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Behavior Is Data, Too: Making It Actionable, Not Punitive
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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
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
- Spotify / Apple Podcast / YouTube
View all episodes
By Jessica Lane & Jenelle McClenahen, SymplifyedSend us a text
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
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
- Spotify / Apple Podcast / YouTube