Search free tools, fitness, offline apps, planners, and practical guides.
↑↓ browse Enter open Esc close
Your child's IEP promises a specific number of therapy minutes each week. This log tracks what was promised against what you can actually confirm was delivered — and shows you exactly how many minutes are unaccounted for. Everything stays on this device: no account, no login, nothing sent anywhere.
Stored only in this browser. Use initials if you'd rather not type a full name.
Copy these straight off the service grid in the IEP document — one row per service.
You are looking at example data. Press Clear example before entering anything real — it wipes the example and leaves you with an empty log.
Winter break, spring break, teacher in-service weeks. Marking them keeps the math honest — no school means no minutes were owed, and a number that ignores that falls apart the moment someone checks it.
For each week, enter how many sessions you can confirm happened, and how many the school told you were cancelled. Anything left over counts as unaccounted for — that's the point.
Four ways out. The PDF and the printed page are identical — a browser's "Save as PDF" is the print dialog, so the button below opens it for you.
HTML is one self-contained file that opens on any computer with no internet and nothing installed — good for a shared drive or a USB stick. JSON is the only format this tool can read back in.
Clearing your browser data also deletes it. Export a backup before the end of the school year.
This removes every service, every week you have logged, and the whole history from this browser. There is no server copy and no way to undo it once this window is closed.
A gap in your log is not proof of anything on its own. It's a question — and you have a specific right to have it answered. Under FERPA and IDEA, service logs kept by the provider are part of your child's educational record, and you can ask for them in writing. The useful version of that request names dates rather than feelings:
"Please provide the service logs for [service] from [date] through [date], including the date, duration, and provider for each session delivered."
If the logs come back and show the sessions happened, your gap closes and you've lost nothing but an email. If they show the sessions didn't happen, you now have the district's own record saying so — which is what compensatory education claims are built on. Schools generally owe the services regardless of the reason they weren't delivered, including staff absence or vacancy.
Progress reports come from the school, use the school's data, and arrive a few times a year. There's no independent way for a parent to check them. Service delivery is different: it either happened on a given Tuesday or it didn't, and someone wrote it down at the time. It's the one part of an IEP a parent can genuinely audit — which is why it's the number this tool is built around.
The page you're copying from is usually called the service grid, the services page, or the offer of FAPE. It is often the least explained page in the document and the one that matters most here. A few things routinely trip parents up.
Both appear, and they are not interchangeable. "120 minutes per month" is not "30 minutes per week" — a month with five school weeks owes the same 120 minutes as a month with four. If your grid is written monthly, convert it to a weekly figure for tracking and write down that you did, so the arithmetic is easy to explain later.
Direct service means the provider works with your child. Indirect or consultative service means the provider advises the teacher, adapts materials, or attends a team meeting — real work, but your child may never see that person. Both appear on the grid, sometimes on adjacent lines with similar numbers.
Track them as separate services rather than adding them together. A year in which direct speech minutes quietly became consultative minutes is a substantive change, and it is invisible if the two are pooled into one total.
"30 minutes, small group" and "30 minutes, individual" are the same number of minutes and quite different services. The grid usually says which. Put it in the provider field so the distinction survives into next year's conversation.
If a line on the grid has no quantity attached, it cannot be tracked here — and that is worth raising at the next meeting. A service written without a number is difficult for anyone to hold anyone to.
None of this is urgent. It is the rhythm that makes a log worth having by spring.
| When | What it takes |
|---|---|
| Within a week of the IEP | Copy the service grid in exactly as written. Ask for the therapy schedule in writing — which days, which provider — so you know what a normal week looks like. |
| Every Friday | Five minutes. What you can confirm, what you were told was cancelled, anything you were promised. |
| Each month | Export a backup and glance at the unaccounted figure. One month proves nothing; the trend is the point. |
| At the first progress report | Compare what it says against your log. A report describing steady progress across a period with a large gap is the most useful thing this log will ever show you. |
| If a gap builds up | Request the service logs in writing, naming the weeks. Most of the time this closes the question. |
| Two weeks before the annual review | Print the log and bring it. Ask for the district's figures alongside yours, not instead of them. |
Say your log shows a gap and the district's logs show full delivery. That is not a dead end, and it does not mean anyone is lying.
The usual explanations, roughly in order of likelihood: the sessions happened and nothing came home, so you had no way to know. They were delivered by a substitute or an assistant and recorded under the named provider. They were delivered in a group where the IEP says individual. They were push-in during class, and your child did not register it as therapy. Or the log was filled in at the end of term from memory rather than at the time.
Each of those is a different conversation, and none of them can happen until the two records are side by side. Ask which it is, plainly. A question asked calmly with dates attached tends to get a straight answer.
Usually you don't, unless you ask. Providers keep session logs, but almost no district sends them home unprompted. Track what you can confirm — a note home, something your child says, a provider email — and treat the rest as unaccounted until you request the logs in writing.
Anything with a source you could point to later: an email from the provider, a note in a communication log, a therapy worksheet that came home, a progress note referencing a date. A general sense that "things seem fine" isn't confirmation, and counting it as one weakens your log.
Missed minutes generally still have to be made up regardless of the reason, but a week with no school at all isn't a week minutes were owed. Mark full closures as no-school weeks; leave single-day interruptions in the log as cancelled sessions so they stay visible.
Log it as cancelled and note the reason. Student absence usually doesn't create a district obligation, but you want the date visible rather than silently folded into the gap — a log that overstates its case gets dismissed quickly.
No. A gap tells you where to ask. Compensatory services are decided on the district's own records and, where it goes that far, on what a hearing officer concludes the child needs to be put back where they would have been. Your log is what makes the conversation specific instead of vague.
A printed one-page log with dates tends to land better than a verbal account. It moves the discussion from "I feel like she's not getting speech" to "these eleven sessions have no record — can we look at the logs?"
Divide by the number of school weeks in a typical month — four is the usual working figure — and enter the weekly result. Note somewhere that you converted it. The totals stay right either way, but you want to be able to explain the arithmetic without hesitating.
Direct means the provider works with your child. Consultative means they advise the teacher or adapt materials, which is real work your child may never see. Enter them as two separate services. If direct minutes shrink while consultative minutes grow, that is a substantive change worth noticing, and pooling them hides it.
Yes — add ESY as its own service with its own start and end dates. It is worth tracking separately, because summer services are where quiet non-delivery is most common and least noticed.
Possibly both. Sessions delivered push-in during class, or by a substitute, or in a group, often leave no trace at home. Ask specifically which it was. The point of the log is not to win the disagreement but to make it precise enough to resolve.
Then it cannot be tracked here, and that is itself worth raising. A service written without a quantity is difficult for anyone to hold anyone to, including the team that wrote it. Ask for it to be quantified at the next meeting.
This free version covers one child and one IEP period. For a second year, export a backup of the first, then start fresh — you keep the record without losing it. If you need several children or several years side by side, that is what the paid app is for.
Partly. 504 plans usually specify accommodations rather than a quantity of service minutes, so there is often nothing to count. Where a 504 does specify service minutes, the same arithmetic applies.
There's no need to announce it, and no reason to hide it. Most people find out when a printed page appears at the annual review, which is fine. Keeping a record of your own child's services is ordinary, not adversarial.
A free tool from gentletools.com — nothing to install, nothing to sign up for.
Not legal advice. This is your own record, kept by you, on your own device.
Recordkeeping and parent access practices vary. Compare the services scheduled in the IEP with the documentation available to you, ask the school in writing how service delivery is recorded, and label anything you cannot verify as unconfirmed rather than missed.
No. A personal log can help identify questions and organize dates, but it does not by itself establish that compensatory services are owed. Whether services are needed is an individualized decision under the applicable process. Discuss concerns with the IEP team and, when needed, a qualified local advocate or attorney.