4 Fears Teachers Have About Sharing Progress Monitoring Data...
…(and why they’re totally wrong)
Wahoo! The end of the term is in sight, and winter break is around the corner. That’s the good news. The not-so-good news? It’s report-writing season.
I know…what a party killer of a sentence.
For resource teachers supporting students receiving reading interventions, this time can feel especially overwhelming. A common question is: How do I share progress monitoring data with families?
Let’s reframe that a bit. You do share it, right?
If not, you’re not alone. Many educators feel hesitant about sharing this type of data. But today, let’s bust some myths and explore why transparency is not just necessary but transformative for both educators and families.
1. Fear of parents pressuring their child more.
This concern is understandable—no one wants a child to feel additional stress. However, in my experience, this fear is largely unfounded. Most parents already live with the daily reality of their child’s struggles. They’ve seen the tears over spelling lists, the exhaustion after school, and the meltdowns at bedtime. They know that their child is doing their best.
Sure, there might be the occasional family that believes their child is just lazy. But when you share progress monitoring data, especially with compassion and clear explanations, parents typically feel relieved. The data provides clarity and a sense of direction. It reassures them that their child is being supported in a meaningful way.
2. The belief that parents won’t understand progress monitoring graphs.
This myth needs to go. Parents absolutely can understand graphs when you walk them through it. Show them the starting point, the goal line, and the progress line. Explain what it means if the line is trending up or plateauing. (If you’re not sure you understand these graphs well enough to explain, check out our Data-Based Intervention training cohort starting soon.)
Every single time I’ve shared a progress graph with a parent, the response has been the same: “Thank you. This gives me clarity.” And honestly? It takes less than a minute to explain. That’s time well spent for building trust and partnership.
3. Concern that other teachers might not support it.
It’s no secret that educational systems often lack consistency. You might work alongside teachers who don’t value progress monitoring or who use outdated methods. It can feel isolating to push forward with evidence-based practices when the team around you isn’t on the same page.
Here’s the key: you don’t need everyone’s buy-in to do what’s right for your students. You’re not here to change the whole system overnight—that’s a monumental task. Instead, focus on what you can control: providing the best support possible for your learners.
If someone questions your approach, stick to the facts. Explain that progress monitoring isn’t about judgment; it’s about meeting students’ needs. You might even inspire curiosity or spark a shift in mindset. Change often starts with small, quiet actions—and by leading with integrity and research-backed practices, you set an example that others may eventually follow.
As Richard Wagamese said, “That humble energy, that kind that says, I do what I can right now in my small way.” Keep doing your small but impactful work—it matters more than you know.
4. Fear of reprisal if there isn’t enough progress.
This is the big one—the fear that a lack of progress will reflect poorly on you as a teacher. Frankly, it’s the main reason people are afraid to progress monitor at all. Take a deep breath, we need a mind shift here. We need to move from the place of connecting student performance to our self-worth – to a place of collaboration.
Shift from “What does this say about me?” to “What can we do next?” When progress is slow or stalled, it’s an opportunity for collaboration. Bring the family into the conversation. Share what strategies have been tried, what’s working, and what the next steps are. Invite them to contribute at home. Progress monitoring isn’t a report card on you; it’s a tool for building a stronger support team for the student.
Conclusion
Sharing progress monitoring data with families isn’t just about transparency—it’s about creating a partnership. When families see the data, they feel included, informed, and empowered. It helps shift the conversation from frustration to collaboration, opening the door to creative solutions and shared effort.
Yes, it takes time, vulnerability, and a little courage. But the payoff is huge: stronger relationships with families, better support for students, and a clearer path forward for everyone. So this report-writing season, take a deep breath, embrace the process, and remember—you’re not just reporting data. You’re building bridges.
If compiling, analyzing, or sharing progress monitoring data feels overwhelming, you’re not alone—and we’re here to help! Join our Data-Based Intervention Training Cohort and gain the tools, confidence, and strategies to turn data into meaningful action for your students. Enrollment is open now—don’t miss your chance to transform your practice!