SIMPLE STEPS ARE OUTLINED FOR AVOIDING DATA COLLECTION PROBLEMS THAT CAUSE CONFUSION AND MISINTERPRETATION OF STUDENT VIOLENCE PROBLEMS WITHIN SCHOOL DISTRICTS. THE STEPS INCLUDE DEFINITION OF CRIMINAL ACTS, DEVELOPMENT OF INCIDENT PROFILES, AND ANALYSIS OF THE PREPARED INFORMATION AND ITS IMPLICATIONS. THE SECOND PART OF THE MONOGRAPH DEALS WITH PREEVALUATION PROBLEMS THAT MAY EFFECT THE EVENTUAL DEVELOPMENT OF A SECURITY PROGRAM. THE FOCUS IS UPON THE ULTIMATE USES OF THE EVALUATION MATERIALS, THE KIND OF INFORMATION NEEDED, AND THE WAY IN WHICH THE FINDINGS SHOULD BE PRESENTED. CHARTS ARE PROVIDED WHICH ILLUSTRATE THE INCIDENT REPORT FORM, THE DIFFERENTIATION BETWEEN THE SUCCESS OR FAILURE OF THE PROGRAM OR THEORY, AND THE PLANNING/EVALUATION FEEDBACK LOOP. TABLES AND REFERENCES ARE INCLUDED. (DAG)