Data in Education

Jessica Lane & Jenelle McClenahen, Symplifyed
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  • EDUCATION

Recorded across time zones (and fueled by too much coffee), Data in Education brings together educators, specialists, and school leaders to talk honestly about how data shows up in real classrooms. Hosted by the team behind Symplifyed, the podcast centers student growth, practical routines, and the human side of data, because better conversations lead to better outcomes. 

  1. 3D AGO

    Rethinking Neurodiversity: What Schools Get Wrong About Autism

    Send us a text Panelists - Dr. Lisa Riegel, Author & Speaker - Dr. Destiny Huff, LPC, Non-Attorney Advocate & Mental Health Therapist, Destiny Huff Consulting, LLC - Lisa Baskin Wright, IEP Coach, Lisa Wright IEP Consulting Episode Summary In this episode of Data in Education, Jenelle and Jessica are joined by three leading voices in neurodiversity-affirming practice to explore how misconceptions about autism and neurodivergence shape school systems. The conversation focuses on: - How schools often misunderstand autism by prioritizing conformity, compliance, and control over regulation, safety, and belonging? - Where systems unintentionally value compliance over meaningful support? - What true inclusion actually looks like when differentiation, context, and learner voice are centered? - How small, intentional system shifts can create the biggest impact for both students and educators? This episode is especially relevant for educators, school leaders, and support staff who want inclusion to move beyond paperwork and compliance and toward practices that feel supportive, actionable, and human. Actionable Guidance from Our Panelists Our panelists generously shared resources connected to this conversation, including: - Dr. Lisa Riegel - Link to Books Authored by Dr. Lisa Riegel https://www.amazon.com/stores/Lisa-A-Riegel-Ph.D/author/B0GHGY5V3X?ref=sr_ntt_srch_lnk_1&qid=1770588738&sr=8-1&shoppingPortalEnabled=true&ccs_id=5ebd2cce-721b-44dd-add2-250b1865ff05 - I can understand that forcing neurodivergent learners to conform is not supportive. - I can practice short learning sprints. - I can recognize that inclusion is differentiation. - I can co-design assessments with learners (“Show me how you know”). - I can build culture shift by understanding that behavior is the intersection of biology and context. Dr. Destiny Huff, LPC - I can challenge my assumption that dysregulation is willful behavior. - I can use adult examples of dysregulation to better understand learners. - I can brainstorm ways to incorporate coping skills across home and school settings. - I can understand that inclusion means all are welcome in this setting. - I can support learners and myself by asking better questions. Lisa Baskin Wright - Free Neuroaffirming Resources - - https://www.lisabaskinwright.com/freeresources - I can become more curious about the cues a student is giving. - I can recognize when choice may feel like a demand in a dysregulated moment. - I can prioritize emotional safety over control in classroom management. - I can pause before reacting to dysregulation. - I can reframe behavior as a possible unmet need rather than defiance. Links to these resources are available wherever you are listening or watching this episode. Free Resource from Symplifyed: Positive Replacement Phrases 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

    1h 5m

  2. FEB 2

    Equity Is in the Details: Data That Drives Access

    Send us a text Equity Is in the Details: Data That Drives Access Panelists Adam Inder, Head of Education, Pivot Professional LearningFrançoise Raoult, Teacher, Coach and EAL Coordinator, Inclusive EALHeather Millnick, MTSS coordinator, Fairfax County Public schools Episode Summary In this episode of Data in Education, Jenelle and Jessica are joined by school leaders, coaches, and practitioners to explore how data can be used to advance equity rather than unintentionally reinforce gaps. Rather than centering the conversation on scores, labels, or compliance-driven systems, the discussion focuses on how everyday data practices, when designed thoughtfully, can expand access to rigorous, grade-level instruction and better reflect the full picture of student learning. The conversation focuses on: How data can unintentionally reinforce inequities when it is reduced to a single number or disconnected from contextWhat kinds of data actually support access to meaningful, grade-level learning for all studentsHow culturally responsive practices show up in day-to-day data use, including qualitative and student-specific informationWhat equitable acceleration looks like through exposure, representation, and opportunityHow school and district leaders can support this work by creating space for deeper, more reflective data conversations This episode is especially relevant for educators and leaders who want data to feel more supportive, actionable, and human, and who are looking for practical ways to ensure every student has access to high-quality learning experiences. Actionable Guidance from Our Panelists Our panelists shared concrete ways educators can rethink and use data to drive equity in classrooms and schools. Adam Inder Pivot Professional Learning Free term of access to Pivot PL’s data platform, including one data coaching callI can avoid reducing data to a single number.I can look at multiple sources of evidence.I can recognize that all students deserve access to high-quality instruction, not just those who already demonstrate proficiency. Françoise Raoult I can identify dominant cultural norms embedded in content, tasks, and expectations.I can be careful about how students are labeled based on data.I can use data to question assumptions rather than confirm them. Heather Millnick I can understand when data expects specific background knowledge.I can look at individual skills rather than overall performance.I can create a clear roadmap from one skill to the next.I can identify whether each student’s growth rate is continuing.Links to these resources are available wherever you are listening or watching this episode. Free Resource from Symplifyed Student Growth Conversation Planner How to access it: Grab a free trial at symplifyapp.comLog in to your accountClick the book icon in the top right corner of the screen to open the Resource LibraryFind 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

    1 hr

  3. JAN 26

    Data Literacy Isn’t a Workshop: Why Habits Matter More Than Training

    Send us a text 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. Free Resource from Symplifyed Educator Journal 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

    1 hr

  4. JAN 19

    Behavior Is Data, Too: Making It Actionable, Not Punitive

    Send us a text Behavior Is Data Too: Making It Actionable, Not Punitive Panelists Nilsa Real-Carleton, School Psychologist, PCATom Kaster, Educational Data Consultant, The Datafied ClassroomDr. 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 contextHow to shift behavior conversations from punishment to instruction and supportWhat educators can actually do differently to make behavior progress visible, consistent, and sustainableThis 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.comLog in to your accountClick the book icon in the top right corner of the screen to open the Resource LibraryFind 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 teamSave the resources and try one small shift this weekFollow Data in Education for upcoming panels and live conversationsSpotify / Apple Podcast / YouTube

    1h 4m

  5. JAN 12

    The Students Who Don’t Qualify, But Still Struggle

    Send us a text 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 StrategyEmpathy InterviewsCircle of Concern TemplateFree 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

    58 min

  6. JAN 5

    From Data to Daily Decisions: What Actually Changes Practice

    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 overwhelmedWhy more data is not the answer, and how decision fatigue, unclear systems, and misaligned tools stall actionThe power of tiny data, reduced friction, and clear next steps over large frameworks and one-size-fits-all initiativesEducators 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.comLog in to your accountClick the book icon in the top right corner of the screen to open the Resource LibraryFind the resource connected to this episode and start using it right awayIf this episode resonated with you: Share it with a colleague or teamSave the resources and try one small shift this weekFollow Data in Education for upcoming panels and live conversationsSpotify / Apple Podcast / YouTube

    58 min

  7. 10/30/2025

    Your Data is Boring. Here's How to Fix It. with Danny Bauer

    Send us a text I'm diving into this episode of Data in Education with Danny Bauer, the Chief Ruckus Maker from Better Leaders Better Schools. Danny is a 20-year education veteran, a bestselling author, and the host of a top 1% global podcast (RuckusCast) who is on a mission to prove that the best leaders are the best storytellers. He believes that to truly lead, you have to do more than just present the data; you have to wrap it in a story that connects to the heart. Danny’s entire philosophy is about helping school leaders do school differently. In our chat, he breaks down the exact techniques he uses to craft compelling narratives that turn resistance into resonance and data into a shared call to action. Learn more about Danny Bauer at https://betterleadersbetterschools.com --------- Connect with Danny Bauer Email: daniel@betterleadersbetterschools.com X: https://twitter.com/heydannybauer LinkedIn: https://www.linkedin.com/in/heydannybauer/ Facebook: https://www.facebook.com/heydannybauer Join 5000+ leaders who subscribe to the Ruckus Makers Newsletter: https://ruckusmakers.news/subscribe  Access our premium content: https://ruckusmakers.media  Listen to the RuckusCast on Apple: https://itunes.apple.com/us/podcast/better-leaders-better-schools-podcast-Danny-bauer/id1036167679?mt=2 Listen to the RuckusCast on Spotify: https://open.spotify.com/show/3c1dkdobcUbAmUHfBWovuk?si=zTD5xZRTSj6rxXlucl6sUQ Watch on YouTube: https://www.youtube.com/playlist?list=PLDheS3bA5a1eUo2ylnR_rYyQ_ct2WeXWm  Join The Ruckus Maker Club: https://ruckusmakers.club/join  Apply to the mastermind: https://www.betterleadersbetterschools.com/mastermind-application/  Resources: https://betterleadersbetterschools.com/resources  The Better Leaders Better Schools Roadmap: https://amzn.to/4lFViEv  Mastermind: Unlocking Talent Within Every School Leader: https://amzn.to/41hQJsN  Build Leadership Momentum: How to Create the Perfect Principal Entry Plan: https://amzn.to/4mAj3PK  The Remarkable Vision Formula: A Guided School Leader Retreat: https://amzn.to/4mY02Xg  Calm in the Chaos: Ancient Stoic Wisdom for Successful School Leadership: https://amzn.to/3Jqneie  Connect with Jessica  Email: jess@data-informedimpact.com  X: @informedimpact Instagram: @informedimpact  LinkedIn: linkedin.com/in/informedimpact

    33 min

  8. 10/16/2025

    The Head, Heart, Hands, and Guts of a Healthy Data Culture with Bethany Rees

    Send us a text Leaders—are you struggling with meetings that drain instead of deliver, team members who resist buy-in, or tough conversations that keep you up at night? You don’t have to tackle those challenges alone. Head over to leadershipontherocks.com/free where you’ll find practical, FREE resources—from meeting agendas and buy-in guides to tools for navigating conflict—that will help you survive and succeed in leadership. In this episode of Data in Education, I'm so excited to be chatting with Bethany Rees, a leadership coach, author, and an 18-year K-12 veteran who has truly seen it all. Her career has been, in her own words, a rollercoaster she didn't buy a ticket for, from teaching ninth-grade civics in small-town Arkansas (with no email, if you can believe it!) to wearing a toolbelt as an instructional technologist in Houston, to opening a brand-new, three-story high school as an Associate Principal. It was, as she calls it, a "beautiful hurricane." Learn more about Bethany Rees at https://www.leadershipontherocks.com/ --------- Connect with Bethany Rees Email: bethany@bressentialservices.com X: https://twitter.com/Leadontherocks LinkedIn: https://www.linkedin.com/in/bethanyrees/ Facebook: https://www.facebook.com/leadershipontherocks/ Instagram:https://www.instagram.com/leadershipontherocks/ Buy the Leadership on the Rocks book: https://a.co/d/gjkAWxZ  Podcast: Leadership on the Rocks https://www.youtube.com/@leadershipontherocks724

    41 min
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About

Recorded across time zones (and fueled by too much coffee), Data in Education brings together educators, specialists, and school leaders to talk honestly about how data shows up in real classrooms. Hosted by the team behind Symplifyed, the podcast centers student growth, practical routines, and the human side of data, because better conversations lead to better outcomes. 

Information

  • Creator
    Jessica Lane & Jenelle McClenahen, Symplifyed
  • Years Active
    2025 - 2026
  • Episodes
    30
  • Rating
    Clean
  • Copyright
    © 2026 Data in Education
  • Show Website
    Data in Education