I only did it for my behavior problems, and I stopped after a while, because it didn't make a darn bit of difference (parent's just didn't care). I teach K, so I broke the day down into 4 time slots and had spaces for each time slot with
. I colored them in accordingly, and wrote notes as needed. For the other kids who only had occasional problems, I had a checksheet that said "____ had difficulty with the following today: (I listed things like listening, sitting still, keeping hands/feet to self, playground rules, etc). These were all signed and returned the next day, or you missed some playtime.
When I taught behavior/emotionally disabled children (6 7 8) I had a whole sheet that was taped to their desk broken down into different parts of the day, and they earned "points" depending on their behavior. these were important to them then because they had to earn so many days of enough points to earn a class "out" (starting with specials, leading to reg academic classes hopefully). Those were everyday, and they would get a treat at the end of the week if they earned enough points (smaller treats each day..they needed some instant reward).