Behaviour Data

(PART 2)


Data Work &

Free Examples

To Try

“Behaviour Data” PART 1

(Making Data Work & Free Examples To Try)

So hopefully you now have a good understanding of the benefits of data and an understanding of the importance of making data practical, interesting and informative after reading my ‘”Blog Post 7: Behavioural Data (Reasons For & What To Collect)”.

If not scroll down to access last week’s blog post to give you an overview and to hopefully make data more appealing in the process of making effective change.

Today I am going to go through some specific strategies you can use to collect behaviour data. I will explain the process for each and you can download the FREE resource available on this post to get started at your school.

Whilst there are many strategies that I can suggest for data collection, I am going to talk about 3 specific strategies that are great to start using immediately and are fairly easy to implement.



A Hot Spot map of behaviours is a fantastic place to start looking and identifying behavioural issues. I have found it to be less threatening for staff to begin looking at behaviours outside the classroom environment as it is a shared area. This activity also gets staff collecting data in a less traditional manner, therefore helping them become more comfortable with the process of data.


STEP 1 Ask staff to form groups of 3 or 4 (I usually do this in a creative manner using choccies, etc)

STEP 2 Give staff a copy of the school map with boxes at the bottom of the page for additional information.

STEP 3 Give each staff member 5-10 small sticky dots

STEP 4 Ask Teachers to place their sticky dots on their map in locations they believe are sites for behaviour issues. They may place                    more than one depending on the prevalence of issues.

STEP 5 Teachers then identify as group the types of behaviours that occur in those locations typically and if they can think of any                       obvious triggers.

STEP 6 Always collate information and give a copy back to staff (as this often provides a natural PD for staff to begin considering)

STEP 7 Ask students to do the same activity (always very interesting results and often issues and locations identified that staff are not               aware of – particularly with older students)


  1. TRIGGER/TIMING/LOCATION Information From Current Behavioural Records

It is always good to start looking at information your school already collects regarding behaviour. This might include detention records, class records, SIS information, etc.

You can then use this information to extract key trends and issues that exist amongst your group of students.


STEP 1 Print out behaviour documentation that exists in school/class.

STEP 2 Get Behaviour Team/Admin/Staff to extract information

STEP 3 Highlight or record locations, types of behaviours, triggers forbehaviours and timing  (eg. Between classes, during                        DOTT), specific students.

STEP 4 Collate information and use to make initial judgments.



 Detention, Time Out & Suspension are often controversial topics these days in education. I think it is important to recognise that consequences are an important part of behavioural improvement, however it is what we do with students during these times that matters. Are we simply punishing students repeatedly an expecting their behaviour to change OR are we using these opportunities to create teachable moments that can help to change a child’s behaviour or teach them essential skills that they may be needing. Detentions and other consequences are an opportunity to gain important data for school and student improvement and to identify key issues that can be worked on at both an individual and school level. See the Free resource download for a sample think sheet that can be used to start this process.


 There are many other great ways to collect data for behaviour. If you are interested in finding out more, please subscribe to my newsletter (you will also receive a free guide to getting started on Behavioural Improvement in Schools). You can get me to come to your school to work on Behavioural Improvement or run a one off session with staff or your Behaviour Team.

In next week’s blog post I will share examples of each of the data collection strategies that I have mentioned above and will explain how to utilise each.

If you have any questions about behavioural data or how I can work with you to implement this or other areas in your setting, please send me an email at

or check out

for more detailed information about how we can work together.


As always, please feel free to share my blog post with friends and colleagues and contact me with any questions.

 Have a great day! 

 Renee Knapp

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Free Resource

    Download a free resource to help you get started collecting meaningful behaviour data.  Click here for my behaviour data examples and templates to use straight away and make your life easier.

Behaviour Data (PART 1)

Behaviour Data (PART 1) Reasons For & What To Collect "Behaviour Data" PART 1 (Reasons For & What to Collect) DATA! When I hear the word data I cringe – well I should say I used to cringe. But I have since come to realise that if done effectively and in a...

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