Early literacy is the foundation of academic success and predicts outcomes far beyond elementary school. So when only 30% of 3rd graders in New York City public schools scored proficient on the state test in 2014, district leaders began targeting improvements in literacy instruction in grades K-2. In 2016, the New York City Department of Education rolled out a major investment in early literacy called Universal Literacy. Coaches, who report to the district's early literacy office and work in close collaboration with principals and teachers, focus on research-aligned reading instruction and are at the heart of Universal Literacy's approach to increasing the percentage of children reading at grade level by the end of grade 2. It was imperative to find a way for coaches to discuss and report on their work and to ensure use of "potentially productive coaching activities" -- those that research shows are likely to lead to refining teacher practice. While coaches typically share their planned schedules with supervisors and keep detailed narrative records about coaching cycles, these do not necessarily reflect a day-to-day account of their work. To address the gap, the authors began a collaboration between the early literacy team and the district's research office to develop and implement what became known as the digital daily coaching log. The authors created the digital daily coaching log to do two things: track the everyday activities of reading coaches and collect data to inform practice and policy. The authors encourage districts involved in instructional coaching, particularly those grappling with creating coherence at scale, to implement a similar strategy. Using an off-the-shelf survey tool and a collaboration between the instruction and data teams, it is eminently attainable.