OT Progress Tracker Kit
Occupational Therapy Service Log
Annual Attendance Grid & Progress Monitoring Log
School-Based OT Documentation
School Year: 20____ - 20____
Student Name
DOB / Grade
Student ID #
IEP / 504 Mandate
____ min / ____x wk
Service Model
1:1 / Group / Consult
Classroom Teacher
Treating Therapist
Attendance Legend:
P: Present SE: Student Abs TE: Therapist Abs FT: Test/Trip MU: Made-Up C: Consult
Prompt / Mastery Levels:
I: Indep VP: Verbal GP: Gestural MP: Model MinA ModA MaxA
Visual Month & Date Attendance Matrix (Year-At-A-Glance)
Record code (P, SE, TE, FT, MU, C) in date box
| Month | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | Sess. | Min |
|---|
| AUG | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| SEP | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| OCT | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| NOV | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| DEC | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| JAN | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| FEB | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| MAR | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| APR | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| MAY | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| JUN | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
Detailed Clinical Session Treatment Log Domain Targets: FM = Fine Motor, SP = Sensory Processing, VM = Visual-Motor
| Date | Time/Min | Att. | Setting | Domain | Clinical Interventions & Skill Progress | Prompt/Data | Init. |
|---|
| | | 1:1 / Grp | FM • SP • VM | | | |
| | | 1:1 / Grp | FM • SP • VM | | | |
| | | 1:1 / Grp | FM • SP • VM | | | |
| | | 1:1 / Grp | FM • SP • VM | | | |
| | | 1:1 / Grp | FM • SP • VM | | | |
| | | 1:1 / Grp | FM • SP • VM | | | |
| | | 1:1 / Grp | FM • SP • VM | | | |
| | | 1:1 / Grp | FM • SP • VM | | | |
| | | 1:1 / Grp | FM • SP • VM | | | |
| | | 1:1 / Grp | FM • SP • VM | | | |
Service Minutes Reconciliation
Mandated: min
Delivered: min
Absences:
Make-Ups:
Primary Domain Focus
Fine Motor / Handwriting Sensory / Self-Regulation Visual-Motor Integration
Therapist Sign-Off & Verification
OTR/L or COTA Signature Date
Daily Clinical SOAP Note & Session Log
Occupational Therapy Service & Progress Monitoring
Date:
Time: to
Student:
Setting: [ ] Therapy Rm [ ] Classroom [ ] Other
Session Type: [ ] 1:1 [ ] Small Grp (____:1) [ ] Consult
S Subjective & Baseline Regulation State
Student affect, report, readiness to learn
[ ] Low Arousal Sluggish, tired, withdrawn
[ ] Optimal State Calm, focused, ready
[ ] Elevated State Fidgety, distracted, anxious
[ ] Dysregulated Overwhelmed, refusing
Sensory / Prep Strategies: [ ] Heavy Work [ ] Linear Vestibular [ ] Deep Pressure / Compression [ ] Visual Schedule [ ] Breathwork
Student Subjective Observations:
O Objective Data & Intervention Performance
Measurable therapeutic activities & prompt tallies
1. Fine Motor & Handwriting
• Grasp: [ ] Dyn Tripod [ ] Quad [ ] Other • Letter Sizing / Baseline: % • Scissor Line Accuracy: in/mm • Bilateral Stabilization: lvl
2. Visual-Motor Integration
• Near-Point Copying: % • Far-Point Board Copy: % • Spatial Margins/Spacing: lvl • Visual Tracking/Search: acc
3. Sensory & Self-Regulation
• On-Task Seated Time: min • Tool Self-Advocacy: trials • Transition Tolerance: lvl • Sensory Tool Utilized: tool
Specific Therapeutic Tasks, Trials, & Prompt Level Tally:
A Assessment of Progress & Clinical Analysis
Response to cues, environmental factors, goal trajectory
Goal Progress Trajectory:
[ ] Regressed [ ] Maintained / Inconsistent [ ] Progressing Adequately [ ] Goal Mastered
P Plan & Classroom / Home Carryover
Modifications, environmental adaptations, next targets
Adaptation: [ ] Slant board [ ] Adapted grip [ ] Box paper
Sensory: [ ] Movement break [ ] Wiggle cushion [ ] Fidget
Next Session: [ ] Progress probe [ ] Task fading [ ] Grp task
Therapist Signature:
License / Credential:
Co-Signature (if COTA):
Individual IEP Goal Progress Rubric
Domain-Specific Scoring Criteria & Mastery Matrix
Student:
IEP Year: 20____ - 20____
Domain 1: Fine Motor & Handwriting Rubric
Target Goal: Pencil Grasp / Letter Legibility / Scissor Skills
| Skill Area | Level 1: Emerging (<50%) | Level 2: Developing (50-74%) | Level 3: Proficient (75-89%) | Level 4: Mastered (90%+) |
|---|
| Pencil Grasp & Finger Isolation | Palmar / fisted grasp; arm moves as a unit; lacks open web space. | Static tripod/quadrupod grasp; minimal finger movement; wrist flexed. | Dynamic tripod with verbal cues; open web space maintained 75% of time. | Consistent mature dynamic tripod; isolated finger excursion independent. |
| Letter Formation & Alignment | Inconsistent sizing; >50% reversals; letters floating/descending lines. | Forms letters with model; sits on baseline 50-74% with visual guidelines. | Accurate sizing/baseline on regular lines with 1-2 prompt reminders. | Consistent legibility, baseline alignment, and proper case sizing independently. |
| Scissor Skills & Bilateral Use | Unable to hold helper hand; snips only; deviates >1/2" from cutting line. | Cuts straight lines within 1/4"; needs physical assistance to turn paper. | Cuts simple curved/angled shapes within 1/8"; coordinates helper hand. | Cuts complex multi-sided shapes within 1/16" smoothly and independently. |
Domain 2: Sensory Processing & Self-Regulation Rubric
Target Goal: Arousal Modulation / Sensory Tool Advocacy
| Skill Area | Level 1: Emerging (<50%) | Level 2: Developing (50-74%) | Level 3: Proficient (75-89%) | Level 4: Mastered (90%+) |
|---|
| State Identification & Advocacy | Unaware of dysregulation; requires therapist initiation of all tools. | Identifies state with visual scale cues; accepts offered sensory tools. | Independently requests designated sensory tool when prompted. | Independently identifies arousal state and selects appropriate tool proactively. |
| Task Engagement & Tolerance | Attends <3 min; frequent out-of-seat behavior or distress during transitions. | Maintains 5-8 min seated focus with adapted seating and timer support. | Sustains 10-15 min tabletop focus; tolerates schedule changes with minimal cue. | Completes age-appropriate classroom activity (20+ min) with self-regulation. |
Domain 3: Visual-Motor Integration Rubric
Target Goal: Spatial Organization / Copying Accuracy
| Skill Area | Level 1: Emerging (<50%) | Level 2: Developing (50-74%) | Level 3: Proficient (75-89%) | Level 4: Mastered (90%+) |
|---|
| Near & Far-Point Copying | Omits words/lines; loses place frequently; unable to copy from board. | Copies near-point 50-74% accurately; copies board text with frequent pauses. | Accurately copies 2-3 sentence passages from board with 1 visual tracker cue. | Rapid, accurate far-point copying without omission or spatial disruption. |
| Spatial Layout & Margins | Collides words together; ignores left margin; writes across page edges. | Maintains spacing with physical spacer (finger spacer/stick); respects left margin. | Maintains consistent inter-word spacing independently 80% of passage. | Flawless spatial awareness, appropriate paragraph margins, and word gaps. |
Quarterly IEP Progress Benchmark Scoring Record
Quarter 1 (Baseline)
FM: Lvl ___ (___%)
SP: Lvl ___ (___%)
VM: Lvl ___ (___%)
Date: _________
Quarter 2 (Winter)
FM: Lvl ___ (___%)
SP: Lvl ___ (___%)
VM: Lvl ___ (___%)
Date: _________
Quarter 3 (Spring)
FM: Lvl ___ (___%)
SP: Lvl ___ (___%)
VM: Lvl ___ (___%)
Date: _________
Quarter 4 (Annual)
FM: Lvl ___ (___%)
SP: Lvl ___ (___%)
VM: Lvl ___ (___%)
Date: _________
IEP Progress Criteria: Mastered = Level 4 across 3 consecutive therapy sessions in natural classroom setting.
OT Domain Observational Checklist
Quantitative Skill Inventory & Clinical Probe Sheet
Student:
Assessment Date:
Fine Motor & Grasp
Pencil Grasp Pattern: Dynamic Tripod Dynamic Quadrupod Lateral Tripod / Thumb Wrap Palmar / Fisted (Immature) In-Hand Manipulation: Finger-to-Palm Translation Palm-to-Finger Translation Simple / Complex Rotation Shift (pencil adjusting) Scissor Competency: Thumbs-up grasp posture Bilateral paper turning Continuous cutting flow
Hand Dominance: [ ] R [ ] L [ ] Mixed
Sensory & Modulation
Tactile & Proprioception: Appropriate pencil pressure Tolerates varied textures Body awareness in space Craves / seeks heavy work Vestibular & Postural: Sits upright without slumping Tolerates movement without fear Balances during dynamic tasks Auditory & Environmental: Filters background classroom noise Uses noise-cancelling headphones Transitions without distress
Arousal: [ ] Low [ ] Mod [ ] High
Visual-Motor & Perceptual
Visual-Perceptual Skills: Form Constancy (letter recognition) Figure-Ground (finding items on page) Visual Closure (incomplete figures) Spatial Relations (b/d, p/q discrimination) Oculomotor Control: Smooth ocular pursuits Rapid saccades across text Crosses midline smoothly Handwriting Motor Planning: Top-to-bottom stroke sequence Appropriate letter sizing Consistent line spacing
Midline Crossing: [ ] Intact [ ] Hesitant
Quantitative Baseline & Probe Data Entry (10-Trial Sample) Score: + = Correct / Independent, - = Error / Dependent, P = Prompted
| Target Skill Objective | T1 | T2 | T3 | T4 | T5 | T6 | T7 | T8 | T9 | T10 | Accuracy % | Prompt Level |
|---|
| 1. | | | | | | | | | | | ____% | I • VP • GP • MP • A |
| 2. | | | | | | | | | | | ____% | I • VP • GP • MP • A |
| 3. | | | | | | | | | | | ____% | I • VP • GP • MP • A |
Recommended Classroom Environmental Adaptations:
[ ] Slant Board / 20° Incline
[ ] Weighted Lap Pad / Vest
[ ] Dynamic Seating (Wobble Stool)
[ ] Adaptive Pencil Grip (Grip type: ____)
[ ] Highlighted Baseline Paper
[ ] Noise-Dampening Headphones
Evaluator / Clinician:
Title: [ ] OTR/L [ ] COTA/L
Date:
OT Clinical Notes & Communication Log
Interdisciplinary Collaboration, Parent Contact, & Narrative Notes
Student:
School Year: 20____ - 20____
Documentation Focus / Category:
Parent / Guardian Contact Teacher / Staff Consultation Classroom Push-In Observation Adaptive Equipment Trial IEP / 504 Review Meeting Sensory Diet Implementation
Interdisciplinary Collaboration & Communication Record Mode: Phone, Email, In-Person, IEP Team Mtg
| Date / Time | Contact Person & Role | Mode | Discussion Summary & Recommendations | Follow-Up Action | Init. |
|---|
| | Ph • Em • Mtg | | | |
| | Ph • Em • Mtg | | | |
| | Ph • Em • Mtg | | | |
Narrative Clinical Notes & Classroom Observation Log
Therapist reflections, sensory accommodations, environmental adaptations
Adaptive Equipment & Classroom Tool Loan Record:
Item/Tool:
Date Issued:
Staff Trained: [ ] Yes [ ] No
Status: [ ] Active [ ] Returned
Occupational Therapist:
Title / Credential:
Date: