording | Speech-language, individual |
| Setting | Matches the IEP's location | Therapy room |
| Status | Delivered, missed, or made up | Delivered |
| Goal targeted | Shows the objective worked on | Goal 2, past-tense verbs |
| Reason, if not delivered | Explains the gap in plain words | Student absent |
CMS lists minimum documentation for a Medicaid claim that includes the date of service, the provider, the nature, extent, or units of service, and the place of service. A log with the fields above supplies those items.
Three kinds of entry
Delivered
A delivered entry records what happened, briefly. It should be possible to read it without opening another file.
Missed
A missed entry needs a reason that can be checked. "Student absent" can be matched to attendance. "Clinician out" can be matched to a schedule. "No reason" cannot be matched to anything.
Made up
A make-up entry points back to the session it replaces. It records its own date and times, and the original date and reason.
| Kind | Weak | Stronger |
|---|---|---|
| Delivered | "Speech" | "Individual speech-language, 9:05 to 9:35, therapy room, goal 2 (past-tense verbs)" |
| Missed | "Missed" | "Not delivered. Student absent per attendance. Original session Oct 10, 30 minutes" |
| Made up | "Makeup done" | "Make-up for Oct 10, delivered Oct 17, 9:05 to 9:35, individual, therapy room" |
Three questions to test your log against
- Does what was delivered match the service statement? Frequency, duration, and location should line up, or the log should explain why not.
- Is every gap explained? A missing week with no note is the thing most likely to be questioned.
- Was it done by the right person? The provider's name or code, and role, should appear in or be traceable from the entry.
If your log can answer those, it is in good shape.
A daily workflow that keeps it honest
- Fill in the start and end times as sessions finish, not at the end of the week.
- Log missed sessions the same day, while the reason is clear.
- Check your log against the next day's schedule so make-ups are planned.
- On Friday, compare delivered minutes with the IEP's frequency and duration for each student.
For ways to total minutes and spot patterns, see tracking IEP service minutes.
How much detail is enough
A log entry is not a narrative. One line per session is usually enough, and the detail about what happened in the session belongs in the session note. Link the two by date and student code instead of repeating the same text in both places. What matters in the log is consistency: use the same words for the same things every time, such as "individual," "group," "consult," "delivered," and "missed," so that anyone filtering the log gets reliable results.
Use only abbreviations that your district approves. If a family asks to review the log, they should be able to read it. A rule of thumb is to write each entry so that a person who was not in the building that day could tell what was promised and what was delivered.
Situations that need a careful entry
- A student arrives late or leaves early. Record the actual start and end times, and the reason for the shorter session. Do not log the scheduled length.
- A session moves rooms or settings. If the IEP names a location and the session happened somewhere else, record where it was held and why.
- A group session is smaller or larger than planned. Note the delivery model for the day, such as a group of two because one student was absent, without naming the other students.
- You spent time consulting about a student without seeing the student. Log it as consult time if your district counts consult separately, and not as a direct session.
- A session is interrupted. Record the minutes delivered, and use the reason field for the interruption, such as a fire drill.
In each case the principle is the same: record what really happened, in standard words, and let the team decide whether the schedule or the service needs to change.
Corrections and late entries
Never delete or overwrite an entry to make the record look better. If an entry is wrong, correct it the way your district allows, which is often a dated correction next to the original. If you are adding an entry late, label it as late and use today's date. Your district's policy governs these steps, so ask your supervisor how they are handled.
When the log shows a shortfall
If delivered minutes are falling behind the IEP's frequency and duration, record it accurately and tell your supervisor. Changes to services are made by the IEP team, and a family receives written notice when the school proposes or refuses a change. The log is evidence for that conversation, so accuracy is what makes it useful.
For the structure of a session note, read SOAP notes for school SLPs. For the documentation behind Medicaid claims, see school Medicaid documentation basics. Terms are in the glossary.