Why Routines Matter More Than Features

Written by Jenelle McClenahen

In education, it’s easy to get excited about platforms with powerful features, dashboards, and reports. But real change does not come from what a platform can do. It comes from what teachers actually do consistently.

Data only works when it becomes a habit.

Without clear routines, even the best tools turn into something teachers use occasionally, catch up on later, or avoid altogether. Sustainability does not come from more features. It comes from small, intentional data routines that fit into daily practice and directly support students.

The Real Question Is Not “What Can We Track?”

It’s “What Should We Track?”

Before collecting any data, we encourage teams to ask:

  • Will this data help me make a decision?

  • Can I collect it during instruction or daily routines?

  • Does it reflect a skill or behavior the student is actively working on?

  • Will it help me understand what is working?

If the answer is no, it’s probably not the right data right now.

Meaningful Behavior Data

Useful behavior data helps us see patterns and support students, not just count incidents. The most helpful data focuses on:

  • A clearly defined target behavior

  • When and where it occurs

  • The intensity or impact

  • The adult response or strategy used

  • How the student responds to that support

This type of data helps teams understand what actually reduces behavior and what escalates it.

Meaningful Academic Data Starts With Micro-Skills

Academic growth happens one skill at a time. That’s why we emphasize breaking goals and standards into small, teachable, trackable steps.

Strong academic data focuses on:

  • One clear skill at a time

  • Student-friendly “I can” statements

  • Observable evidence during practice

  • Progress over repeated opportunities

Tracking micro-skills allows teachers to adjust instruction, see growth sooner, and build momentum.

Sustainability Creates Real Change

When data collection is simple, focused, and routine-based, it becomes a tool for support rather than compliance.

That is the why behind what we’re building.

Not more data.
Not more features.
Better routines that lead to real growth.

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Rethinking Neurodiversity: What Schools Get Wrong About Autism

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Equity Is in the Details: Data That Drives Access