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Panelists:
- Dr. Rajagopal Appavu
- Jerod Neff
- Kurtis Hewson

Episode Summary:
In this episode of Data in Education, Jenelle and Jessica are joined by researchers, district leaders, and system-level practitioners to explore why data tools often fail when habits are missing, and what it actually takes to build data-literate teams.
Rather than focusing on new dashboards or one-time professional development, the conversation centers on the daily habits, language, and routines that make data usable, actionable, and human.

The conversation focuses on:
- Why data tools break down when habits, clarity, and shared purpose are missing
- How data literacy shows up (or doesn’t) in everyday team conversations
- What educators and leaders can do differently tomorrow to turn data into action instead of anxiety

This episode is especially relevant for educators and leaders who are thinking about how data is used in real classrooms and meetings, and who want data to feel more supportive, actionable, and human rather than overwhelming or compliance-driven.

Actionable Guidance from Our Panelists:

Dr. Rajagopal Appavu
- I can organize the data to gear toward personalized learning.
- I can identify the difference between structured and unstructured data.
- I can identify how my actions connect to the data.
- I can practice the right habits to collect the right data.
- I can visualize the dashboard with intention.

Jerod Neff
- I can understand that I bring my A-game (best intention) before discussing data.
- I can be aware of the purpose by using simple, shared language.
- I can clarify meaning through clear rubrics and expectations.
- I can feel comfortable talking about struggles with student growth.
- I can move from data talks to data action.
- I can reshape how teachers feel about data and transform teacher conversations.

Kurtis Hewson
- Free Leadership Resources from Jigsaw Learning - https://www.jigsawlearning.ca/free
- I can organize the data so teams can respond.
- I can understand how teams use data to inform planning.
- I can see strengths in the data and identify what led to them.
- I can identify gaps and choose one next step.
- I can ask, “How will you know?” and build systems that support the answer.
- I can ask, “What do you think you did?” to connect actions to outcomes.

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- Save the resources and try one small shift this week
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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.

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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

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Weekly Behavior – Baseline & Tracking

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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

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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