Are You Just Reporting, or Actually Supporting?

Written by Jessica Lane

You know that feeling? You're filling out a behavior log or an IEP tracker just to get it done. You check the box. You’re documenting.

But is that documenting for compliance, or is it for growth?

That’s what we call the "reporting" trap. It’s documenting just for the sake of documenting.

It’s the behavior log that’s just a long, backward-looking list of incidents. It’s the IEP tracker that’s a simple "yes/no" checklist you fill out 10 minutes before the meeting (we’ve all been there).

This kind of data can feel punitive. It just adds to your already-full plate. It’s a huge reason so many of us have "data trauma" (it's a real thing!) and get that glazed-over look, like you're staring at a Magic Eye poster hoping a sailboat appears.

But what if that same data could be used for supporting?

This is the part that gets us excited. This is how we can focus on the list, not just add to it.

• When we're just Reporting, we're logging incidents after they happen.

• But when we're Supporting, we're tracking the intervention we tried and seeing, in real-time, if it led to an improvement. (Way more useful.)

• Reporting is a simple "yes/no" on a goal.

• Supporting is breaking that goal into simple, trackable steps and actually seeing the progress your student is making.

This is that "tiny data" we’re always talking about, the stuff that gives you actionable insights. You finally get to know what's working.

When we can make that shift from reporting to supporting, we start to trade that burnout for clarity. You get that little "dopamine shot" of seeing your impact. You build real momentum.

It’s a small shift, but it’s how we move from just documenting for compliance to truly tracking for growth.