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Behavior Is Data Too: Making It Actionable, Not Punitive

Panelists

• Nilsa Real-Carleton, School Psychologist, PCA
• Tom Kaster, Educational Data Consultant, The Datafied Classroom
• Dr. Christopher Graves, K-8 Principal, Jordan Community School

Episode Summary

In this episode of Data in Education, Jenelle and Jessica are joined by school leaders and behavior experts to explore how behavior data can drive real skill-building without becoming punitive or dehumanizing.

The conversation focuses on:

• How behavior data is often misused in ways that overlook skill gaps and emotional context
• How to shift behavior conversations from punishment to instruction and support
• What educators can actually do differently to make behavior progress visible, consistent, and sustainable

This episode is especially relevant for educators and school leaders who are supporting neurodivergent learners, navigating MTSS and behavior systems, or feeling stuck between accountability and empathy. It is for anyone who wants data to feel more supportive, actionable, and human.

Actionable Guidance from Our Panelists

Our panelists generously shared resources connected to this conversation, including:

Tom Kaster

• I can notice when I am dysregulated and take a break.
• I can put behavior before academics.
• I can identify what triggers a behavior.
• I can choose one behavior to focus on instead of everything.
• I can notice which other students may benefit from the same support.

Nilsa-Real Carlton

• I can regulate myself first and recognize my emotional power as an adult.
  
  
  
• I can choose one support, like a visual schedule.
• I can use that support consistently.
• I can remind teachers that consistency builds safety and skills over time.
  
  
  

Dr. Christopher Graves

• I can use empathy exercises to understand student behavior.
• I can reteach skills instead of removing recess.
• I can focus on what is safe and what needs support.
• I can commit to a strategy for three days in a row.
• I can be loving and firm at the same time.

Links to these resources are available wherever you are listening or watching this episode.

Free Resource from Symplifyed

ABC Tracking Form

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2. Log in to your account
3. Click the book icon in the top right corner of the screen to open the Resource Library
4. Find the resource connected to this episode and start using it right away

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• Save the resources and try one small shift this week
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How do we catch and support the students who don’t qualify for services but clearly need something more?

Panelists:
Heather Millnick, MTSS Coordinator, Dogwood Elementary
Candia Sierra London, Program Specialist, Cajon Valley USD
Dr. Tim Gray, Data Coach, Anderson Community Schools

Episode Summary
In this episode of Data in Education, Jenelle and Jessica are joined by MTSS and student-support experts to explore how we catch and support the students who don’t qualify for services but clearly need something more.

The conversation focuses on:
- Early red flags that identify students who are struggling but not qualifying for formal services
- The dangers of waiting too long to intervene
- How to support students in simple, sustainable ways that don’t overwhelm teachers
- How to define and measure meaningful progress for overlooked students

This episode is especially relevant for educators and leaders who want a more holistic, human-centered view of student needs and who want data to feel supportive, actionable, and easy to use.

Actionable Guidance from Our Panelists:

Heather Millnick
- I can partner with families to understand their student.
- I can partner with others on my campus to collaborate with our collective expertise.
- I can identify patterns to make decisions.

Dr. Tim Gray
- I can understand that what works for our 'low students' applies to 'high' and ALL students.
- I can meet teachers where they are to provide strategies that are simple and easy to implement.
- I can help teachers read complicated data sets.

Candia Sierra London
- I can identify one pattern with a student.
- I can conduct an empathy interview to understand students holistically.

Candia also made available some free resources connected to our conversation:

• Student Support 2x10 Strategy
• Empathy Interviews
• Circle of Concern Template

Free Resource from Symplifyed
Weekly Behavior – Baseline & Tracking

How to access it:
Grab a free trial at symplifyapp.com
Log in to your account
Click the book icon in the top right corner of the screen to open the Resource Library
Find the resource connected to this episode and start using it right away

Listen, Watch, and Connect
If this episode resonated with you:
Share it with a colleague or team
Save the resources and try one small shift this week
Follow Data in Education for upcoming panels and live conversations

Send us a text

From Data to Daily Decisions: What Actually Changes Practice

Panelists:

Françoise Raoult, Teacher, Coach and EAL Coordinator, International Schools (Beijing, China)
Dan Cox, Founder & CEO, Endurance Edge

Episode Summary

In this episode of Data in Education, Jenelle and Jessica are joined by instructional and system-level leaders to explore how teams can move from reviewing data to making clear, meaningful daily decisions in classrooms.

The conversation focuses on:

• The gap between “looking at data” and actually doing something with it, especially when teachers are overwhelmed
• Why more data is not the answer, and how decision fatigue, unclear systems, and misaligned tools stall action
• The power of tiny data, reduced friction, and clear next steps over large frameworks and one-size-fits-all initiatives

Educators will hear practical reframes around slowing down implementation, focusing on one data point at a time, and designing systems that match real classroom bandwidth.

This episode is especially relevant for educators and leaders who are thinking about MTSS, literacy shifts, progress monitoring, and team collaboration, and want data to feel more supportive, actionable, and human rather than overwhelming or performative.

Actionable Guidance from Our Panelists

Françoise Raoult: Structured literacy and fluency-aligned data practices

• I can focus on ONE kind of data (ex: DIBELS).
• I can implement a regular practice (ex: fluency 20 mins a day).
• I can monitor progress regularly (ex: 1 minute reading every 2-3 weeks).

Dan Cox: Reducing system friction and decision fatigue for educators

• I can identify tasks that are draining time.
• I can identify one thing off of my list.
• I can integrate AI to save time in a meaningful way.
• I can leave a data meeting with one clear next step instead of many strategies.

Free Resource from Symplifyed
How to Progress Monitor

How to access it:

• Grab a free trial at symplifyapp.com
• Log in to your account
• Click the book icon in the top right corner of the screen to open the Resource Library
• Find the resource connected to this episode and start using it right away

If this episode resonated with you:

• Share it with a colleague or team
• Save the resources and try one small shift this week
• Follow Data in Education for upcoming panels and live conversations
  • Spotify / Apple Podcast / YouTube