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If you wanna record.

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Awesome.

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So welcome to the Navigating SWIS webinar.

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This is I think our first
webinar of the school year.

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So we'll be working through any kinks,

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but hopefully there are none
after two and a half years

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of presenting on Zoom.

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And thank you all for being here.

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And for those of you who
are watching the recording,

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thanks for watching the
recording and happy to answer any

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questions in the chat box at any time.

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If it's a complicated
question and you wanna raise

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your hand, that works too.

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And if you're watching the recording,

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feel free to email me with any questions.

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So, because this is a large group,

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we will have you muted during the session.

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But like I said, feel
free to use the chat box.

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You can show or hide your video,

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for this one doesn't matter.

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And like I said,

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we are recording it and
we'll actually email it

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to all of you afterward.

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She just put the link to the
materials in the chat box.

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So this PowerPoint is there.

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So any of the links that
you see within here,

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you can get to within the PowerPoint,

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and then there's also some
additional materials available

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there for you.

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So today we are gonna cover the following:

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What is SWIS,

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a little bit of a preview
into database decision making.

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Then we're gonna dive right
into the actual website and show

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you around where to get
to what you need to do.

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Within that, we'll talk
about paperless referrals,

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which is a somewhat new option
that SWIS offers rather than

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having to do handwritten
referrals and a little bit about

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SWIS during COVID.

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I kept this slide in,

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even though it's a little
bit less relevant this year,

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but some of the points
might still be relevant.

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And then point you in the
direction of some additional

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resources and support and leave some time

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for questions and answers.

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We did extend this webinar
to be two hours this year.

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I don't know for sure that we
will use all of the two hours,

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but we wanted to have it in
case so that I can go a little

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bit slower than I've
had to go in the past.

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So I'll have Anne Dubby here,

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who you all know and love.

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I forgot to introduce
her and probably forgot

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to introduce myself too.

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I'm Amy Wheeler Sutton the
Co-director of the best project,

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with Cossandra Townsend.

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So I will have Anne launch
our first and only poll today,

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which is so that I can get a
sense of your level familiarity

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with SWIS.

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And I'm probably not gonna
be able to see the poll get

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launched or see the responses.

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So if Anne, you wanna tell
me what's coming across,

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that'd be great.

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Okay, we've had nine out of 12 answer.

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And 67%, six people.

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So half the people on here
have never used it before.

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One has explored a little,

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one has used it occasionally

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and one uses it frequently.

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So for the one who uses it frequently,

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if I mess anything up

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as someone who does not use it frequently,

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just feel free to jump right in.

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And it's good to know
that that most of you

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are pretty new to it.

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So I will start the beginning.

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So SWIS stands for School-Wide
Information System.

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Like I mentioned,

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there is only one S and we won't judge you

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if you send us an email
asking about SWISS, two S's.

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So it is used to really help
schools improve the support

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they're providing around
behavior by giving you access

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to accurate, timely, and
practical information.

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It's really giving you the
right information to the right

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people at the right time and
pretty rapidly to be able

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to make decisions to really
adapt your school environment

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based on the data.

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So for those of you who have come

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through universal training,

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hopefully you've learned a
little bit about how you would

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use this data to hopefully
make an impact on student

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behavior, by changing
some environmental things,

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by helping adults kind of
target where they are putting

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extra effort in,

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and we'll show you how that works today.

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So in the past,

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when you've be been collecting
behavioral referrals or what

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we call behavior
observation and data forms,

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it may have been that those
kind of just sat and no one

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really did anything with that information.

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And SWIS is hopefully gonna help

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kind of transform that mindset.

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That behavior referrals are
just for record keeping,

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and really we're gonna help
you learn how to use them

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for decision making.

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So, like I mentioned,

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we're really hoping this gives
you the right information

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at the right time,

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allows you to respond
consistently to behavior

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that you're seeing,

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and really start to see
some patterns of behavior

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across the school.

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So I'll show you what that
looks like in SWIS and help you

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kind of drill down to
what are those locations

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or grade levels or times
of day where more support

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might be needed.

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And your old referral system
may not have asked teachers

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or those filling out the
forms to give a guess

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at why the problem behavior is occurring.

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So what is the motivation
behind that behavior,

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which is really gonna help you
design better interventions?

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So for instance,

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if a student is ripping up
their paper during math class,

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and then the teacher is asking
them to leave the classroom,

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perhaps the motivation
behind that behavior

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is to avoid the math.

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And now they have just
achieved that goal of avoiding

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the math, because they've
been asked to leave.

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So if the teacher's able to
track motivation and behavior,

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you can design interventions
around that motivation.

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That's gonna allow the student
to get what they were looking

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for in a more pro-social way.

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So maybe they're gonna ask for a break,

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or they're gonna say,

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they need to go get a drink of
water before they can start.

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Maybe they need a shortened assignment.

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So it doesn't look so overwhelming.

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And so having that data in
SWIS is gonna really help you

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for individual student
decisions and also school-wide.

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So you might notice the fourth
graders are really having

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a challenging time in the cafeteria.

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And then when you drill down
and look at this was behavior

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data for cafeteria for fourth grade,

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you realize 90% of those referrals came in

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looking for peer attention.

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So how can we design an
intervention for the fourth graders

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during lunch that allows them
to get peer attention in a way

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that is not causing them to
have challenging behaviors.

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SWIS also added some really
slick behavior equity reports

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that allow you to look at
your data by race, ethnicity,

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disability, gender, and
other characteristics.

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So I'm gonna show you what
that looks like today.

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And we are lucky to have
Caitlin on from BRSU who has

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actually used those equity
reports to de design some modules

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for her district.

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So I'm gonna give her a chance
to jump in there and just

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tell a little bit about that
and we will go from there.

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So for those of you who are
at all involved in reporting

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data to the state,

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SWIS is not a replacement for
the state longitudinal data

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system, or SLDS,

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you still have to submit your
data to the state longitudinal

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data system.

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However, there are ways
to export from SWIS

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and import to the SLDS

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or import to whatever
student information system

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you're using, for instance, PowerSchool,

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which goes directly from
PowerSchool, into the SLDS.

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So if you're someone who has to deal

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with that side of things,

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it's a little bit more
complicated and happy to point you

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in the right direction.

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And the PBISApps folks also
will help support that process,

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but we're not gonna go into that today.

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Okay.

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So any questions so far
about the basics of SWIS?

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So feel free to keep typing.

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If you're typing a
question, I will get to it,

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but I will move on in the meantime.

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So like I mentioned,

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we're really hoping that you
are using SWIS for database

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decision making and the way
that we are gonna do that

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is by coming to some
precise problem statements.

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So we actually have a
whole training coming up,

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which I'm forgetting, and I
think is in October or November,

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the first there's a webinar
about database decision making.

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And then there's actually
a full in-person day.

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So I have some information
later in the PowerPoint about

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when that's going to occur
and what that will be like.

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But just as a little primer,

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the way that you're able
to get to a precise problem

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statement in SWIS is
because you are gonna have

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the who, what, where, when,
how often and why information

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about the behavior within your school,

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to be able to say something
more than just the cafeteria

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is a disaster,

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which is a really hard problem to solve

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rather than the fourth graders

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are using inappropriate
language in the cafeteria

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at the end of lunch,
especially on Fridays,

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because they're looking
for peer attention.

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That's something that we can
really narrow in on and develop

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an intervention around much easier.

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And it also allows the team to
come to consensus about what

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the problem really is.

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So rather than just seeing
a problem and jumping right

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to a solution,

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we're gonna kind of slow down
that decision making process

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really spend some time problem solving,

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developing some solutions,

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and then actually
developing an action plan.

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So you probably have your
overarching school-wide action

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plan, then you might
have a PBIS action plan,

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and then monthly,

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you're gonna kind of have a
mini action plan of, okay,

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we've noticed this problem
about the cafeteria

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and the fourth graders.

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Here's what we're gonna do preventatively.

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So maybe we realized we don't
actually have enough staff

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in the cafeteria at that time

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to provide adequate supervision.

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So we're gonna add an
additional staff member

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during fourth grade lunch.

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So that's a lot more reasonable

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than just saying cafeteria's a disaster.

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We need someone extra in the cafeteria

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for all of the lunches; you've
narrowed in on the problem.

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So we're gonna add an extra person.

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We're gonna do some reteaching.

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We're gonna have some kind
of acknowledgement system

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that is just for cafeteria to
really amplify the positive,

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specific praise that the adults
in the cafeteria are giving.

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And then we're gonna look
at the data and see did that

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actually make a change or not.

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And give that data back to the people

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who were in the cafeteria
and had to do those changes,

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to be able to show them that
what they did really did have

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an impact on student behavior
and allowed the cafeteria

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to feel a lot better.

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And that action plan is gonna say,

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"Who's gonna do which of
those things and by when?"

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So really getting to
a place where you have

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a mini action plan, rather
than just saying, yeah,

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we came up with some great
ideas, let's go do it.

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And then you arrive back at
the meeting a month later

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and no one's really done what they said

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they were going to do.

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So we are gonna dive into
the PBISApps website.

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It's pbisapps.org.

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Today, what we're gonna see is
me going into the demo site.

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So if you see over on the right hand side,

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there's a green box called demos.

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So if you are a school
that doesn't have SWIS up

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and running yet,

253
00:12:22,913 --> 00:12:26,553
you can get in and look at the
dummy data in the demo site.

254
00:12:28,470 --> 00:12:30,316
If you are a school that already has SWIS,

255
00:12:30,420 --> 00:12:32,185
you could log in,

256
00:12:32,280 --> 00:12:33,419
if you have a login.

257
00:12:33,510 --> 00:12:36,022
If you don't have a login
yet and are gonna be expected

258
00:12:36,120 --> 00:12:39,325
to use PBISApps after this webinar,

259
00:12:39,420 --> 00:12:42,829
you can email Anne and we'll
get you set up in the backend

260
00:12:42,900 --> 00:12:44,580
to have access to SWIS.

261
00:12:46,020 --> 00:12:50,770
And they have just recently
changed the way you log in

262
00:12:50,850 --> 00:12:52,572
to PBISApps.

263
00:12:52,650 --> 00:12:54,240
So even if you've used it last year,

264
00:12:54,330 --> 00:12:55,241
if you come in this year,

265
00:12:55,320 --> 00:12:56,809
it might look a little bit different.

266
00:12:56,880 --> 00:12:59,512
I think they changed it maybe in may.

267
00:12:59,580 --> 00:13:02,048
So you could have seen it last year,

268
00:13:02,190 --> 00:13:03,816
but it looks more like Google,

269
00:13:03,960 --> 00:13:06,919
where you're kind of logging
in on the right hand side,

270
00:13:07,050 --> 00:13:09,389
and it then allows you to
have access to all the apps

271
00:13:09,510 --> 00:13:11,591
that you have access to.

272
00:13:11,700 --> 00:13:16,396
So within PBISApps is
also PBIS assessment.

273
00:13:16,500 --> 00:13:19,098
So completing the tiered
fidelity inventory,

274
00:13:19,200 --> 00:13:21,801
the self-assessment survey,
the school climate survey,

275
00:13:21,900 --> 00:13:25,171
all of those are housed
on this website too.

276
00:13:25,290 --> 00:13:28,107
So you'll when you log
in, you'll see SWIS suite,

277
00:13:28,230 --> 00:13:30,343
and then you'll also see PBIS assessment.

278
00:13:30,450 --> 00:13:32,945
But the purposes of this webinar,

279
00:13:33,060 --> 00:13:35,493
we're gonna be on the SWIS side of things.

280
00:13:36,780 --> 00:13:37,850
So when we get in there,

281
00:13:37,950 --> 00:13:41,454
I'm gonna show you kind of
the more logistical side

282
00:13:41,550 --> 00:13:42,455
of things.

283
00:13:42,540 --> 00:13:45,858
And then I'm also gonna
show you how to actually

284
00:13:45,960 --> 00:13:47,793
get to the reports and use those.

285
00:13:48,870 --> 00:13:51,197
So I'm gonna stop
sharing for just a second

286
00:13:51,270 --> 00:13:55,773
to switch over to the website.

287
00:14:03,540 --> 00:14:05,712
So this is the demo site.

288
00:14:05,850 --> 00:14:08,973
So this is not real student data.

289
00:14:09,960 --> 00:14:12,351
And because it is the
beginning of the school year,

290
00:14:12,480 --> 00:14:14,887
there is not too much data in here yet.

291
00:14:15,030 --> 00:14:17,757
So once you guys are a
week or two into school,

292
00:14:17,880 --> 00:14:19,926
this is what yours will look like as well.

293
00:14:20,040 --> 00:14:23,463
They've just started putting
data in starting August 3rd,

294
00:14:23,580 --> 00:14:26,763
so that people doing these
webinars have some data in there.

295
00:14:27,900 --> 00:14:29,736
But when you log in,

296
00:14:29,850 --> 00:14:33,439
the first thing you're gonna
see is the SWIS dashboard.

297
00:14:33,540 --> 00:14:35,808
It allows you to see your
average referrals per day,

298
00:14:35,910 --> 00:14:39,879
per month, by time by location,

299
00:14:39,990 --> 00:14:43,683
by day of the week by problem
behavior, by grade level

300
00:14:43,770 --> 00:14:44,984
and by student.

301
00:14:45,090 --> 00:14:47,153
And we call this the big seven.

302
00:14:47,250 --> 00:14:52,225
So the person on your team who
is most responsible for data

303
00:14:52,320 --> 00:14:56,162
analysis is probably
gonna have this as a tab,

304
00:14:56,250 --> 00:15:01,250
open on their browser and just
be kind of monitoring this

305
00:15:01,470 --> 00:15:05,404
as things go along and
looking for things like, whoa,

306
00:15:05,550 --> 00:15:06,773
what's going on on Wednesday,

307
00:15:06,900 --> 00:15:08,274
what's going on in sixth grade,

308
00:15:08,430 --> 00:15:11,944
looking for those peaks on this dashboard.

309
00:15:12,090 --> 00:15:17,090
And so before I get into the
actual looking at the reports,

310
00:15:17,340 --> 00:15:20,419
I'm gonna go into the
logistical side of things,

311
00:15:20,550 --> 00:15:22,989
which are the things you
have to set up before,

312
00:15:23,100 --> 00:15:25,792
not before school year starts, it's okay,

313
00:15:25,920 --> 00:15:28,661
but at the very beginning
of the school year.

314
00:15:28,770 --> 00:15:31,497
So you have this menu here.

315
00:15:31,620 --> 00:15:35,101
So you're gonna go to
Tools and account settings

316
00:15:35,220 --> 00:15:36,602
are just for you.

317
00:15:36,720 --> 00:15:40,373
So this is the way that you
personally want to see SWIS

318
00:15:40,470 --> 00:15:42,842
show up when you log in.

319
00:15:42,960 --> 00:15:47,960
And so you can decide if you are assigned.

320
00:15:50,070 --> 00:15:51,684
So I'll come back to this one.

321
00:15:51,780 --> 00:15:54,180
That's complicated, but
I'll go down to general.

322
00:15:55,110 --> 00:15:57,857
Do you wanna see names,
first name, last name?

323
00:15:57,960 --> 00:16:00,400
How big do you want
reports and graphs to be

324
00:16:01,303 --> 00:16:06,132
and things that are really
just specific to you?

325
00:16:06,270 --> 00:16:09,268
I think most people leave
these settings as is,

326
00:16:09,420 --> 00:16:11,137
but you're welcome to
go into account settings

327
00:16:11,280 --> 00:16:13,830
and see if there's anything
you would wanna change.

328
00:16:14,970 --> 00:16:17,043
Then if you go into school settings,

329
00:16:17,190 --> 00:16:20,213
only certain people have access to change

330
00:16:20,340 --> 00:16:22,081
the school settings.

331
00:16:22,230 --> 00:16:24,730
So some things you might
need to change in here

332
00:16:25,920 --> 00:16:27,820
if your grade range changes.

333
00:16:27,960 --> 00:16:29,522
So now your school has pre-K

334
00:16:29,640 --> 00:16:31,824
or now it only goes up to sixth grade,

335
00:16:31,950 --> 00:16:33,543
you can change that in here.

336
00:16:34,860 --> 00:16:36,629
If any of these things change,

337
00:16:36,750 --> 00:16:40,333
who is responsible for paying the bill,

338
00:16:40,440 --> 00:16:42,123
you can change that in here.

339
00:16:43,500 --> 00:16:44,904
These two are really important.

340
00:16:45,000 --> 00:16:47,073
So where it says core data and school days

341
00:16:47,190 --> 00:16:49,342
and school enrollment in order for you

342
00:16:49,440 --> 00:16:54,440
to really fully use SWIS
and be able to see all seven

343
00:16:54,870 --> 00:16:56,983
of those graphs on the first page,

344
00:16:57,090 --> 00:16:59,485
you have to input data into school days

345
00:16:59,580 --> 00:17:01,254
and school enrollment.

346
00:17:01,410 --> 00:17:03,256
So they've already done
it for all these years.

347
00:17:03,420 --> 00:17:05,791
You can see this first
year, they did not do it.

348
00:17:05,940 --> 00:17:07,460
So it says "Not entered".

349
00:17:07,620 --> 00:17:09,996
So for you for this
school year probably says

350
00:17:10,140 --> 00:17:11,564
not entered right now.

351
00:17:11,730 --> 00:17:13,366
So you would go in everywhere

352
00:17:13,500 --> 00:17:15,868
you see this blue circle with the pencil,

353
00:17:16,020 --> 00:17:18,237
that means you can edit that section.

354
00:17:18,390 --> 00:17:22,541
And you're gonna put in how
many school days are in that

355
00:17:22,680 --> 00:17:26,746
month that you would be
collecting behavioral data on.

356
00:17:26,880 --> 00:17:28,481
So even if it's a half day,

357
00:17:28,620 --> 00:17:31,293
you're gonna put that in as a day.

358
00:17:32,580 --> 00:17:34,120
If you have a snow day,

359
00:17:34,260 --> 00:17:36,422
if you have a day where the boiler broke,

360
00:17:36,540 --> 00:17:40,159
or you didn't have your 50%
of the school population

361
00:17:40,290 --> 00:17:44,430
because of COVID, you're
gonna reduce these numbers.

362
00:17:44,550 --> 00:17:47,033
So it's a good practice for anybody

363
00:17:47,160 --> 00:17:51,103
who's a data entry person
to just be keeping track

364
00:17:51,210 --> 00:17:53,406
of that in your mind, and seeing like, oh,

365
00:17:53,520 --> 00:17:55,975
we thought we were gonna
have 18 days in September,

366
00:17:56,070 --> 00:17:58,711
and now we're down to 17 for some reason.

367
00:17:58,830 --> 00:18:01,681
So that's just gonna help you
have the most accurate data

368
00:18:01,860 --> 00:18:05,117
collection and to be able
to see how many referrals

369
00:18:05,280 --> 00:18:07,443
per day, per month, things like that.

370
00:18:09,540 --> 00:18:13,459
Then school enrollment is
another key one to get all

371
00:18:13,620 --> 00:18:16,263
of those reports correctly.

372
00:18:17,250 --> 00:18:20,553
Again, you can see where it
was not entered and then edit.

373
00:18:21,510 --> 00:18:24,003
So you're gonna give your
total school enrollment.

374
00:18:24,150 --> 00:18:26,539
And then, like I mentioned,

375
00:18:26,670 --> 00:18:29,175
we're gonna get into the
equity reports in a little bit.

376
00:18:29,310 --> 00:18:31,877
If you want to use those equity reports,

377
00:18:32,010 --> 00:18:34,513
you have to input this
data in the back end.

378
00:18:34,650 --> 00:18:36,148
And we're really encouraging schools

379
00:18:36,270 --> 00:18:38,818
to use those equity reports.

380
00:18:38,940 --> 00:18:41,887
So you who are sitting
here may not have access

381
00:18:42,000 --> 00:18:43,689
to this information.

382
00:18:43,830 --> 00:18:45,791
And so it would be important
to find out who does have

383
00:18:45,930 --> 00:18:49,895
access to it and to have them
either input it themselves

384
00:18:50,010 --> 00:18:52,698
or give you that information.

385
00:18:52,830 --> 00:18:54,934
It's not identifiable in this section.

386
00:18:55,050 --> 00:18:59,271
So anybody could have access
to how many students identify

387
00:18:59,370 --> 00:19:00,843
as this race or ethnicity.

388
00:19:02,220 --> 00:19:04,877
So you're gonna put in
all of that information

389
00:19:05,040 --> 00:19:06,746
and that's gonna allow
you on the other side

390
00:19:06,900 --> 00:19:11,384
to be able to see, wow,
we have, for instance,

391
00:19:11,550 --> 00:19:13,019
in this school,

392
00:19:13,170 --> 00:19:14,520
probably not any school in Vermont,

393
00:19:14,670 --> 00:19:19,425
but we have 65 black or
African American students.

394
00:19:19,590 --> 00:19:24,030
And they out of 504 students total,

395
00:19:24,180 --> 00:19:28,034
and they are making up
40% of our referrals.

396
00:19:28,170 --> 00:19:30,870
We have a disproportionality issue.

397
00:19:31,020 --> 00:19:33,172
So that's really important numbers

398
00:19:33,330 --> 00:19:36,909
to be able to put in
there, same for gender.

399
00:19:37,050 --> 00:19:40,680
And they do have an option
for non-binary transgender

400
00:19:40,830 --> 00:19:41,747
or other.

401
00:19:41,880 --> 00:19:45,151
So you can put those in IEP status.

402
00:19:45,270 --> 00:19:48,788
So here it's just with
an IEP or without an IEP

403
00:19:48,900 --> 00:19:51,843
and English language learner; yes or no.

404
00:19:52,710 --> 00:19:55,761
So those are really important
to fill in at the beginning

405
00:19:55,890 --> 00:19:56,595
of the school year.

406
00:19:56,723 --> 00:19:58,443
So you can use those graphs.

407
00:19:59,760 --> 00:20:01,300
Then under General,

408
00:20:01,410 --> 00:20:04,653
again, lots of other
things that you can change.

409
00:20:05,850 --> 00:20:06,639
For instance,

410
00:20:06,750 --> 00:20:10,009
if for some reason you
decided to not use race,

411
00:20:10,110 --> 00:20:14,613
ethnicity data, or 504 IEP, any of those,

412
00:20:14,700 --> 00:20:17,016
you would have to turn it to no.

413
00:20:17,100 --> 00:20:20,119
And then it would not be
prompting you to put in those

414
00:20:20,220 --> 00:20:23,022
numbers on the screen before.

415
00:20:23,130 --> 00:20:26,892
It also allows you to change
what your comparison group is.

416
00:20:26,970 --> 00:20:30,196
So when we get to the equity reports part,

417
00:20:30,270 --> 00:20:33,833
the default is that you're
comparing whatever race

418
00:20:33,900 --> 00:20:36,135
to all other races.

419
00:20:36,210 --> 00:20:38,337
If you wanted to change
that for some reason,

420
00:20:38,430 --> 00:20:40,143
that's where you would do that.

421
00:20:42,240 --> 00:20:47,240
There are also things in here
that you can turn on or off.

422
00:20:47,460 --> 00:20:48,647
And so, like I said,

423
00:20:48,720 --> 00:20:52,985
if you're somebody who
does more of the importing

424
00:20:53,040 --> 00:20:56,489
and exporting student
rosters, that kind of thing,

425
00:20:56,550 --> 00:20:58,124
you're gonna have to use
more of these settings.

426
00:20:58,170 --> 00:21:03,170
So for instance, use person
import turning that on or off,

427
00:21:03,750 --> 00:21:08,260
that allows you to export
all of the staff and student

428
00:21:09,390 --> 00:21:13,005
demographic data, their name, last name,

429
00:21:13,110 --> 00:21:16,108
all of that from your
student information system,

430
00:21:16,200 --> 00:21:20,379
like PowerSchool out of
PowerSchool into SWIS.

431
00:21:20,490 --> 00:21:22,414
So there's an easy way to do that.

432
00:21:22,520 --> 00:21:25,117
Or those kind of like if you
have a district data person,

433
00:21:25,230 --> 00:21:28,254
someone like that to be able to do,

434
00:21:28,350 --> 00:21:30,623
if you don't have a district
person it's still possible

435
00:21:30,720 --> 00:21:34,093
for you to do, and it kind of,

436
00:21:34,170 --> 00:21:37,020
there's a manual to guide you
through it and some videos.

437
00:21:38,790 --> 00:21:41,033
So then over here on
the left, you see this,

438
00:21:41,100 --> 00:21:42,535
those were all general settings.

439
00:21:42,600 --> 00:21:45,437
These are settings specific to SWIS.

440
00:21:45,510 --> 00:21:49,323
So these are also ones you
wanna review on a yearly basis.

441
00:21:50,430 --> 00:21:53,045
And there's their kind of team decisions

442
00:21:53,100 --> 00:21:55,147
that you would wanna make.

443
00:21:55,200 --> 00:21:56,348
So for instance,

444
00:21:56,400 --> 00:22:00,186
how many actions taken do we
want to allow people to input

445
00:22:00,270 --> 00:22:02,054
on one referral?

446
00:22:02,190 --> 00:22:04,089
How many problem behaviors
do we wanna allow

447
00:22:04,230 --> 00:22:05,157
on one referral?

448
00:22:05,280 --> 00:22:06,859
So do we want them to be able to,

449
00:22:06,990 --> 00:22:11,263
if you're using paper
forms, circle, disruption,

450
00:22:11,370 --> 00:22:12,198
and defiance,

451
00:22:12,300 --> 00:22:14,533
or do you really want the
teacher to have to choose one

452
00:22:14,640 --> 00:22:15,801
behavior per referral?

453
00:22:15,930 --> 00:22:17,870
So you would change that here.

454
00:22:17,970 --> 00:22:21,633
Time range, custom fields are really cool.

455
00:22:22,560 --> 00:22:25,311
You may not use them
your first year of SWIS,

456
00:22:25,410 --> 00:22:27,680
but as you get more sophisticated,

457
00:22:27,780 --> 00:22:30,950
you might decide that this
is something you wanna use.

458
00:22:31,050 --> 00:22:34,083
The easiest example to
demonstrate this is,

459
00:22:35,070 --> 00:22:39,725
let's say you wanna get more
information about which hallway

460
00:22:39,810 --> 00:22:41,293
certain behaviors are happening in.

461
00:22:41,370 --> 00:22:42,127
So right now,

462
00:22:42,203 --> 00:22:46,265
the only choice that staff
have when they're filling out

463
00:22:46,350 --> 00:22:48,867
a referral, is it happened in the hallway.

464
00:22:48,960 --> 00:22:52,137
If you want to know, was
it hallway A, B, C, or D,

465
00:22:52,230 --> 00:22:54,340
or in this case, east wing,
west wing, north wing,

466
00:22:54,420 --> 00:22:55,608
south wing,

467
00:22:55,680 --> 00:23:00,479
you can add a custom field of
hallway and then these choices

468
00:23:00,600 --> 00:23:02,781
so that when someone is
filling out a referral

469
00:23:02,910 --> 00:23:04,650
and they choose hallway,

470
00:23:04,770 --> 00:23:08,487
they then have to choose
which hallway did it occur in.

471
00:23:08,630 --> 00:23:10,322
The most important thing
about custom fields

472
00:23:10,440 --> 00:23:12,524
is if you're using paper forms,

473
00:23:12,660 --> 00:23:15,761
you have to make sure your
paper forms match up with this.

474
00:23:15,870 --> 00:23:19,498
So if on the paper form, they
only have to select hallway.

475
00:23:19,620 --> 00:23:22,701
Then your data entry person
is gonna have to guess what

476
00:23:22,830 --> 00:23:25,838
hallway this happened in
which you do not want.

477
00:23:25,950 --> 00:23:29,375
So if you decide you want a custom field,

478
00:23:29,490 --> 00:23:32,344
then your paper form
has to show the options

479
00:23:32,460 --> 00:23:33,843
of that custom field.

480
00:23:34,740 --> 00:23:37,416
Same thing they chose
one for parent contact.

481
00:23:37,530 --> 00:23:40,386
So they didn't just wanna
know that the teacher

482
00:23:40,470 --> 00:23:43,956
or the planning room person
or the administrator contacted

483
00:23:44,040 --> 00:23:45,858
the parent, they wanted to know

484
00:23:45,960 --> 00:23:47,626
how did they contact the parent?

485
00:23:47,700 --> 00:23:49,923
Was it phone, text, email, et cetera,

486
00:23:51,210 --> 00:23:53,465
and then same for technology violations.

487
00:23:53,550 --> 00:23:56,235
So whenever you are realizing like, oh,

488
00:23:56,310 --> 00:23:59,471
we actually want more
information about this

489
00:23:59,550 --> 00:24:01,373
than what we're able to get,

490
00:24:01,500 --> 00:24:04,710
that's where the custom
fields come into play.

491
00:24:04,860 --> 00:24:07,980
Unfortunately on the actual referral side,

492
00:24:08,130 --> 00:24:13,130
which I'll show you, you
can't change or delete things.

493
00:24:14,040 --> 00:24:17,856
So you can't say we don't
want teachers to even have

494
00:24:17,970 --> 00:24:22,594
the option of choosing disrespect in SWIS.

495
00:24:22,710 --> 00:24:26,231
You can't delete disrespect as a choice.

496
00:24:26,340 --> 00:24:27,766
If they're using paper forms,

497
00:24:27,870 --> 00:24:30,936
you could just not put
disrespect as a choice,

498
00:24:31,050 --> 00:24:33,706
but if you're using paperless
referrals and they're entering

499
00:24:33,810 --> 00:24:36,909
their own, you can't delete
disrespect as a choice.

500
00:24:37,020 --> 00:24:40,713
You can teach, we are not
going to select disrespect

501
00:24:40,800 --> 00:24:43,582
and you can monitor as they come in,

502
00:24:43,680 --> 00:24:45,984
if someone is putting disrespect,

503
00:24:46,085 --> 00:24:49,203
but you can't actually physically
delete it unfortunately.

504
00:24:51,990 --> 00:24:53,659
There are also some subtypes.

505
00:24:53,760 --> 00:24:55,060
So you can activate,

506
00:24:55,140 --> 00:24:56,729
we wanna collect information.

507
00:24:56,820 --> 00:24:59,198
If it's a harassment situation,

508
00:24:59,280 --> 00:25:03,333
we wanna collect which
type of harassment it was.

509
00:25:04,470 --> 00:25:08,407
And this identifier, I
just learned yesterday,

510
00:25:08,550 --> 00:25:12,780
what this means after many,
many years of using SWIS.

511
00:25:13,890 --> 00:25:14,913
This is for,

512
00:25:15,060 --> 00:25:19,718
if you are exporting back to
something like PowerSchool

513
00:25:19,860 --> 00:25:24,323
and PowerSchool requires
an identifier like this.

514
00:25:24,450 --> 00:25:27,192
That's where you put it in
so that they can communicate

515
00:25:27,300 --> 00:25:32,300
with each other and get coded
correctly on the PowerSchool

516
00:25:32,550 --> 00:25:33,298
side of things.

517
00:25:33,420 --> 00:25:35,283
So that's what identifier means.

518
00:25:38,220 --> 00:25:40,139
This is another data integration.

519
00:25:40,260 --> 00:25:42,007
Anytime you see anything about that,

520
00:25:42,120 --> 00:25:45,411
that is that more complicated
side of things about getting

521
00:25:45,510 --> 00:25:48,483
things in and out of SWIS
and into your other systems.

522
00:25:49,740 --> 00:25:53,952
And so this SDEX is one of
those options that a district

523
00:25:54,060 --> 00:25:56,910
person can do, and you'd have
to turn it on and off here.

524
00:25:58,950 --> 00:26:01,260
And then I'm gonna talk
about paperless referrals

525
00:26:01,400 --> 00:26:02,861
in a little bit.

526
00:26:03,000 --> 00:26:05,431
If you decide you're gonna
use paperless referrals,

527
00:26:05,580 --> 00:26:07,666
this is where you turn that option on.

528
00:26:07,830 --> 00:26:10,563
So you say, yes, we're gonna
do paperless referrals.

529
00:26:11,580 --> 00:26:16,580
You decide whether the minor
referrals need a stop gap

530
00:26:17,220 --> 00:26:18,977
before they go in directly.

531
00:26:19,110 --> 00:26:21,313
So someone has to review them first,

532
00:26:21,450 --> 00:26:25,517
or do you want them just
to slide in the majors,

533
00:26:25,650 --> 00:26:28,143
always have to be reviewed.

534
00:26:29,250 --> 00:26:32,090
And then who are gonna be designated

535
00:26:32,220 --> 00:26:34,893
as your referral reviewers.

536
00:26:35,010 --> 00:26:38,664
So, probably have your
school administrator.

537
00:26:38,790 --> 00:26:42,968
You might have the school
counselor or behavior person.

538
00:26:43,080 --> 00:26:46,638
And then when the teachers
are filling out the paperless

539
00:26:46,740 --> 00:26:48,040
referral online,

540
00:26:48,150 --> 00:26:51,877
they select who does this
referral need to get sent to.

541
00:26:51,990 --> 00:26:54,513
So these are some decision
roles that you need to make

542
00:26:54,630 --> 00:26:58,116
in advance about, do we want all referrals

543
00:26:58,200 --> 00:26:59,685
to go to the administrator?

544
00:26:59,790 --> 00:27:02,654
And then the administrator
decides if someone else needs

545
00:27:02,820 --> 00:27:06,792
to see it so they can then
send it on to another reviewer.

546
00:27:06,960 --> 00:27:10,128
So let's say all referrals
go to the administrator.

547
00:27:10,290 --> 00:27:12,097
And then the administrator sees like,

548
00:27:12,240 --> 00:27:14,199
this is really something I
want the school counselor

549
00:27:14,340 --> 00:27:15,200
to look at.

550
00:27:15,360 --> 00:27:19,238
They can then send that within
SWIS to the school counselor,

551
00:27:19,380 --> 00:27:21,243
if they're listed as a reviewer here.

552
00:27:22,830 --> 00:27:26,345
So this is where you add
reviewers and then one person

553
00:27:26,490 --> 00:27:27,946
has to be the default reviewer.

554
00:27:28,080 --> 00:27:30,682
So I'll show you what that
looks like on the referral side,

555
00:27:30,810 --> 00:27:33,663
but that just means they're
gonna come up automatically.

556
00:27:34,890 --> 00:27:37,923
If you're a school that is
using check and checkout SWIS,

557
00:27:38,040 --> 00:27:40,383
you'll have check and checkout SWIS here,

558
00:27:41,490 --> 00:27:44,830
and we have another webinar
coming up in September to teach

559
00:27:44,940 --> 00:27:46,890
you how to use check and checkout SWIS.

560
00:27:48,000 --> 00:27:51,236
This last tab here is data integrity.

561
00:27:51,360 --> 00:27:54,840
And I'll show you on the home screen.

562
00:27:54,960 --> 00:27:57,776
You're gonna see this
data integrity summary,

563
00:27:57,870 --> 00:28:00,145
and you can see this
red exclamation point,

564
00:28:00,270 --> 00:28:02,381
meaning something is wrong in there.

565
00:28:02,550 --> 00:28:05,250
And then over here, you
can see what was wrong.

566
00:28:05,400 --> 00:28:06,318
So if you double click,

567
00:28:06,480 --> 00:28:10,856
it brings you into this
data integrity system.

568
00:28:11,010 --> 00:28:15,633
And you can see, this is the, sorry,

569
00:28:16,560 --> 00:28:18,163
this is the problematic data.

570
00:28:18,330 --> 00:28:22,383
So they did not have enrollment
entered for these years.

571
00:28:23,700 --> 00:28:25,504
And then they're saying, oh,

572
00:28:25,650 --> 00:28:28,840
it looks like these referrals
are exactly the same.

573
00:28:28,980 --> 00:28:31,977
Did you perhaps put it in twice?

574
00:28:32,100 --> 00:28:33,679
Which is a helpful check,

575
00:28:33,810 --> 00:28:37,916
'cause that does happen and
you don't want inaccurate data.

576
00:28:38,040 --> 00:28:40,085
So you would look and
double check like, oh yeah,

577
00:28:40,200 --> 00:28:41,286
this was exactly the same.

578
00:28:41,400 --> 00:28:43,822
We didn't mean to put that in here.

579
00:28:43,950 --> 00:28:46,623
And so you can edit or delete that.

580
00:28:47,910 --> 00:28:52,097
So this data integrity part
is important to make sure

581
00:28:52,200 --> 00:28:53,600
that you have accurate data.

582
00:28:55,020 --> 00:28:59,763
So back in the tools
part in data integrity,

583
00:29:02,430 --> 00:29:07,212
let's say you had SWIS from 2012 to 2015,

584
00:29:07,380 --> 00:29:09,214
and then you got rid of it for a few years

585
00:29:09,390 --> 00:29:10,849
and now you have it again.

586
00:29:11,010 --> 00:29:15,120
And you have some data
integrity issues from back then,

587
00:29:15,270 --> 00:29:19,458
you can have SWIS ignore
certain records so that

588
00:29:19,620 --> 00:29:22,694
you're not having to go back
to 2012 and put in enrollment

589
00:29:22,860 --> 00:29:25,063
data or something that
you missed at that point.

590
00:29:25,230 --> 00:29:28,967
So you can say ignore records
created prior to whatever date

591
00:29:29,100 --> 00:29:31,370
and whether you want all
those records ignored

592
00:29:31,530 --> 00:29:32,943
or just certain ones.

593
00:29:34,110 --> 00:29:35,774
So that can kind of clean up

594
00:29:35,910 --> 00:29:37,376
some of those data integrity issues.

595
00:29:37,500 --> 00:29:40,512
If you've had issues from the past

596
00:29:40,650 --> 00:29:42,400
that are no longer really relevant.

597
00:29:43,740 --> 00:29:45,753
So those are the school settings.

598
00:29:46,770 --> 00:29:50,088
There are also some other
things within this tools section

599
00:29:50,220 --> 00:29:51,490
that are important depending on

600
00:29:51,630 --> 00:29:54,559
what your role is gonna be within SWIS.

601
00:29:54,690 --> 00:29:56,853
So for instance, student list,

602
00:29:57,960 --> 00:30:00,332
there are two ways to get your student

603
00:30:00,450 --> 00:30:02,634
information into SWIS.

604
00:30:02,760 --> 00:30:04,569
One way is what I mentioned before,

605
00:30:04,680 --> 00:30:06,571
which is called person import.

606
00:30:06,690 --> 00:30:08,473
And that takes it directly.

607
00:30:08,580 --> 00:30:12,130
Well, you download it from
your student information system

608
00:30:13,260 --> 00:30:17,015
in Excel, and then you
re-upload it to SWIS.

609
00:30:17,130 --> 00:30:19,551
There's certain things that
need to happen in that process

610
00:30:19,650 --> 00:30:21,253
that I'm not gonna get into today.

611
00:30:21,360 --> 00:30:25,123
But that means that all your
students are gonna show up

612
00:30:25,200 --> 00:30:27,993
here, which is looking like what they did.

613
00:30:28,080 --> 00:30:30,328
So incomes their district ID.

614
00:30:30,420 --> 00:30:32,297
If you double click on the student,

615
00:30:32,370 --> 00:30:35,100
you can see all of their
information, race, ethnicity,

616
00:30:35,190 --> 00:30:38,043
504, IEP, et cetera.

617
00:30:39,660 --> 00:30:41,006
So that came in automatically

618
00:30:41,070 --> 00:30:42,920
from your student information system.

619
00:30:43,950 --> 00:30:46,011
You also can see information over here.

620
00:30:46,080 --> 00:30:48,933
What was their last referral
date that might be helpful?

621
00:30:50,250 --> 00:30:52,751
Are they also a student who utilizes

622
00:30:52,800 --> 00:30:54,663
check and checkout, et cetera?

623
00:30:56,280 --> 00:30:57,389
That's one way to do it.

624
00:30:57,450 --> 00:31:00,959
The other way to do it
is to only add a student

625
00:31:01,080 --> 00:31:02,673
when they get a referral.

626
00:31:03,990 --> 00:31:05,630
If you're using paperless referrals,

627
00:31:05,760 --> 00:31:07,999
you don't wanna do it that way.

628
00:31:08,100 --> 00:31:10,902
You want the teacher to be
able to have a drop down list

629
00:31:11,010 --> 00:31:16,010
where they are choosing their student,

630
00:31:16,410 --> 00:31:18,276
that they're trying to
write the referral for.

631
00:31:18,390 --> 00:31:22,681
If you're doing written referrals,
you could do it this way.

632
00:31:22,770 --> 00:31:26,485
And the data entry person
would have to have access

633
00:31:26,580 --> 00:31:28,553
to your school information system.

634
00:31:28,650 --> 00:31:32,057
So let's say Jimmy gets a referral.

635
00:31:32,160 --> 00:31:35,703
They would have to add Jimmy in by hand.

636
00:31:37,950 --> 00:31:42,950
I don't know last name
and what's their gender.

637
00:31:43,530 --> 00:31:45,213
What's their district ID.

638
00:31:47,490 --> 00:31:50,463
Oh, apparently their district
IDs are longer than that.

639
00:31:52,020 --> 00:31:53,311
Race, ethnicity, et cetera.

640
00:31:53,370 --> 00:31:56,481
So they would have to fill
out this on the student

641
00:31:56,550 --> 00:31:58,116
when the student gets a referral.

642
00:31:58,170 --> 00:32:03,170
And so let's say you have
a school of 200 students

643
00:32:04,950 --> 00:32:07,859
and you think a hundred of
them might get referrals

644
00:32:07,980 --> 00:32:08,727
this year.

645
00:32:08,850 --> 00:32:11,263
This is probably not the
most efficient way to do it.

646
00:32:11,370 --> 00:32:15,033
It's more efficient to
export out and import in.

647
00:32:15,900 --> 00:32:19,638
If you have a school of 40
students and you think only six

648
00:32:19,740 --> 00:32:21,606
of them might get referrals this year,

649
00:32:21,720 --> 00:32:24,976
then you might as well
just do them one by one.

650
00:32:25,080 --> 00:32:27,333
So that's another kind
of decision to make.

651
00:32:28,710 --> 00:32:31,183
If a student moves,

652
00:32:31,290 --> 00:32:34,533
you're gonna set their status to inactive.

653
00:32:35,610 --> 00:32:40,610
If they move to the next
school like sixth grade,

654
00:32:41,730 --> 00:32:43,929
then you can archive them.

655
00:32:44,010 --> 00:32:46,464
There's like a slight
difference in the back end,

656
00:32:46,560 --> 00:32:50,168
depending on whether you
choose an active or archived.

657
00:32:50,250 --> 00:32:53,038
So they just say, if the
student might come back,

658
00:32:53,100 --> 00:32:55,443
you wanna set them as
an active, not archived.

659
00:32:57,660 --> 00:33:01,479
Let's see if you're doing the
system where individual people

660
00:33:01,620 --> 00:33:03,215
are putting in each student,

661
00:33:03,360 --> 00:33:06,751
there might become a situation
where two people put in

662
00:33:06,870 --> 00:33:09,120
the student slightly differently.

663
00:33:09,240 --> 00:33:12,591
So they might have misspelled
or messed up their name.

664
00:33:12,720 --> 00:33:17,429
So down here you can see
Shiver, Allison and Steven,

665
00:33:17,550 --> 00:33:21,166
Allison, like maybe one of those
is a nickname or something.

666
00:33:21,270 --> 00:33:23,068
So if you needed to merge those,

667
00:33:23,190 --> 00:33:28,190
if you click the boxes next to
their names and click Merge,

668
00:33:28,410 --> 00:33:30,508
then all of the data that
was related to either

669
00:33:30,630 --> 00:33:34,503
of those cases will be merged into one.

670
00:33:37,380 --> 00:33:38,483
Let's see.

671
00:33:38,580 --> 00:33:42,220
You can all do all of those
same things for staff.

672
00:33:42,330 --> 00:33:46,625
So same thing if you decide
you've only got 10 staff,

673
00:33:46,710 --> 00:33:49,094
you're gonna put 'em in
individually, that's fine.

674
00:33:49,170 --> 00:33:52,964
Or you've got 45 staff
that might input referrals

675
00:33:53,040 --> 00:33:55,353
and you wanna export and then import.

676
00:34:01,350 --> 00:34:02,941
Let's see.

677
00:34:03,090 --> 00:34:03,808
So this is,

678
00:34:03,960 --> 00:34:06,378
if you see data and then person import,

679
00:34:06,510 --> 00:34:07,312
that's where you would go.

680
00:34:07,440 --> 00:34:10,081
If you're one of those people
who's involved in doing that

681
00:34:10,230 --> 00:34:15,230
person import, you can
get a year end report.

682
00:34:16,920 --> 00:34:21,920
And the student dashboard
is if you wanna get more

683
00:34:22,740 --> 00:34:26,898
information about an individual
student's referral history.

684
00:34:27,030 --> 00:34:30,769
So let's say Rhonda, Abigail,

685
00:34:30,870 --> 00:34:33,538
she's been in this school for many years,

686
00:34:33,648 --> 00:34:34,798
'cause it's dummy data.

687
00:34:35,910 --> 00:34:38,510
You can see how many
referrals she got per year

688
00:34:38,610 --> 00:34:39,993
majors or minors.

689
00:34:41,250 --> 00:34:44,683
You can see how many suspensions
or expulsions she had

690
00:34:44,790 --> 00:34:48,219
in school, out of school, et cetera.

691
00:34:48,330 --> 00:34:51,823
She's a student who hypothetically
used check and checkout,

692
00:34:51,900 --> 00:34:53,692
but looks like they didn't
put check and checkout data

693
00:34:53,790 --> 00:34:54,993
in for this year.

694
00:34:55,080 --> 00:34:57,762
So you could see that showing up there.

695
00:34:57,840 --> 00:34:58,596
Oh, you know what?

696
00:34:58,673 --> 00:35:00,090
I'll change it to the previous year.

697
00:35:01,500 --> 00:35:02,467
So you can, oh,

698
00:35:02,610 --> 00:35:04,760
she wasn't on check
and checkout last year.

699
00:35:06,390 --> 00:35:09,774
You can see her referrals by motivation.

700
00:35:09,900 --> 00:35:13,378
So she's mostly looking
to obtain peer attention,

701
00:35:13,500 --> 00:35:14,713
although that's only two referrals.

702
00:35:14,850 --> 00:35:16,648
So you gotta always kind of check.

703
00:35:16,770 --> 00:35:18,183
What are we actually talking about here?

704
00:35:18,330 --> 00:35:21,423
She only got three
referrals a year or four.

705
00:35:22,380 --> 00:35:25,890
So there's only so much.

706
00:35:26,010 --> 00:35:28,793
You gotta take it with
a grain of salt by time,

707
00:35:28,920 --> 00:35:32,330
by problem behavior, location
day of the week, just for her.

708
00:35:32,460 --> 00:35:36,401
And then the individual
referrals will show up over here

709
00:35:36,510 --> 00:35:39,393
and then kind of a
summary of her over here,

710
00:35:40,470 --> 00:35:45,363
you can double click on
an individual referral.

711
00:35:46,620 --> 00:35:48,713
Another decision rule
you're gonna have to make

712
00:35:48,810 --> 00:35:52,984
is do we want notes about
this behavior that occurred?

713
00:35:53,093 --> 00:35:57,222
So this school has decided
we don't need notes.

714
00:35:57,330 --> 00:35:59,324
We're gonna communicate in a different way

715
00:35:59,400 --> 00:36:01,100
about the behaviors that occurred.

716
00:36:02,220 --> 00:36:04,362
When I was at Dothan Brook school,

717
00:36:04,529 --> 00:36:09,333
some years, we did notes
and some years, we did not.

718
00:36:10,230 --> 00:36:11,569
For me, as a school counselor,

719
00:36:11,700 --> 00:36:15,507
it was really helpful to have
the notes here because I could

720
00:36:15,660 --> 00:36:20,045
check on a student without
having to go ask the teacher.

721
00:36:20,190 --> 00:36:23,673
Oh, I saw so and so was having
a rough time what happened?

722
00:36:25,260 --> 00:36:27,960
And it would just show up
here, which was really nice.

723
00:36:29,760 --> 00:36:31,489
Let's see individual student,

724
00:36:31,620 --> 00:36:34,325
you can also print these
reports and it's gonna give you

725
00:36:34,440 --> 00:36:36,728
the options of how much
of this information

726
00:36:36,840 --> 00:36:38,043
do you wanna print?

727
00:36:39,630 --> 00:36:43,001
And I just did over here,
you can change the year.

728
00:36:43,110 --> 00:36:44,302
So you might wanna go back.

729
00:36:44,400 --> 00:36:45,103
You might think like,

730
00:36:45,233 --> 00:36:47,138
oh my gosh, this year's
feeling really hard.

731
00:36:47,250 --> 00:36:48,873
And then you go back to
last year and you're like,

732
00:36:48,967 --> 00:36:51,142
"Oh, they've actually
made some improvements

733
00:36:51,247 --> 00:36:52,347
"from last year."

734
00:36:53,820 --> 00:36:56,414
This is also a good time to point out.

735
00:36:56,520 --> 00:37:01,052
This is why you don't want
to give your full staff full

736
00:37:01,230 --> 00:37:05,857
access to SWIS because
this is not a need to know

737
00:37:06,000 --> 00:37:08,426
kind of information for all staff.

738
00:37:08,580 --> 00:37:11,496
So if you do paperless referrals,

739
00:37:11,640 --> 00:37:16,640
the only thing that all staff
see is their own referrals

740
00:37:17,640 --> 00:37:19,773
that they have personally entered.

741
00:37:20,790 --> 00:37:23,508
So they are not able to get
to a screen where they can see

742
00:37:23,640 --> 00:37:27,112
any random students' information.

743
00:37:27,240 --> 00:37:32,240
Only those who have SWIS
admin access, SWIS data entry.

744
00:37:32,400 --> 00:37:34,853
And it's confusing 'cause
there's referral entry only,

745
00:37:34,980 --> 00:37:37,222
which is the paperless referrals.

746
00:37:37,350 --> 00:37:39,057
And then there's data entry,

747
00:37:39,180 --> 00:37:41,326
which is you do have access to see this.

748
00:37:41,460 --> 00:37:44,195
So we'll talk you through
what kind of level of access

749
00:37:44,310 --> 00:37:45,697
certain people should have depending on

750
00:37:45,810 --> 00:37:47,410
what you're hoping they can see.

751
00:37:48,720 --> 00:37:50,201
Data analyst is another role

752
00:37:50,310 --> 00:37:51,903
that can see this.

753
00:37:54,990 --> 00:37:56,403
Back to here,

754
00:37:58,800 --> 00:38:00,979
you also can look up
a particular referral.

755
00:38:01,140 --> 00:38:02,914
So if you're trying to
find something you're like,

756
00:38:03,070 --> 00:38:08,070
"Ugh, I know it was a fourth
grader yesterday who was it."

757
00:38:08,730 --> 00:38:10,713
You can search for referrals.

758
00:38:12,900 --> 00:38:15,760
If you are using paperless referrals.

759
00:38:15,930 --> 00:38:19,931
And you're someone who is
designated as a reviewer,

760
00:38:20,070 --> 00:38:22,333
you're gonna have access to this tab,

761
00:38:22,470 --> 00:38:24,447
which is called "Referral Management".

762
00:38:25,680 --> 00:38:29,040
And you are gonna be
able to do various things

763
00:38:29,190 --> 00:38:31,376
with these referrals so you can edit it.

764
00:38:31,530 --> 00:38:32,810
You can open it to view it.

765
00:38:32,940 --> 00:38:34,078
You can print it,

766
00:38:34,200 --> 00:38:36,714
you can save as complete
after you've reviewed it.

767
00:38:36,840 --> 00:38:38,650
And then it goes into the system.

768
00:38:38,790 --> 00:38:39,851
This is where I was talking about.

769
00:38:39,990 --> 00:38:43,388
You can send it to someone
else or you could delete it

770
00:38:43,530 --> 00:38:45,824
if it was a duplicate or something.

771
00:38:45,960 --> 00:38:50,261
So same thing with referral reviewers.

772
00:38:50,370 --> 00:38:53,331
You only wanna have a few
people that have access

773
00:38:53,460 --> 00:38:54,723
to be able to do this.

774
00:38:59,070 --> 00:39:01,072
I think that was it in "Tools".

775
00:39:01,260 --> 00:39:04,008
And then it also has
really logistical things.

776
00:39:04,170 --> 00:39:09,013
So where's finding your invoice I believe.

777
00:39:09,180 --> 00:39:11,943
And let's see and might
remember better than I do.

778
00:39:15,600 --> 00:39:18,089
No, I thought you might have
a little bit more access now

779
00:39:18,240 --> 00:39:23,027
to be able to add users,
but it's looking like not,

780
00:39:23,190 --> 00:39:26,798
but this is where you invite
referral entry only users.

781
00:39:26,940 --> 00:39:29,733
So if you decide you're gonna
use paperless referrals.

782
00:39:31,050 --> 00:39:34,606
If you have your staff
already loaded in here,

783
00:39:34,740 --> 00:39:36,541
you're gonna decide, okay,

784
00:39:36,690 --> 00:39:38,309
these are the staff
that we're asking to do

785
00:39:38,460 --> 00:39:40,011
paperless referrals.

786
00:39:40,140 --> 00:39:42,780
You're gonna send an invitation to them

787
00:39:42,930 --> 00:39:45,116
and it goes right away.

788
00:39:45,240 --> 00:39:47,385
So for instance,

789
00:39:47,520 --> 00:39:49,387
some people were trying to
set up paperless referrals

790
00:39:49,530 --> 00:39:50,588
this summer.

791
00:39:50,700 --> 00:39:54,158
And I was like, "Don't
actually invite people yet

792
00:39:54,277 --> 00:39:56,361
"because they're not gonna
know what's happening."

793
00:39:56,490 --> 00:39:59,330
You wanna tell people
you're gonna get an email,

794
00:39:59,460 --> 00:40:02,066
inviting you to be a
referral entry only user

795
00:40:02,190 --> 00:40:04,969
and then send them the invitation.

796
00:40:05,070 --> 00:40:09,908
That's gonna allow them to
set up their password and what

797
00:40:10,020 --> 00:40:14,230
they will see when they log in is just

798
00:40:15,150 --> 00:40:17,823
this screen referral entry.

799
00:40:18,900 --> 00:40:21,786
They're also gonna be able
to get to a list of their own

800
00:40:21,870 --> 00:40:24,522
referrals, but that's all they will see.

801
00:40:24,600 --> 00:40:28,426
So the only thing you need to
train a referral entry only

802
00:40:28,500 --> 00:40:33,331
user on is how to actually
enter a referral in SWIS.

803
00:40:33,420 --> 00:40:35,333
So all the stuff I just talked about,

804
00:40:35,400 --> 00:40:39,203
they do not need to know
about it's just how to enter

805
00:40:39,270 --> 00:40:40,103
a referral.

806
00:40:41,070 --> 00:40:42,840
So that's where you're
gonna invite your referral

807
00:40:42,900 --> 00:40:44,223
entry only users.

808
00:40:45,540 --> 00:40:49,013
Something that I recommend for
schools that are considering

809
00:40:49,080 --> 00:40:53,785
using paperless referrals
is to pilot it with a group

810
00:40:53,850 --> 00:40:57,755
of teachers that might be
particularly tech savvy.

811
00:40:57,810 --> 00:41:02,360
So maybe your first grade
team or your specials teachers

812
00:41:02,490 --> 00:41:05,129
or whoever it might be,

813
00:41:05,250 --> 00:41:10,101
who is very on board with
collecting data and tech savvy,

814
00:41:10,204 --> 00:41:15,204
have them pilot it for a
month and work out the kinks

815
00:41:15,570 --> 00:41:18,576
and then roll it out to the full staff

816
00:41:18,690 --> 00:41:20,812
so that you don't have
that frustration level

817
00:41:20,910 --> 00:41:23,247
of having to answer a bunch of questions

818
00:41:23,340 --> 00:41:26,017
that you didn't know were gonna come up

819
00:41:26,100 --> 00:41:26,918
from the whole staff.

820
00:41:27,000 --> 00:41:29,754
You just have a small subset that are able

821
00:41:29,850 --> 00:41:32,223
to kind of test things out for you.

822
00:41:36,510 --> 00:41:40,832
Are we ready to get into
the actual reviewing reports

823
00:41:40,920 --> 00:41:42,900
and looking at the data?

824
00:41:42,990 --> 00:41:45,273
I'm gonna go back to the dashboard.

825
00:41:47,520 --> 00:41:48,353
Okay.

826
00:41:49,380 --> 00:41:50,308
So before we get to that,

827
00:41:50,370 --> 00:41:54,512
actually I'm gonna show you
this ad referral screen.

828
00:41:54,570 --> 00:41:57,670
So if you're someone who's
responsible for data entry

829
00:41:59,280 --> 00:42:01,185
and you're not doing what I said before,

830
00:42:01,320 --> 00:42:03,521
where the teachers are entering it,

831
00:42:03,660 --> 00:42:06,160
this is where you're gonna
add all your referrals.

832
00:42:07,530 --> 00:42:09,293
And this is alerting you here,

833
00:42:09,420 --> 00:42:11,596
that you have one referral
requiring your attention.

834
00:42:11,700 --> 00:42:13,898
So if you're a referral reviewer,

835
00:42:14,010 --> 00:42:15,993
these alerts are gonna come up for you.

836
00:42:18,270 --> 00:42:20,872
So you're gonna decide as a team,

837
00:42:20,970 --> 00:42:25,710
are you collecting data on
majors and minors or just majors?

838
00:42:25,800 --> 00:42:27,812
If you're collecting both,

839
00:42:27,900 --> 00:42:29,614
sometimes you're gonna have
to change this drop down

840
00:42:29,730 --> 00:42:31,015
to be minor.

841
00:42:31,110 --> 00:42:32,450
If you're collecting both,

842
00:42:32,550 --> 00:42:36,154
you can change the
default here to be minor.

843
00:42:36,240 --> 00:42:38,556
'Cause most of the time,
if you're collecting both,

844
00:42:38,640 --> 00:42:40,291
they're gonna be minors
that you're putting in.

845
00:42:40,380 --> 00:42:42,560
You don't wanna have to
go change it every time.

846
00:42:42,660 --> 00:42:45,229
So back where I was in account settings,

847
00:42:45,330 --> 00:42:47,883
you can change this to
have minor show up first,

848
00:42:48,990 --> 00:42:50,935
then you're gonna select your student.

849
00:42:51,030 --> 00:42:53,938
And like I said, if you've
prepopulated all the students,

850
00:42:54,030 --> 00:42:55,440
they're gonna show up here.

851
00:42:55,500 --> 00:42:56,541
If you haven't,

852
00:42:56,610 --> 00:43:00,478
you have to add a student
who's not in the list here.

853
00:43:00,600 --> 00:43:01,512
This also might happen

854
00:43:01,650 --> 00:43:04,382
if you have a new student
who came in after you did

855
00:43:04,530 --> 00:43:06,183
that export and import,

856
00:43:07,170 --> 00:43:08,553
you would have to add their information

857
00:43:08,670 --> 00:43:09,843
and individually there.

858
00:43:11,100 --> 00:43:13,224
What grade level are they in?

859
00:43:13,350 --> 00:43:16,961
And grade level does not.

860
00:43:17,070 --> 00:43:19,063
Let me just double check
what I'm saying, but okay.

861
00:43:19,170 --> 00:43:21,732
It does, grade level
does follow the student.

862
00:43:21,840 --> 00:43:24,836
So if you ever had a
student who was retained,

863
00:43:24,960 --> 00:43:28,706
you would have to change their
grade level in this student

864
00:43:28,800 --> 00:43:31,576
area to be the correct grade level,

865
00:43:31,667 --> 00:43:34,679
'cause it's gonna automatically
move that student up

866
00:43:34,770 --> 00:43:35,703
the next year.

867
00:43:37,350 --> 00:43:39,951
Because we already input
the student's information,

868
00:43:40,050 --> 00:43:42,453
we already know that they were designated

869
00:43:42,540 --> 00:43:43,654
to not be on an IEP.

870
00:43:43,740 --> 00:43:46,123
So that shows up automatically.

871
00:43:46,200 --> 00:43:49,126
Then staff is who wrote the referral.

872
00:43:49,200 --> 00:43:51,063
So not you who's inputting it.

873
00:43:52,020 --> 00:43:53,998
If you weren't the one who wrote it.

874
00:43:54,090 --> 00:43:56,134
So which staff member wrote the referral?

875
00:43:56,220 --> 00:43:59,470
What time or sorry,
what date and what time

876
00:44:02,370 --> 00:44:04,075
I will caution you.

877
00:44:04,200 --> 00:44:07,378
Sometimes people forget that
they're putting in the time

878
00:44:07,530 --> 00:44:10,481
of the referral, not the time
they're entering the referral.

879
00:44:10,620 --> 00:44:13,284
And so then when they go to
look at their time of day data,

880
00:44:13,410 --> 00:44:14,118
they're like,

881
00:44:14,243 --> 00:44:16,521
"Oh my gosh, what's
happening at three O'clock?

882
00:44:16,657 --> 00:44:17,989
"Like kids aren't even here then."

883
00:44:18,107 --> 00:44:18,823
You're like,

884
00:44:18,940 --> 00:44:22,693
"Oh, that's when the person
was entering the referrals."

885
00:44:22,800 --> 00:44:25,696
So you wanna make sure
that's the time the behavior

886
00:44:25,830 --> 00:44:27,873
occurred, not the time it was input.

887
00:44:29,520 --> 00:44:31,602
Location, and like I said,

888
00:44:31,710 --> 00:44:33,804
unfortunately, you cannot change these.

889
00:44:33,900 --> 00:44:37,275
The only way around it
is adding a custom field.

890
00:44:37,380 --> 00:44:39,010
So I'm choosing hallway.

891
00:44:39,120 --> 00:44:39,877
And then over here,

892
00:44:39,990 --> 00:44:42,346
my custom field is showing
up and I'm choosing

893
00:44:42,450 --> 00:44:43,948
which hallway it was.

894
00:44:44,040 --> 00:44:48,352
So for instance, if you have a
location that is not on here,

895
00:44:48,450 --> 00:44:50,321
that you anticipate is gonna have

896
00:44:50,400 --> 00:44:55,400
a lot of referrals come from that area,

897
00:44:55,860 --> 00:44:59,664
you might choose other location
and then have a custom field

898
00:44:59,760 --> 00:45:03,301
that says other location here
and then select what that

899
00:45:03,450 --> 00:45:06,363
other location is that you
have that wasn't listed there.

900
00:45:08,280 --> 00:45:09,473
What was the behavior?

901
00:45:09,600 --> 00:45:11,309
And same thing can't change.

902
00:45:11,460 --> 00:45:12,877
These can't delete these,

903
00:45:13,020 --> 00:45:15,413
but you can get more
information about one of them.

904
00:45:15,540 --> 00:45:20,051
So technology violation and
then over here selecting what

905
00:45:20,190 --> 00:45:22,173
that technology violation was.

906
00:45:24,030 --> 00:45:26,257
And then this school has set up

907
00:45:26,370 --> 00:45:29,327
that they can enter two behaviors.

908
00:45:29,460 --> 00:45:31,562
So maybe it was a technology violation

909
00:45:31,680 --> 00:45:33,273
and a property damage.

910
00:45:34,560 --> 00:45:39,560
One decision rule you wanna
make is what if one behavior led

911
00:45:39,990 --> 00:45:41,313
to another behavior?

912
00:45:42,300 --> 00:45:45,183
So they maybe were,

913
00:45:46,950 --> 00:45:49,547
let's say skipping class.

914
00:45:49,650 --> 00:45:52,650
And then when someone
confronted them that they were

915
00:45:52,740 --> 00:45:56,988
skipping class, they used
inappropriate language,

916
00:45:57,090 --> 00:45:58,383
which where's that one?

917
00:46:00,180 --> 00:46:05,180
I can't find it, but so you
have this one could apply too.

918
00:46:06,000 --> 00:46:06,864
They were skipping class

919
00:46:07,020 --> 00:46:09,363
and having inappropriate
display of affection.

920
00:46:11,010 --> 00:46:13,270
So you have to decide,

921
00:46:13,410 --> 00:46:17,041
do you want those to be
two referrals or one?

922
00:46:17,190 --> 00:46:20,244
And there's different
arguments for either.

923
00:46:20,370 --> 00:46:23,914
You don't want the student to
start accumulating referrals

924
00:46:24,060 --> 00:46:25,650
because they have this kind of behavior

925
00:46:25,770 --> 00:46:27,585
that's kind of spiraling.

926
00:46:27,720 --> 00:46:29,654
However, it might be really helpful

927
00:46:29,790 --> 00:46:31,240
for you to see

928
00:46:37,650 --> 00:46:39,997
what exactly is going on
rather than kinda lumping

929
00:46:40,110 --> 00:46:42,133
two behaviors onto one form.

930
00:46:42,240 --> 00:46:44,902
So again, another decision
rule that your school

931
00:46:45,000 --> 00:46:48,663
will make perceived motivation.

932
00:46:49,680 --> 00:46:53,778
We often will encourage if
you're making a paper form to not

933
00:46:53,880 --> 00:46:58,880
give staff the option of
other and to prompt them

934
00:46:59,370 --> 00:47:04,055
that if they or unknown to prompt them,

935
00:47:04,200 --> 00:47:07,091
that if they don't know what
the motivation of the behavior

936
00:47:07,260 --> 00:47:11,696
is to have a conversation
with the student and say,

937
00:47:11,860 --> 00:47:13,798
I noticed you were doing this.

938
00:47:13,950 --> 00:47:16,850
It seemed like you might have
wanted my attention that did

939
00:47:17,877 --> 00:47:22,640
you want some attention
from the kids in the class?

940
00:47:22,770 --> 00:47:25,443
Were you trying to get
out of doing your math?

941
00:47:25,590 --> 00:47:27,333
Why was that going on for you?

942
00:47:28,410 --> 00:47:30,715
So encourage them to get that information

943
00:47:30,840 --> 00:47:33,217
from the student who very likely does know

944
00:47:33,360 --> 00:47:34,593
why they were doing it,

945
00:47:36,240 --> 00:47:39,333
others involved action taken.

946
00:47:40,170 --> 00:47:41,892
And again, you can't change these,

947
00:47:42,030 --> 00:47:43,527
but you can get more information.

948
00:47:43,650 --> 00:47:48,650
So let's say, are holding
a restorative circle

949
00:47:49,500 --> 00:47:51,569
as a result of this behavior.

950
00:47:51,690 --> 00:47:55,406
You might mark that as
restitution community service.

951
00:47:55,500 --> 00:47:59,643
And then over here give
a custom field for,

952
00:47:59,760 --> 00:48:03,881
we had a classified circle
or we had a circle with just

953
00:48:04,050 --> 00:48:04,915
the affected parties

954
00:48:05,070 --> 00:48:07,353
or whatever you might wanna add over here.

955
00:48:08,730 --> 00:48:11,155
The key is you wanna
keep those consistent.

956
00:48:11,310 --> 00:48:14,759
So you don't want someone to
put that in as restitution

957
00:48:14,910 --> 00:48:17,461
community service and then
someone else put it in

958
00:48:17,610 --> 00:48:19,296
as conference with the student.

959
00:48:19,440 --> 00:48:23,734
So you wanna decide what
are we calling and make sure

960
00:48:23,880 --> 00:48:27,171
that anybody who's entering
data has the same understanding.

961
00:48:27,300 --> 00:48:29,106
So that's why with paperless referrals

962
00:48:29,250 --> 00:48:31,675
where everybody's entering their own,

963
00:48:31,800 --> 00:48:34,945
the trained side of this
is even more important

964
00:48:35,092 --> 00:48:39,033
because you want them to
be coding it correctly.

965
00:48:40,710 --> 00:48:43,533
Did it involve a seclusion
or restraint or both?

966
00:48:45,720 --> 00:48:48,325
And then here's where
the notes section is.

967
00:48:48,450 --> 00:48:52,229
The nice thing about the notes
section is when I show you

968
00:48:52,350 --> 00:48:53,831
the drill down tool,

969
00:48:53,940 --> 00:48:56,901
you can actually drill
down for any referrals

970
00:48:57,030 --> 00:48:59,163
that include a certain word.

971
00:49:00,390 --> 00:49:03,808
So let's say, I don't know
if this is a good example,

972
00:49:03,990 --> 00:49:07,044
but let's say you're using
the second step curriculum

973
00:49:07,200 --> 00:49:10,990
and you wanna know how many kids are

974
00:49:12,870 --> 00:49:17,870
using a particular skill that
that curriculum has taught.

975
00:49:19,620 --> 00:49:24,620
So you wanna know, did
they try something first?

976
00:49:25,050 --> 00:49:28,533
Let's say, so let's say you're gonna put,

977
00:49:29,490 --> 00:49:33,904
they've tried the STEP
problem solving didn't work

978
00:49:34,050 --> 00:49:35,606
or something like that.

979
00:49:35,760 --> 00:49:40,644
Then you can go back and
drill down and search for STEP

980
00:49:40,770 --> 00:49:44,081
and any referrals where someone
tried step problem solving

981
00:49:44,220 --> 00:49:45,663
first are gonna show up.

982
00:49:46,926 --> 00:49:48,686
I'm trying to think of another
example of why you would

983
00:49:48,810 --> 00:49:50,287
wanna use this.

984
00:49:50,430 --> 00:49:54,358
Let's say some issues
happening with Chromebooks

985
00:49:54,480 --> 00:49:57,127
or something you wanna
indicate this had something

986
00:49:57,240 --> 00:49:58,529
to do with Chromebooks.

987
00:49:58,650 --> 00:50:00,965
Then you can search for all
referrals that had anything

988
00:50:01,080 --> 00:50:02,433
to do with Chromebooks.

989
00:50:02,550 --> 00:50:07,438
So the notes function or
the notes section can serve

990
00:50:07,560 --> 00:50:09,540
two different functions
like I mentioned before,

991
00:50:09,660 --> 00:50:12,343
it was nice for me to be able
to read a short narrative

992
00:50:12,450 --> 00:50:13,443
of what happened,

993
00:50:14,370 --> 00:50:18,033
or you can use it as kind
of a keywords section.

994
00:50:19,950 --> 00:50:23,703
Then this is, do I want it
sent to the default reviewer?

995
00:50:24,660 --> 00:50:27,458
If no, I have to uncheck this

996
00:50:27,540 --> 00:50:30,661
and then I'm gonna send it
for review to somebody else.

997
00:50:30,750 --> 00:50:31,795
If I don't uncheck it,

998
00:50:31,890 --> 00:50:36,890
it just automatically goes
because I'm in this demo site,

999
00:50:38,250 --> 00:50:40,563
I am a reviewer.

1000
00:50:41,850 --> 00:50:43,407
I can just save it as complete.

1001
00:50:43,470 --> 00:50:44,508
And it just goes in,

1002
00:50:44,580 --> 00:50:46,580
if I had actually filled everything out,

1003
00:50:48,600 --> 00:50:51,749
if I am a default reviewer
and I still wanna send it

1004
00:50:51,810 --> 00:50:54,752
to somebody else, I can
uncheck this and say,

1005
00:50:54,810 --> 00:50:56,553
send for review to somebody else.

1006
00:50:57,750 --> 00:51:02,750
Or if I am a data entry
person, who's not a reviewer,

1007
00:51:03,510 --> 00:51:05,262
it's not gonna let me save it as complete.

1008
00:51:05,370 --> 00:51:07,264
It's only gonna let me send it for review,

1009
00:51:07,380 --> 00:51:09,833
if you're using paperless referrals.

1010
00:51:09,960 --> 00:51:11,101
You can save it as a draft,

1011
00:51:11,220 --> 00:51:14,805
if you get interrupted and
need to go do something else

1012
00:51:14,910 --> 00:51:18,509
and you also can make a copy of it.

1013
00:51:18,630 --> 00:51:21,445
So for instance, if there
was a fight or something

1014
00:51:21,540 --> 00:51:22,947
where you were gonna have to enter pretty

1015
00:51:23,040 --> 00:51:26,133
much the same information
for four different students,

1016
00:51:27,060 --> 00:51:28,503
you can make a copy.

1017
00:51:29,520 --> 00:51:30,521
Let's see.

1018
00:51:30,600 --> 00:51:31,722
So I'm gonna send this,

1019
00:51:31,800 --> 00:51:32,990
I'm gonna save this when it's complete

1020
00:51:33,090 --> 00:51:34,413
and I'm gonna copy it.

1021
00:51:35,250 --> 00:51:38,228
It now comes up with the
same information again,

1022
00:51:38,327 --> 00:51:41,565
'cause I copied it and now
I'm gonna change it to be

1023
00:51:41,640 --> 00:51:42,800
for a different student.

1024
00:51:42,870 --> 00:51:47,504
So Tim was also involved in
the fight and see his grade

1025
00:51:47,580 --> 00:51:48,739
level didn't come up.

1026
00:51:48,810 --> 00:51:51,075
So that must have been
missing information for him.

1027
00:51:51,150 --> 00:51:53,150
So I still had to enter his grade level,

1028
00:51:54,090 --> 00:51:57,114
but you're just changing the
student and then all the other

1029
00:51:57,180 --> 00:51:58,882
information copies over.

1030
00:51:58,950 --> 00:52:01,051
So in rare situations,

1031
00:52:01,170 --> 00:52:03,120
you're gonna have that
where the same or sorry,

1032
00:52:03,240 --> 00:52:05,422
different students are
gonna have much of the same

1033
00:52:05,550 --> 00:52:08,092
information needing to be completed,

1034
00:52:08,220 --> 00:52:09,820
but it just saves you some time.

1035
00:52:11,910 --> 00:52:13,130
Okay.

1036
00:52:13,260 --> 00:52:17,001
And this is telling me, oh,
you didn't actually submit it,

1037
00:52:17,100 --> 00:52:19,003
which is fine for me 'cause
I don't wanna submit it.

1038
00:52:19,110 --> 00:52:21,138
But if this comes up for
you, you're gonna wanna hit,

1039
00:52:21,240 --> 00:52:24,273
keep editing and make sure
you've actually submitted it.

1040
00:52:26,430 --> 00:52:27,903
Any questions so far,

1041
00:52:38,250 --> 00:52:41,703
Katie, do you have a question
or are you just saying hi.

1042
00:52:43,170 --> 00:52:44,928
It's Katie, right?

1043
00:52:45,030 --> 00:52:45,863
Okay.

1044
00:52:47,220 --> 00:52:47,965
Okay.

1045
00:52:48,053 --> 00:52:50,300
So now I'm just gonna show you
the dashboard in a little bit

1046
00:52:50,370 --> 00:52:51,869
more detail.

1047
00:52:51,960 --> 00:52:53,337
Like I mentioned,

1048
00:52:53,430 --> 00:52:56,407
that school enrollment
data and school days data

1049
00:52:56,490 --> 00:52:58,242
is really important.

1050
00:52:58,320 --> 00:52:59,643
If you don't enter that,

1051
00:52:59,700 --> 00:53:02,880
I'm pretty sure that this
graph will not show up for you.

1052
00:53:03,000 --> 00:53:03,680
It will say like,

1053
00:53:03,833 --> 00:53:05,282
alert, you need to enter your school days

1054
00:53:05,400 --> 00:53:07,051
or school enrollment data.

1055
00:53:07,170 --> 00:53:11,055
So we're always surprised
when we log into a school's

1056
00:53:11,190 --> 00:53:13,657
account and we see that
it's giving them that alert

1057
00:53:13,770 --> 00:53:14,591
and they haven't done it yet.

1058
00:53:14,700 --> 00:53:16,727
But 'cause this is really helpful data.

1059
00:53:16,860 --> 00:53:18,629
You wanna be able to see

1060
00:53:18,750 --> 00:53:20,798
the progression over the school year.

1061
00:53:20,910 --> 00:53:23,367
Unfortunately, I can't
show you what it looks like

1062
00:53:23,490 --> 00:53:24,401
for a full school year,

1063
00:53:24,510 --> 00:53:28,739
but you imagine you
often are gonna see peaks

1064
00:53:28,860 --> 00:53:30,574
in November, February,

1065
00:53:30,690 --> 00:53:34,912
that's normal and you wanna
be able to predict those.

1066
00:53:35,010 --> 00:53:37,214
So once you have several
years of data in here,

1067
00:53:37,320 --> 00:53:40,417
you can look at several
years of data at once

1068
00:53:40,500 --> 00:53:42,286
and be able to predict and say, okay,

1069
00:53:42,390 --> 00:53:45,222
well what are we gonna do at
the end of October to help set

1070
00:53:45,300 --> 00:53:47,558
us up for success in
November and maybe this year,

1071
00:53:47,640 --> 00:53:49,083
we won't have that peak.

1072
00:53:50,670 --> 00:53:54,064
Again, it's giving you that
alert that you have a referral

1073
00:53:54,150 --> 00:53:57,568
that requires your attention
if you're a referral reviewer,

1074
00:53:57,660 --> 00:54:00,304
it shows you all the latest
referrals for the whole school

1075
00:54:00,420 --> 00:54:01,772
over here.

1076
00:54:01,920 --> 00:54:04,108
I'm pretty sure that if
this was a real school,

1077
00:54:04,260 --> 00:54:07,077
it would also show you
the student's name here.

1078
00:54:07,230 --> 00:54:12,230
So I used to be able to see
whoa, Jimmy, what's going on?

1079
00:54:12,720 --> 00:54:16,553
He just got six referrals
in the last day and a half.

1080
00:54:16,680 --> 00:54:21,492
So that was always helpful
by time of day, same thing,

1081
00:54:21,600 --> 00:54:26,196
looking for some peaks, also
looking for data inaccuracies.

1082
00:54:26,310 --> 00:54:27,331
So for instance,

1083
00:54:27,450 --> 00:54:32,202
let's say your school only
goes until three o'clock

1084
00:54:32,310 --> 00:54:34,638
and you've got a referral in here at 3:30.

1085
00:54:34,740 --> 00:54:36,740
Was that actually somebody
who was in the building

1086
00:54:36,840 --> 00:54:39,810
after school or did that
get coded incorrectly?

1087
00:54:39,930 --> 00:54:42,279
And it was actually supposed to say 2:30.

1088
00:54:42,390 --> 00:54:45,082
So that's something to
watch out for it on this one

1089
00:54:45,180 --> 00:54:46,416
referrals by day of week,

1090
00:54:46,530 --> 00:54:49,153
they have some data in here on Saturday.

1091
00:54:49,260 --> 00:54:50,320
If you don't have Saturday school,

1092
00:54:50,430 --> 00:54:52,322
you shouldn't have Saturday data.

1093
00:54:52,410 --> 00:54:57,273
So that's just a check
for you by location.

1094
00:54:58,500 --> 00:55:03,500
Classroom is always the highest
99 times out of a hundred.

1095
00:55:05,490 --> 00:55:07,070
If it is not the highest,

1096
00:55:07,200 --> 00:55:09,173
that's a really big red
flag 'cause the students

1097
00:55:09,300 --> 00:55:11,550
are in the classroom
the majority of the time

1098
00:55:12,900 --> 00:55:14,745
and anything that's second or third,

1099
00:55:14,880 --> 00:55:16,747
you're really gonna wanna
be paying attention to

1100
00:55:16,890 --> 00:55:21,318
because that's like hallway here.

1101
00:55:21,450 --> 00:55:23,287
It's only eight referrals
'cause it's the beginning

1102
00:55:23,400 --> 00:55:24,188
of the school year.

1103
00:55:24,300 --> 00:55:27,491
But how long are they in
the classroom or sorry,

1104
00:55:27,600 --> 00:55:28,992
how long are they in the
hallway versus how long

1105
00:55:29,130 --> 00:55:29,893
are they in the classroom?

1106
00:55:30,000 --> 00:55:33,497
There should not be only one
fewer referral in the hallway

1107
00:55:33,630 --> 00:55:34,331
than the classroom.

1108
00:55:34,463 --> 00:55:38,202
So that would be an area to
start honing in on what can we

1109
00:55:38,310 --> 00:55:41,433
do in the hallway to reduce
challenging behaviors,

1110
00:55:42,960 --> 00:55:43,674
same thing,

1111
00:55:43,793 --> 00:55:47,744
problem be which problem
behaviors are occurring,

1112
00:55:47,850 --> 00:55:49,613
which grade levels.

1113
00:55:49,710 --> 00:55:53,617
And you can see I'm sure
this school has fourth grade.

1114
00:55:53,730 --> 00:55:55,786
There are no referrals from
fourth grade this year.

1115
00:55:55,890 --> 00:55:58,355
So you don't see fourth
grade on the graph.

1116
00:55:58,440 --> 00:56:00,424
So just kind of watch out for that.

1117
00:56:00,540 --> 00:56:03,460
And then by student and
on this dashboard page,

1118
00:56:03,630 --> 00:56:05,529
you don't see student names.

1119
00:56:05,670 --> 00:56:07,064
So this is really helpful.

1120
00:56:07,230 --> 00:56:11,201
If you wanna throw this data
up in a staff meeting, you can,

1121
00:56:11,340 --> 00:56:13,804
because it doesn't show the student names.

1122
00:56:13,950 --> 00:56:17,007
It does show if you've got one student

1123
00:56:17,160 --> 00:56:19,309
with lots of referrals and
everybody kind of knows

1124
00:56:19,440 --> 00:56:20,344
who that student is,

1125
00:56:20,490 --> 00:56:23,580
it will show how many
referrals that one outlier has.

1126
00:56:23,730 --> 00:56:26,516
So you just wanna kind
of be careful of that.

1127
00:56:26,640 --> 00:56:31,521
And then the other caution
I have is location.

1128
00:56:31,639 --> 00:56:36,526
Sometimes there is only one
teacher who has that location.

1129
00:56:36,660 --> 00:56:41,493
So the music room, the
library, things like that,

1130
00:56:42,450 --> 00:56:46,169
that you just wanna be careful
of kind of singling that

1131
00:56:46,290 --> 00:56:49,563
teacher out if their location
is one of the highest,

1132
00:56:51,090 --> 00:56:55,846
it could be something where
it's like PE and it's like,

1133
00:56:55,950 --> 00:56:58,715
everybody knows, we've got
a lot of challenges in PE.

1134
00:56:58,830 --> 00:57:01,385
It has nothing to do with the teacher.

1135
00:57:01,560 --> 00:57:04,821
It's just where the behaviors
are happening right now.

1136
00:57:04,980 --> 00:57:06,924
And they might be fine
with you showing that data.

1137
00:57:07,080 --> 00:57:10,060
But it's always just kind of
a good practice to check in

1138
00:57:10,200 --> 00:57:13,697
with that person before
you blast this dashboard up

1139
00:57:13,860 --> 00:57:15,565
during a staff meeting,

1140
00:57:15,720 --> 00:57:18,101
that they might feel
uncomfortable that their location

1141
00:57:18,246 --> 00:57:20,313
is rising to the top.

1142
00:57:22,170 --> 00:57:25,976
So all of these graphs are
gonna show up in view reports

1143
00:57:26,100 --> 00:57:28,712
to get more information
and be able to dig in

1144
00:57:28,860 --> 00:57:32,749
a little bit deeper about any of these.

1145
00:57:32,880 --> 00:57:35,819
So for instance, average referrals,

1146
00:57:35,940 --> 00:57:38,155
this is just that same graph we saw,

1147
00:57:38,280 --> 00:57:40,424
but now we've got some
more information about it.

1148
00:57:40,560 --> 00:57:43,860
So how many days did
we say were in August?

1149
00:57:43,980 --> 00:57:47,731
How many referrals do we have
and how does that correspond

1150
00:57:47,850 --> 00:57:50,734
with how many referrals
we're getting per school day?

1151
00:57:50,850 --> 00:57:52,235
So August isn't over yet.

1152
00:57:52,350 --> 00:57:53,670
So this is not a great example,

1153
00:57:53,790 --> 00:57:56,873
but if it were over and
three more months were over,

1154
00:57:56,970 --> 00:58:00,430
you'd be able to see how
many referrals per school day

1155
00:58:01,800 --> 00:58:02,673
on average.

1156
00:58:03,690 --> 00:58:06,383
You also can go to previous years here.

1157
00:58:06,540 --> 00:58:08,485
So I'll be able to show you, I think, oh,

1158
00:58:08,640 --> 00:58:09,453
this is the key thing.

1159
00:58:09,600 --> 00:58:11,555
So whenever you change
something over here,

1160
00:58:11,730 --> 00:58:14,103
you then have to hit "Generate" again.

1161
00:58:15,360 --> 00:58:17,260
It doesn't just show up automatically.

1162
00:58:18,330 --> 00:58:20,163
So now I'm seeing last year's,

1163
00:58:20,310 --> 00:58:23,160
I'm just gonna make it a little
bit smaller for a second,

1164
00:58:24,990 --> 00:58:25,902
the whole year.

1165
00:58:26,040 --> 00:58:27,938
And you can see December,

1166
00:58:28,080 --> 00:58:29,906
they had this huge spike.

1167
00:58:30,060 --> 00:58:32,642
You also can add the
national data onto the graph.

1168
00:58:32,790 --> 00:58:36,313
So if you click show national
data, you can add it,

1169
00:58:36,450 --> 00:58:37,981
show the values on the graph.

1170
00:58:38,100 --> 00:58:40,773
So I'll click both of
those and generate again.

1171
00:58:41,940 --> 00:58:45,689
And the national data
is comparing your data

1172
00:58:45,810 --> 00:58:47,691
to schools like yours.

1173
00:58:47,820 --> 00:58:51,762
So probably just by enrollment.

1174
00:58:51,870 --> 00:58:53,730
But now that you put in
your enrollment data,

1175
00:58:53,850 --> 00:58:56,533
it's able to compare
to schools like yours.

1176
00:58:56,640 --> 00:58:59,636
And you can see that in December,

1177
00:58:59,760 --> 00:59:03,373
they rose way above the 75th percentile,

1178
00:59:03,540 --> 00:59:08,540
make it bigger again way
above the 75th percentile

1179
00:59:09,390 --> 00:59:10,914
for schools like theirs,

1180
00:59:11,070 --> 00:59:13,583
the rest of the school
year, most of the months,

1181
00:59:13,740 --> 00:59:16,653
they were above the 50th percentile.

1182
00:59:16,800 --> 00:59:18,243
Some months they were below.

1183
00:59:19,620 --> 00:59:23,226
You also can change it to be
all referrals made just majors

1184
00:59:23,370 --> 00:59:24,795
or just minors.

1185
00:59:24,960 --> 00:59:29,960
And that really does change the
feel of this data sometimes.

1186
00:59:30,420 --> 00:59:32,636
So for instance, for all referrals,

1187
00:59:32,790 --> 00:59:37,007
they were over for one month over 75,

1188
00:59:37,140 --> 00:59:38,708
over 50 for most months,

1189
00:59:38,850 --> 00:59:43,146
if we changed this to be just
majors, maybe it's different.

1190
00:59:43,290 --> 00:59:46,316
Maybe they're more in line
with the rest of this OOC.

1191
00:59:46,440 --> 00:59:47,617
They're worse.

1192
00:59:47,760 --> 00:59:50,120
They have many, many more majors

1193
00:59:50,250 --> 00:59:52,689
than the rest of schools like theirs

1194
00:59:52,830 --> 00:59:54,124
when you're looking at just majors.

1195
00:59:54,240 --> 00:59:55,826
So if we change it to minors,

1196
00:59:55,950 --> 00:59:57,783
then it's probably more in line.

1197
00:59:59,460 --> 01:00:03,200
So when we look at minors,
all of that data is under.

1198
01:00:03,300 --> 01:00:06,513
So they're just not collecting
very much minor data.

1199
01:00:08,940 --> 01:00:10,774
So that was average referrals.

1200
01:00:10,890 --> 01:00:14,444
You can do the same for all of
these different graphs we saw

1201
01:00:14,550 --> 01:00:17,481
on the first page location,
problem behavior, time of day,

1202
01:00:17,580 --> 01:00:20,083
student day of the week and grade level.

1203
01:00:20,190 --> 01:00:21,751
So I'm not gonna go into each of those,

1204
01:00:21,840 --> 01:00:22,886
but same kind of thing.

1205
01:00:22,980 --> 01:00:25,155
You can get some additional information.

1206
01:00:25,260 --> 01:00:26,890
You can look at past years,

1207
01:00:26,970 --> 01:00:28,670
you can look at the national data.

1208
01:00:29,880 --> 01:00:32,095
Additional reports down here.

1209
01:00:32,190 --> 01:00:33,330
This is what I was talking about,

1210
01:00:33,420 --> 01:00:36,003
how you can see multi-year on one graph.

1211
01:00:37,200 --> 01:00:42,200
So I'm gonna change this to
go from 2018 to last year

1212
01:00:46,650 --> 01:00:48,278
and I clicked "Generate" again.

1213
01:00:48,360 --> 01:00:53,250
And then you've got your
legend over here and can see.

1214
01:00:53,310 --> 01:00:55,252
And because this is dummy data,

1215
01:00:55,310 --> 01:00:57,453
it looks very similar from year to year,

1216
01:00:58,410 --> 01:01:00,390
but you could notice in September,

1217
01:01:00,480 --> 01:01:03,660
they're actually rising and
getting more and more referrals

1218
01:01:03,780 --> 01:01:08,780
each year in September versus
October, they're declining.

1219
01:01:08,940 --> 01:01:12,502
So this is always really
great data to show at a school

1220
01:01:12,630 --> 01:01:14,304
board meeting or something like that,

1221
01:01:14,400 --> 01:01:16,923
to be able to show progress over time.

1222
01:01:17,820 --> 01:01:19,009
The challenge is there's always

1223
01:01:19,110 --> 01:01:21,845
a story behind your data collection.

1224
01:01:21,960 --> 01:01:24,848
So for instance, maybe one year,

1225
01:01:24,960 --> 01:01:26,249
your first year you decided

1226
01:01:26,340 --> 01:01:28,083
you weren't gonna collect minors.

1227
01:01:28,980 --> 01:01:32,322
And so maybe some data got
in here that actually was

1228
01:01:32,430 --> 01:01:34,558
a little bit more like a
minor 'cause somebody wanted

1229
01:01:34,650 --> 01:01:39,650
to have it documented, but
it really wasn't a major,

1230
01:01:39,780 --> 01:01:41,031
but they wanted it in here.

1231
01:01:41,130 --> 01:01:46,130
And then the following year
you do collect minor and major.

1232
01:01:46,380 --> 01:01:49,239
And so it maybe looks like
your majors went down,

1233
01:01:49,320 --> 01:01:51,241
but it's really 'cause
you're collecting minors now.

1234
01:01:51,330 --> 01:01:53,643
And so that data's getting
in a different way.

1235
01:01:53,730 --> 01:01:57,514
So that's why we've mostly
stopped looking at referral data

1236
01:01:57,570 --> 01:02:00,650
statewide in this way because A,

1237
01:02:00,750 --> 01:02:02,752
COVID has messed up all the data,

1238
01:02:02,871 --> 01:02:07,257
but B, schools have their
own individual story to tell

1239
01:02:07,380 --> 01:02:08,558
around this data.

1240
01:02:08,670 --> 01:02:12,495
And so we just feel pretty
uncomfortable with making any

1241
01:02:12,600 --> 01:02:16,766
kind of sweeping statements
around referrals increasing

1242
01:02:16,890 --> 01:02:20,670
or decreasing over time
when we don't actually know

1243
01:02:20,790 --> 01:02:24,207
the story of how you decided
these decision rules,

1244
01:02:24,330 --> 01:02:26,910
I just listed 15 different things.

1245
01:02:27,000 --> 01:02:29,613
Your team needs to decide
before you're inputting data

1246
01:02:29,730 --> 01:02:31,715
into SWIS to make it accurate.

1247
01:02:31,830 --> 01:02:34,784
We have no idea if A, if that happened

1248
01:02:34,890 --> 01:02:36,920
and your data actually is accurate

1249
01:02:37,020 --> 01:02:40,957
and B, how that changed year to year.

1250
01:02:41,040 --> 01:02:43,493
So it's really hard to look
at this data statewide.

1251
01:02:43,590 --> 01:02:47,260
It tells a much better
story within your school

1252
01:02:48,180 --> 01:02:50,967
and can qualify like this is
what happened in this year.

1253
01:02:51,060 --> 01:02:53,943
This is why we saw a big
spike or whatever it might be.

1254
01:02:54,810 --> 01:02:58,475
And with COVID it obviously
screwed a lot of that up

1255
01:02:58,560 --> 01:02:59,823
to compare year to year.

1256
01:03:01,380 --> 01:03:02,078
But same thing,

1257
01:03:02,213 --> 01:03:04,681
you can look at all of
these different things.

1258
01:03:04,830 --> 01:03:07,717
Well location, problem
behavior and average,

1259
01:03:07,860 --> 01:03:09,423
multi-year graphs.

1260
01:03:10,320 --> 01:03:13,657
The staff graph is only gonna
show up for those that have

1261
01:03:13,770 --> 01:03:15,191
SWIS admin access.

1262
01:03:15,330 --> 01:03:19,062
So that's another reason why
you wanna be intentional about

1263
01:03:19,170 --> 01:03:21,903
who you're choosing to
have SWIS admin access.

1264
01:03:22,950 --> 01:03:27,804
Data entry access has all of
the same rights that SWIS admin

1265
01:03:27,930 --> 01:03:30,273
does except for changing settings.

1266
01:03:30,390 --> 01:03:33,243
And except for looking
at this staff graph.

1267
01:03:33,360 --> 01:03:36,246
So I'm gonna change it to be last year

1268
01:03:36,360 --> 01:03:39,333
because this year's
data's not that helpful.

1269
01:03:41,070 --> 01:03:46,053
And now I can see by staff
member who completed referrals.

1270
01:03:47,340 --> 01:03:49,993
They have it set to only
show if you've written three

1271
01:03:50,070 --> 01:03:53,129
or more referrals, but you
could change those to one.

1272
01:03:53,220 --> 01:03:56,566
And then you can show
the names on the graph,

1273
01:03:56,640 --> 01:03:58,533
'cause right now it's just staff ID.

1274
01:04:02,748 --> 01:04:04,074
Oh, sorry.

1275
01:04:04,230 --> 01:04:05,742
I thought I heard a lawn mower coming.

1276
01:04:05,880 --> 01:04:07,811
I was like, oh this is not
gonna be good, but maybe not.

1277
01:04:07,950 --> 01:04:08,783
We'll see.

1278
01:04:09,870 --> 01:04:13,883
So obviously this is hard to
read because there's so many

1279
01:04:14,010 --> 01:04:15,852
staff that have input referrals,

1280
01:04:15,990 --> 01:04:18,843
but you can review it in
the data table down below.

1281
01:04:19,890 --> 01:04:22,192
And the only reason this
would really be helpful

1282
01:04:22,320 --> 01:04:26,229
is for an administrator
to see who might need

1283
01:04:26,340 --> 01:04:27,430
some additional support.

1284
01:04:27,540 --> 01:04:30,133
So we always both for
students and for staff,

1285
01:04:30,242 --> 01:04:33,737
don't never wanna be using data to punish,

1286
01:04:33,840 --> 01:04:38,408
and we never wanna discourage
staff from writing referrals

1287
01:04:38,520 --> 01:04:41,578
for fear that they are going
to be punished for having

1288
01:04:41,670 --> 01:04:43,046
a lot of referrals.

1289
01:04:43,140 --> 01:04:45,582
We want them to record accurately.

1290
01:04:45,690 --> 01:04:49,519
So we don't want them
to over write referrals,

1291
01:04:49,620 --> 01:04:51,388
but we also don't want
them to say like, well,

1292
01:04:51,480 --> 01:04:54,023
I'm never gonna put a referral
in because I don't want

1293
01:04:54,120 --> 01:04:57,227
the administrator to think I'm
not skilled in my classroom

1294
01:04:57,300 --> 01:05:00,453
and able to handle challenging behaviors.

1295
01:05:01,530 --> 01:05:05,401
So you gotta kind of walk that
line of providing support,

1296
01:05:05,550 --> 01:05:10,550
where it's needed and
not making people fear

1297
01:05:10,830 --> 01:05:12,776
that they're gonna be punished in any way

1298
01:05:12,930 --> 01:05:15,578
for having referrals in here.

1299
01:05:15,720 --> 01:05:20,016
And there is someone doing yard work,

1300
01:05:20,160 --> 01:05:22,613
so I'm gonna close my
windows, I'll be right back.

1301
01:05:32,070 --> 01:05:32,903
Okay.

1302
01:05:34,020 --> 01:05:35,043
Sorry about that.

1303
01:05:36,960 --> 01:05:38,635
I was on a webinar yesterday
that they were like,

1304
01:05:38,760 --> 01:05:40,336
inevitably, when you're doing a webinar

1305
01:05:40,440 --> 01:05:41,823
yard work is gonna happen.

1306
01:05:43,860 --> 01:05:45,308
Okay.

1307
01:05:45,420 --> 01:05:46,509
Yeah, real life.

1308
01:05:46,620 --> 01:05:47,523
Thanks, Elena.

1309
01:05:49,980 --> 01:05:51,933
So that is the staff report.

1310
01:05:54,630 --> 01:05:56,553
can see suspension expulsion report.

1311
01:05:56,640 --> 01:05:58,421
We're gonna get into the equity reports.

1312
01:05:58,530 --> 01:06:02,625
Your triangle report
can be really helpful.

1313
01:06:02,790 --> 01:06:05,728
I'm gonna change it to previous year

1314
01:06:05,880 --> 01:06:08,131
so it's more accurate.

1315
01:06:08,280 --> 01:06:11,433
I'm gonna do all referrals and generate.

1316
01:06:13,050 --> 01:06:14,637
And because I'm showing two years,

1317
01:06:14,790 --> 01:06:17,207
it's actually not triangle, (laughs)

1318
01:06:17,340 --> 01:06:18,308
or sorry, 'cause I'm,

1319
01:06:18,450 --> 01:06:20,810
oh, I'm only, oh no,
yeah, that's two years.

1320
01:06:20,940 --> 01:06:22,540
I'm gonna change it to one year.

1321
01:06:25,110 --> 01:06:28,051
And this is showing you how many students,

1322
01:06:28,170 --> 01:06:29,385
out of your total enrollment,

1323
01:06:29,520 --> 01:06:33,389
how many did not get any
office discipline referrals?

1324
01:06:33,510 --> 01:06:37,260
They call ODR, we call behavior
observation and data forms.

1325
01:06:37,380 --> 01:06:38,528
How many got one?

1326
01:06:38,640 --> 01:06:42,699
How many got two to five and
how many got six to eight

1327
01:06:42,810 --> 01:06:44,167
or nine or more?

1328
01:06:44,280 --> 01:06:48,037
And then they're chunking
that into zero to one,

1329
01:06:48,150 --> 01:06:50,139
two to five or six or more.

1330
01:06:50,250 --> 01:06:51,541
This is new, I think.

1331
01:06:51,660 --> 01:06:55,578
I think they only used to do
it the second way, six or more,

1332
01:06:55,680 --> 01:06:58,581
but now they have it designated
six to eight or nine plus.

1333
01:06:58,680 --> 01:06:59,830
So that's kind of nice.

1334
01:07:01,050 --> 01:07:02,318
And then you're seeing where does

1335
01:07:02,490 --> 01:07:04,454
our school population fall?

1336
01:07:04,620 --> 01:07:07,957
So 84% of their students
are getting zero to one,

1337
01:07:08,130 --> 01:07:10,360
which is really what we're looking for

1338
01:07:10,530 --> 01:07:13,429
when universal supports
are in place with fidelity.

1339
01:07:13,590 --> 01:07:16,466
We're hoping that 80% of the
students will be successful

1340
01:07:16,620 --> 01:07:18,363
with just that level of support.

1341
01:07:19,920 --> 01:07:22,071
And then they have 10% of their students

1342
01:07:22,200 --> 01:07:23,406
who are getting two to five

1343
01:07:23,550 --> 01:07:26,042
and 4.5% who are getting six plus.

1344
01:07:26,190 --> 01:07:27,176
So that's really,

1345
01:07:27,300 --> 01:07:29,212
we're hoping that you're
triangle data look,

1346
01:07:29,340 --> 01:07:31,381
something like this,

1347
01:07:31,530 --> 01:07:35,818
which is showing that just a few students

1348
01:07:35,940 --> 01:07:38,521
need some additional supports added on

1349
01:07:38,640 --> 01:07:42,091
and very few need that
intensive level supports.

1350
01:07:42,210 --> 01:07:43,092
During COVID years,

1351
01:07:43,200 --> 01:07:46,143
this is probably a
pretty unrealistic graph,

1352
01:07:47,910 --> 01:07:52,910
but that's why we're really
pushing a lot of those supports

1353
01:07:53,190 --> 01:07:56,139
down to the universal level
because we don't have the time

1354
01:07:56,250 --> 01:08:00,176
and resources to provide so
many students with targeted

1355
01:08:00,300 --> 01:08:01,511
and intensive level supports.

1356
01:08:01,680 --> 01:08:05,481
So grass light this can
really show teachers

1357
01:08:05,640 --> 01:08:08,618
why we're having to amplify
the supports we're providing

1358
01:08:08,790 --> 01:08:12,588
at universal because more
and more students are needing

1359
01:08:12,750 --> 01:08:13,623
more support.

1360
01:08:16,350 --> 01:08:17,026
Let's see.

1361
01:08:17,183 --> 01:08:20,363
And obviously, as your year goes on,

1362
01:08:20,520 --> 01:08:23,633
more students are going
to get more referrals.

1363
01:08:23,790 --> 01:08:26,643
So that's why I was looking
at this previous year.

1364
01:08:27,810 --> 01:08:30,173
As you use SWIS for several years,

1365
01:08:30,300 --> 01:08:31,975
this data will become more useful.

1366
01:08:32,100 --> 01:08:33,933
You'll looking at it midyear.

1367
01:08:35,070 --> 01:08:38,781
It may overinflate how big
your green triangle is,

1368
01:08:38,927 --> 01:08:40,984
'cause you just haven't had
enough of the school year

1369
01:08:41,130 --> 01:08:42,980
for enough students to get referrals.

1370
01:08:45,420 --> 01:08:47,290
Let's see, and then your year end report.

1371
01:08:47,430 --> 01:08:50,059
So same thing, not gonna be
helpful during the school year.

1372
01:08:50,190 --> 01:08:54,630
It might not even show up for
you during the school year.

1373
01:08:54,754 --> 01:08:57,154
So I'm gonna change this
back to a previous year

1374
01:09:04,110 --> 01:09:09,110
and you're able to see all
data that existed for you.

1375
01:09:09,223 --> 01:09:12,482
So this is showing you over
the course of the years,

1376
01:09:12,660 --> 01:09:15,243
average per day, per a hundred students,

1377
01:09:16,560 --> 01:09:19,322
percent of total referrals
by problem behavior on and on

1378
01:09:19,470 --> 01:09:22,525
and on; gives you tons and tons of data.

1379
01:09:22,680 --> 01:09:24,260
So especially for an administrator,

1380
01:09:24,420 --> 01:09:27,563
who's having to prepare some
kind of report for the school

1381
01:09:27,720 --> 01:09:29,599
board, something like that.

1382
01:09:29,760 --> 01:09:33,169
This is a really helpful place
for you to go and to be able

1383
01:09:33,330 --> 01:09:36,773
to see all data that you
might be looking for.

1384
01:09:36,930 --> 01:09:39,208
All the race, ethnicity
data comes in here,

1385
01:09:39,363 --> 01:09:42,303
your triangle reports, et cetera.

1386
01:09:44,100 --> 01:09:44,781
Okay.

1387
01:09:44,933 --> 01:09:49,352
So I'm gonna go back to report
and there's usually a print

1388
01:09:49,470 --> 01:09:51,020
button on every screen.

1389
01:09:51,150 --> 01:09:52,953
So you can print the reports there.

1390
01:09:54,824 --> 01:09:58,750
I'm gonna go back into the equity reports

1391
01:10:00,630 --> 01:10:05,630
and I am not an expert in this
area yet it's a little bit

1392
01:10:06,270 --> 01:10:09,205
newer and somewhat nuanced.

1393
01:10:09,330 --> 01:10:10,706
So I'm gonna do the best I can.

1394
01:10:10,830 --> 01:10:13,053
I'm gonna change it to a previous year.

1395
01:10:15,180 --> 01:10:18,381
And I think it gives you
four or five different ways

1396
01:10:18,480 --> 01:10:20,553
of looking at your data.

1397
01:10:22,075 --> 01:10:24,153
It also gives you those different groups.

1398
01:10:24,240 --> 01:10:27,290
So race, ethnicity, English
language learner, gender,

1399
01:10:27,390 --> 01:10:28,925
and IEP status.

1400
01:10:29,010 --> 01:10:32,962
So I'm gonna stick with race
ethnicity for this demo,

1401
01:10:33,060 --> 01:10:34,697
but just remember that all of those,

1402
01:10:34,770 --> 01:10:37,533
if you put that data in the back end,

1403
01:10:37,620 --> 01:10:39,270
is gonna be able to show up here.

1404
01:10:40,380 --> 01:10:43,506
So the first one that
shows up is your risk index

1405
01:10:43,590 --> 01:10:46,442
and I'm gonna make it
smaller just for a second.

1406
01:10:46,500 --> 01:10:47,583
So you can see,

1407
01:10:49,680 --> 01:10:53,816
so this is giving it to you as
a graph and then you also get

1408
01:10:53,880 --> 01:10:55,113
it as a data table.

1409
01:10:56,070 --> 01:11:00,289
The best part about these equity reports

1410
01:11:00,360 --> 01:11:04,160
is it gives you sentences.

1411
01:11:04,290 --> 01:11:09,290
So it's kind of like a Madlibs
and it's filling in your data

1412
01:11:09,870 --> 01:11:13,836
to give you an understanding
of what that actually means.

1413
01:11:13,950 --> 01:11:16,405
So for instance of the
six students identified

1414
01:11:16,530 --> 01:11:19,809
as American-Indian or Alaskan native,

1415
01:11:19,920 --> 01:11:22,745
50% have at least one referral.

1416
01:11:22,865 --> 01:11:27,283
It also helps provide
that kind of check around,

1417
01:11:27,390 --> 01:11:31,287
especially in Vermont
where our racial ethnicity,

1418
01:11:31,380 --> 01:11:32,883
diversity is low.

1419
01:11:36,150 --> 01:11:37,794
Who are we really talking about here?

1420
01:11:37,890 --> 01:11:39,395
And is this fair?

1421
01:11:39,480 --> 01:11:44,133
So if we are in a place
where diversity were higher,

1422
01:11:45,180 --> 01:11:48,771
it would be even more helpful
to be looking at data saying,

1423
01:11:48,847 --> 01:11:51,374
"Wow, 50% of our students of this group

1424
01:11:51,457 --> 01:11:53,097
"have at least one referral."

1425
01:11:54,480 --> 01:11:56,045
But then we wanna remember in this case,

1426
01:11:56,130 --> 01:11:59,348
that's only referring
to six total students.

1427
01:11:59,430 --> 01:12:02,552
So we're only talking
about three students here.

1428
01:12:02,670 --> 01:12:04,687
It's still important information to note

1429
01:12:04,830 --> 01:12:06,889
and to be thinking about,

1430
01:12:07,020 --> 01:12:10,450
but it's not necessarily
indicating an emergency

1431
01:12:11,670 --> 01:12:14,613
because we're really talking
about three students here.

1432
01:12:15,570 --> 01:12:19,735
So I love this interpretations
tab because it really helps

1433
01:12:19,860 --> 01:12:23,372
you understand what
we're talking about here.

1434
01:12:23,490 --> 01:12:25,308
And then the info tab gives you,

1435
01:12:25,410 --> 01:12:27,977
what is this report displaying?

1436
01:12:28,080 --> 01:12:31,923
What questions can you answer
by looking at this report?

1437
01:12:33,540 --> 01:12:36,018
The next one is risk ratio.

1438
01:12:36,120 --> 01:12:36,919
So same thing.

1439
01:12:37,020 --> 01:12:40,023
I always kind of jumped to
that interpretations tab.

1440
01:12:41,040 --> 01:12:44,460
What is the risk of a student
of this group receiving

1441
01:12:44,550 --> 01:12:48,064
at least one referral as
compared to all other students?

1442
01:12:48,150 --> 01:12:51,000
So you might remember back
when I was in the settings,

1443
01:12:51,090 --> 01:12:53,336
it said, do you wanna be comparing groups

1444
01:12:53,430 --> 01:12:57,540
to all other students or to
a different student group?

1445
01:12:57,630 --> 01:12:58,374
So for instance,

1446
01:12:58,463 --> 01:13:02,745
if you wanted to compare different
groups to white students,

1447
01:13:02,880 --> 01:13:05,681
you would have to change it
to just be white students.

1448
01:13:05,820 --> 01:13:08,643
Right now it's comparing
it to all other students.

1449
01:13:10,380 --> 01:13:13,322
So that's their risk of
receiving a referral.

1450
01:13:13,440 --> 01:13:15,791
This is rates by groups.

1451
01:13:15,930 --> 01:13:18,513
So average referrals per student,

1452
01:13:19,470 --> 01:13:21,753
based on their different racial groups.

1453
01:13:22,920 --> 01:13:24,243
And that's the last one.

1454
01:13:25,380 --> 01:13:26,936
So if Caitlin is still here,

1455
01:13:27,060 --> 01:13:30,873
I'm gonna turn it over to her
to just talk briefly about how

1456
01:13:30,992 --> 01:13:34,893
BRSU has used these equity reports.

1457
01:13:37,380 --> 01:13:38,213
Morning.

1458
01:13:39,510 --> 01:13:42,018
So I'll just share kind of
one way in which we've used

1459
01:13:42,120 --> 01:13:44,043
this data in the last year or two.

1460
01:13:45,306 --> 01:13:49,025
I dunno, I might be, if
I can screen share there,

1461
01:13:49,110 --> 01:13:51,627
I have one piece that might be
just useful for folks to see,

1462
01:13:51,720 --> 01:13:54,864
but essentially in the
last couple of years,

1463
01:13:54,960 --> 01:13:56,399
as most SU's are,

1464
01:13:56,490 --> 01:13:59,568
we're trying to do a teacher
professional development around

1465
01:13:59,640 --> 01:14:02,238
concepts of diversity,
equity and inclusion.

1466
01:14:02,370 --> 01:14:03,406
And two years ago,

1467
01:14:03,540 --> 01:14:06,642
when we really started honing
in much more intentionally

1468
01:14:06,780 --> 01:14:07,643
on that type of work,

1469
01:14:07,770 --> 01:14:11,213
we felt like it was important
for staff to really understand

1470
01:14:11,340 --> 01:14:14,250
some of the concepts and
terminology that we were gonna be

1471
01:14:14,370 --> 01:14:15,584
talking about along the way.

1472
01:14:15,720 --> 01:14:18,187
That would be really critical
for them to have a clear

1473
01:14:18,300 --> 01:14:18,988
understanding of,

1474
01:14:19,133 --> 01:14:21,223
to understand how we
tackle some of this work.

1475
01:14:21,360 --> 01:14:24,694
So disproportionality was
one that we felt there was

1476
01:14:24,826 --> 01:14:26,996
a critical need there.

1477
01:14:27,120 --> 01:14:30,066
And for folks on this
call or probably where,

1478
01:14:30,180 --> 01:14:34,770
but disproportionality is
in this case, for instance,

1479
01:14:34,897 --> 01:14:38,941
say students of a certain
demographic group show up more

1480
01:14:39,060 --> 01:14:41,010
or less frequently in your data set

1481
01:14:41,130 --> 01:14:44,213
than you might expect them to
based upon their kind presence

1482
01:14:44,310 --> 01:14:46,115
in the general population.

1483
01:14:46,230 --> 01:14:49,233
So lemme see if I can
share here for a second.

1484
01:14:51,960 --> 01:14:54,513
You should have access to share at least.

1485
01:14:57,600 --> 01:15:01,831
I'm always poor at, oh,

1486
01:15:01,980 --> 01:15:03,799
I think I don't on because
it's something on my end,

1487
01:15:03,960 --> 01:15:04,767
but I have a hard copy here.

1488
01:15:04,920 --> 01:15:07,436
I can show it's just
gonna be a little clunky,

1489
01:15:07,590 --> 01:15:08,270
but essentially,

1490
01:15:08,423 --> 01:15:11,307
so what we did for this
training a year or two ago,

1491
01:15:11,460 --> 01:15:15,010
the first time we did it was
I used SWIS this equity report

1492
01:15:15,150 --> 01:15:16,679
to give me the statistics,

1493
01:15:16,800 --> 01:15:19,715
the demographic breakdowns
by race, by gender,

1494
01:15:19,860 --> 01:15:20,850
by IEP status.

1495
01:15:20,970 --> 01:15:22,385
At that time, those were
the three that we looked

1496
01:15:22,500 --> 01:15:24,019
at across our buildings.

1497
01:15:24,150 --> 01:15:27,990
And then I just built a really
simple kind of pie chart

1498
01:15:28,110 --> 01:15:33,110
graph that showed I'll use
this one as an example here,

1499
01:15:33,300 --> 01:15:35,364
and I'm sorry, this is
gonna be, is low tech.

1500
01:15:35,490 --> 01:15:37,166
All right. So this is our--

1501
01:15:37,290 --> 01:15:39,735
By the way, I just asked
Caitlin to do this yesterday.

1502
01:15:39,840 --> 01:15:41,504
So (laughs) this is not her fault.

1503
01:15:41,621 --> 01:15:44,273
(Amy laughing)

1504
01:15:44,370 --> 01:15:46,709
So the first graph that you'll see,

1505
01:15:46,830 --> 01:15:48,611
so this is not swift data.

1506
01:15:48,720 --> 01:15:51,993
This is our general
student enrollment by race.

1507
01:15:52,950 --> 01:15:56,752
So in our schools, we've
got this giant turquoise.

1508
01:15:56,850 --> 01:15:58,254
This is our white students.

1509
01:15:58,350 --> 01:16:01,090
We're very predominantly
white as our many schools

1510
01:16:01,260 --> 01:16:02,458
in Vermont.

1511
01:16:02,610 --> 01:16:05,594
So that's our general
student enrollment data.

1512
01:16:05,760 --> 01:16:08,998
So then what I used SWIS
for and some of those equity

1513
01:16:09,150 --> 01:16:11,634
report breakdowns was I
wanted to look at numbers

1514
01:16:11,790 --> 01:16:14,970
of referral by race of our students.

1515
01:16:15,120 --> 01:16:19,208
And then I built the
same graph by referral.

1516
01:16:19,350 --> 01:16:20,910
So when you look at this,

1517
01:16:21,060 --> 01:16:24,380
it's similar to the patterns
illustrated in the demo site

1518
01:16:24,510 --> 01:16:26,649
that Amy was just showing you.

1519
01:16:26,790 --> 01:16:31,790
So we are a very, very,
very white school district.

1520
01:16:31,980 --> 01:16:33,789
Our white students though,

1521
01:16:33,900 --> 01:16:38,900
are not making up that same
percentage of referrals as would

1522
01:16:39,660 --> 01:16:41,063
reflect our general population.

1523
01:16:41,190 --> 01:16:41,897
What we see,

1524
01:16:42,023 --> 01:16:44,166
what this tells us is
that our students of color

1525
01:16:44,280 --> 01:16:47,603
are a student from historically
marginalized categories

1526
01:16:47,730 --> 01:16:51,173
have a much higher risk of
receiving more referrals

1527
01:16:51,287 --> 01:16:55,878
or an increased number
of referrals, I guess,

1528
01:16:55,980 --> 01:17:00,082
than potentially their non
students of color peers are.

1529
01:17:00,210 --> 01:17:03,519
And we want our staff to think about that.

1530
01:17:03,699 --> 01:17:06,422
What does that tell us about
some of the systems we have

1531
01:17:06,570 --> 01:17:09,625
in place or some of the behavioral
expectations that we hold

1532
01:17:09,771 --> 01:17:13,195
or some of the ways that our
own potentially implicit bias

1533
01:17:13,350 --> 01:17:18,000
might be impacting how we
determine whether a student

1534
01:17:18,150 --> 01:17:19,134
is receiving a referral or not,

1535
01:17:19,290 --> 01:17:22,338
or what behaviors we're
citing as problematic.

1536
01:17:22,470 --> 01:17:25,674
We really wanted to use it
as a point of reflection

1537
01:17:25,830 --> 01:17:26,942
to Amy's point.

1538
01:17:27,090 --> 01:17:30,946
It was not intended to be
a punitive or a gotcha.

1539
01:17:31,080 --> 01:17:34,450
We didn't want people to come
away from this exercise going

1540
01:17:34,590 --> 01:17:36,719
like, oh gosh, I'm never
writing a referral again,

1541
01:17:36,840 --> 01:17:39,088
because I'm scared of
what my data might show.

1542
01:17:39,210 --> 01:17:41,657
That was not how we wanted
this to come across.

1543
01:17:41,790 --> 01:17:45,594
We really wanted folks
to pause and think about,

1544
01:17:45,720 --> 01:17:46,762
let's look at this data.

1545
01:17:46,890 --> 01:17:47,630
What does that tell us?

1546
01:17:47,760 --> 01:17:49,798
What are those questions
we should be asking,

1547
01:17:49,920 --> 01:17:50,900
not just about ourselves,

1548
01:17:51,000 --> 01:17:52,233
but about our systems.

1549
01:17:53,820 --> 01:17:55,371
And for our first year doing this work

1550
01:17:55,470 --> 01:17:58,707
a way that we help to preserve
a little bit of that space

1551
01:17:58,800 --> 01:18:02,278
for folks to not feel or to
not take some of the data more

1552
01:18:02,460 --> 01:18:06,182
personally is that, so we have
fixed schools in our system,

1553
01:18:06,360 --> 01:18:08,317
five of which are SWIS users.

1554
01:18:08,490 --> 01:18:13,389
So I aggregated our five
school data into these charts

1555
01:18:13,560 --> 01:18:14,890
for that first exercise.

1556
01:18:15,060 --> 01:18:17,593
So it was real data from our communities,

1557
01:18:17,760 --> 01:18:19,995
but you weren't able to drill down

1558
01:18:20,160 --> 01:18:21,530
to an individual school level.

1559
01:18:21,690 --> 01:18:25,568
So no one particular set
of staff or community felt

1560
01:18:25,710 --> 01:18:28,323
kind of really spotlighted
in that exercise.

1561
01:18:29,190 --> 01:18:29,972
In some ways,

1562
01:18:30,120 --> 01:18:34,109
it a little bit diluted what
that data was telling us

1563
01:18:34,260 --> 01:18:36,045
because it was across buildings,

1564
01:18:36,180 --> 01:18:39,548
but the patterns and trends clearly exist.

1565
01:18:39,690 --> 01:18:41,884
So that was sort of our
first point of entry.

1566
01:18:42,030 --> 01:18:44,753
And then, the subsequent year,

1567
01:18:44,880 --> 01:18:46,388
when we were working with our data team,

1568
01:18:46,530 --> 01:18:49,291
we asked it them to look at
it at their school level.

1569
01:18:49,410 --> 01:18:50,125
So then again,

1570
01:18:50,243 --> 01:18:54,296
you're coming closer to home
and hopefully by approaching it

1571
01:18:54,420 --> 01:18:57,232
in that little bit of a gentler manner,

1572
01:18:57,360 --> 01:18:58,400
we didn't want people, like I said,

1573
01:18:58,530 --> 01:19:01,270
we didn't want people to
get defensive or to shy away

1574
01:19:01,440 --> 01:19:02,104
from doing the work.

1575
01:19:02,273 --> 01:19:03,606
So we thought starting
a little bit further out

1576
01:19:03,780 --> 01:19:04,607
from ourselves.

1577
01:19:04,770 --> 01:19:06,642
And then as folks are
getting more knowledgeable

1578
01:19:06,810 --> 01:19:07,476
and more skilled,

1579
01:19:07,643 --> 01:19:09,812
bringing it closer to home
would create more buy-in

1580
01:19:09,990 --> 01:19:10,823
for our staff.

1581
01:19:11,790 --> 01:19:13,616
So we did the same thing
that was race, race,

1582
01:19:13,767 --> 01:19:14,763
and ethnicity.

1583
01:19:15,990 --> 01:19:18,387
This was, we did IEP and non IEP.

1584
01:19:18,540 --> 01:19:21,991
Again, you see a much higher
percentage of IEP students

1585
01:19:22,140 --> 01:19:24,126
actually receiving behavioral referrals

1586
01:19:24,270 --> 01:19:27,162
than our representative
of our general population.

1587
01:19:27,330 --> 01:19:29,163
And then we also did male female.

1588
01:19:30,630 --> 01:19:33,769
And again, you've got a relatively,

1589
01:19:33,930 --> 01:19:36,538
almost 50/50 split in
our general student body,

1590
01:19:36,690 --> 01:19:39,475
but you see our boys are
receiving a significantly higher

1591
01:19:39,630 --> 01:19:40,863
percentage of referrals.

1592
01:19:41,820 --> 01:19:44,980
And then we also kind of what
our latter question in that

1593
01:19:45,120 --> 01:19:50,120
discussion was you look at
that data and then which is,

1594
01:19:51,720 --> 01:19:53,455
it's alarming right in and of itself.

1595
01:19:53,580 --> 01:19:55,391
But then if you think to yourself,

1596
01:19:55,530 --> 01:19:57,660
think about a student who is male,

1597
01:19:57,780 --> 01:19:59,194
who is a student of color

1598
01:19:59,310 --> 01:20:01,263
and who is a student with a disability,

1599
01:20:01,380 --> 01:20:04,800
and really think about what
that impact of intersectionality

1600
01:20:04,920 --> 01:20:08,163
is potentially on their
experiences in our building.

1601
01:20:09,840 --> 01:20:11,473
And so again, it was very much,

1602
01:20:11,580 --> 01:20:14,610
it was sort of setting the
stage for understanding

1603
01:20:14,730 --> 01:20:17,279
the type of data we want
our teams to be looking at

1604
01:20:17,370 --> 01:20:18,213
and reflecting on,

1605
01:20:18,300 --> 01:20:21,583
and then using that to inform
practice and really building

1606
01:20:21,690 --> 01:20:24,953
common understanding of
what some of those terms

1607
01:20:25,050 --> 01:20:28,757
and processes are that
we are asking people

1608
01:20:28,860 --> 01:20:30,333
to become more skilled in.

1609
01:20:32,790 --> 01:20:33,996
-That's it, thank you.
-Awesome.

1610
01:20:34,087 --> 01:20:36,037
Thank you so much for sharing, Caitlin.

1611
01:20:37,200 --> 01:20:39,768
And I think that just emphasizes
the importance of putting

1612
01:20:39,840 --> 01:20:43,000
that data in on the back
end from the beginning

1613
01:20:43,950 --> 01:20:48,911
so that you don't wanna,
after the fact be like, oh,

1614
01:20:48,990 --> 01:20:52,348
I wish we had put that because yeah.

1615
01:20:52,410 --> 01:20:56,952
I can say that was a secondary
of benefit and or challenge

1616
01:20:57,000 --> 01:20:58,420
created by even doing this.

1617
01:20:58,470 --> 01:20:59,988
As I was pulling all the data together,

1618
01:21:00,060 --> 01:21:01,857
I'd get to the school and try
to run that report to pull

1619
01:21:01,977 --> 01:21:03,258
into my data.

1620
01:21:03,390 --> 01:21:04,340
And I was like, oh,

1621
01:21:05,820 --> 01:21:08,330
that school never input this
or didn't update it this year

1622
01:21:08,460 --> 01:21:11,133
or so it was a good exercise in some ways,

1623
01:21:11,250 --> 01:21:13,268
for me in highlighting
where some of our holes were

1624
01:21:13,380 --> 01:21:15,537
in our data entry or our data pulled down

1625
01:21:15,660 --> 01:21:17,372
from some of our other systems.

1626
01:21:17,490 --> 01:21:20,042
And then that kind of
catalyzed for that next year,

1627
01:21:20,160 --> 01:21:22,478
we were sure that we were
really tight on having

1628
01:21:22,590 --> 01:21:25,214
all of those student
information pieces still then,

1629
01:21:25,320 --> 01:21:26,048
right at the start of the year,

1630
01:21:26,153 --> 01:21:28,050
'cause it is really
valuable data for your team

1631
01:21:28,140 --> 01:21:29,240
to be able to look at.

1632
01:21:30,660 --> 01:21:31,854
Awesome.

1633
01:21:31,950 --> 01:21:35,691
Does anybody have any questions
for Caitlin about the equity

1634
01:21:35,790 --> 01:21:37,053
reports side of it?

1635
01:21:41,160 --> 01:21:42,464
Now the yard work is done,

1636
01:21:42,540 --> 01:21:46,735
but there are loud happening
and it's not thunder.

1637
01:21:46,830 --> 01:21:49,338
I don't know what it's you guys can't hear

1638
01:21:49,410 --> 01:21:50,260
as much as I can.

1639
01:21:52,620 --> 01:21:55,344
All right, well, feel free to
keep typing into the chat box

1640
01:21:55,410 --> 01:21:57,846
if you have a question for Caitlin.

1641
01:21:57,900 --> 01:21:58,647
Oh good.

1642
01:21:58,733 --> 01:21:59,566
Thanks, Elena.

1643
01:22:00,630 --> 01:22:01,316
And I forgot to say,

1644
01:22:01,463 --> 01:22:02,317
I think we have two people

1645
01:22:02,460 --> 01:22:04,486
from Texas on that the least

1646
01:22:04,620 --> 01:22:06,255
registered for the webinar today.

1647
01:22:06,390 --> 01:22:08,643
So welcome friends from Texas.

1648
01:22:09,810 --> 01:22:10,993
We don't know how you found the webinar,

1649
01:22:11,100 --> 01:22:12,494
but we're glad you're here.

1650
01:22:12,600 --> 01:22:13,695
Hopefully we're not talking too much

1651
01:22:13,830 --> 01:22:17,823
about just Vermont things,
but thanks for being here.

1652
01:22:19,860 --> 01:22:20,836
I just have a few more things.

1653
01:22:20,940 --> 01:22:23,138
I wanna show you in the app itself

1654
01:22:23,250 --> 01:22:25,407
and then we will have time

1655
01:22:25,530 --> 01:22:28,630
for some more Q&A in case
you have more questions

1656
01:22:29,670 --> 01:22:33,787
I'm gonna share again
and I'm gonna back up.

1657
01:22:39,060 --> 01:22:39,788
Oh awesome.

1658
01:22:39,893 --> 01:22:40,823
Dominique and Elena.

1659
01:22:40,920 --> 01:22:41,753
Thanks.

1660
01:22:43,560 --> 01:22:45,060
Let's see.

1661
01:22:45,150 --> 01:22:47,930
I just wanted to make
sure I showed you here.

1662
01:22:48,000 --> 01:22:50,632
You always have that option to print.

1663
01:22:50,700 --> 01:22:55,037
And then you also, let's see,

1664
01:22:55,110 --> 01:22:57,739
maybe not in this section.

1665
01:22:57,810 --> 01:23:02,810
In certain reports, you
have the option to export.

1666
01:23:04,830 --> 01:23:07,533
Let's see, I am not seeing it.

1667
01:23:15,415 --> 01:23:17,426
I'm not gonna be able to
remember off the top of my head,

1668
01:23:17,545 --> 01:23:20,433
which ones can be exported in that way.

1669
01:23:22,920 --> 01:23:26,493
There also is a way to export
all of your referral data,

1670
01:23:28,470 --> 01:23:30,472
which I think happens in drill down,

1671
01:23:30,570 --> 01:23:32,133
which I'm gonna get to next.

1672
01:23:33,630 --> 01:23:38,480
So that can also be
helpful for district data,

1673
01:23:38,580 --> 01:23:41,823
kind of people who need
to have all referral data.

1674
01:23:43,140 --> 01:23:45,287
I'm not gonna be able
to find it on the spot,

1675
01:23:45,390 --> 01:23:48,213
but there is a way to do it.

1676
01:23:49,800 --> 01:23:53,061
So printing and exporting is option

1677
01:23:53,142 --> 01:23:55,833
and I will look into how to export.

1678
01:23:57,510 --> 01:24:00,969
So drill down is kind of the next level.

1679
01:24:01,110 --> 01:24:04,273
So you've gotten your basic
overview on your dashboard

1680
01:24:04,410 --> 01:24:06,008
of what your data look like.

1681
01:24:06,150 --> 01:24:08,176
You've gotten a little
bit more information

1682
01:24:08,310 --> 01:24:10,545
from these reports here
and the core reports

1683
01:24:10,680 --> 01:24:15,680
and the extra reports, and now
you are ready to drill down.

1684
01:24:16,470 --> 01:24:19,588
So you've identified
something on these reports

1685
01:24:19,710 --> 01:24:21,990
that you wanna get a little
more information about.

1686
01:24:22,110 --> 01:24:24,183
So let's say we wanna start.

1687
01:24:25,740 --> 01:24:26,562
This is gonna be tough.

1688
01:24:26,670 --> 01:24:30,299
I'm actually gonna pull last
year's data because there's not

1689
01:24:30,420 --> 01:24:32,100
enough in here to do a good drill down.

1690
01:24:32,220 --> 01:24:35,437
So you can see here, I
have include in data set.

1691
01:24:35,550 --> 01:24:37,606
They're automatically
putting in this school year,

1692
01:24:37,710 --> 01:24:40,475
but I'm actually gonna
delete this school year

1693
01:24:40,590 --> 01:24:43,312
and I'm gonna pull over last school year.

1694
01:24:43,410 --> 01:24:45,914
So you can actually just
drag it right over or you can

1695
01:24:46,020 --> 01:24:49,217
double click and then come
back up here and see, okay,

1696
01:24:49,320 --> 01:24:51,787
what's included in the data set.

1697
01:24:51,890 --> 01:24:53,388
So I'm gonna generate again.

1698
01:24:53,490 --> 01:24:55,840
And now this is all
the data from last year

1699
01:24:56,850 --> 01:24:58,994
and then I'm gonna look
for some red flags.

1700
01:24:59,070 --> 01:25:02,931
So for instance, I might
look at day of the week.

1701
01:25:03,090 --> 01:25:04,633
There's no real red flag here,

1702
01:25:04,770 --> 01:25:08,971
so that's not a good one to
pick maybe problem behavior,

1703
01:25:09,120 --> 01:25:10,772
inappropriate language in defiance.

1704
01:25:10,920 --> 01:25:11,873
So I'm gonna say,

1705
01:25:12,000 --> 01:25:13,408
I wanna get a little more information

1706
01:25:13,560 --> 01:25:15,344
about the who, what, when, where, why

1707
01:25:15,480 --> 01:25:18,180
of inappropriate language and defiance.

1708
01:25:18,300 --> 01:25:23,300
So over on the left hand
side, under problem behavior,

1709
01:25:24,060 --> 01:25:25,954
you can see these have these arrows.

1710
01:25:26,070 --> 01:25:30,192
I'm gonna click the arrow
and look for inappropriate

1711
01:25:30,330 --> 01:25:31,803
language and defiance.

1712
01:25:34,410 --> 01:25:36,365
That's why I can never find
inappropriate language.

1713
01:25:36,480 --> 01:25:37,933
It starts with abusive language.

1714
01:25:38,040 --> 01:25:41,069
So that's alphabetized by the A,

1715
01:25:41,190 --> 01:25:45,941
so I'm going to double click
on abusive language and now

1716
01:25:46,050 --> 01:25:49,478
that's showing up there and
then I'm going to double click

1717
01:25:49,590 --> 01:25:53,615
on defiance and that's gonna show up there

1718
01:25:53,730 --> 01:25:55,384
and it's asking me,

1719
01:25:55,470 --> 01:25:58,387
do I want it because this
school allows you to put in two

1720
01:25:58,470 --> 01:26:00,188
behaviors on a referral.

1721
01:26:00,300 --> 01:26:01,156
Do I want it,

1722
01:26:01,320 --> 01:26:04,893
if it shows up either first
or second or do I want it only

1723
01:26:05,040 --> 01:26:06,294
primary or only additional?

1724
01:26:06,450 --> 01:26:08,497
And I want, anytime it shows up,

1725
01:26:08,640 --> 01:26:10,832
so I'm gonna keep that
primary or additional

1726
01:26:10,980 --> 01:26:12,513
and I'm gonna generate again.

1727
01:26:13,680 --> 01:26:18,240
And now what I see below is only defiance

1728
01:26:18,390 --> 01:26:19,908
and inappropriate language.

1729
01:26:20,040 --> 01:26:23,178
So I can see how many
referrals for each of those.

1730
01:26:23,310 --> 01:26:25,814
And then when I go to
graph type over here,

1731
01:26:25,950 --> 01:26:28,884
I'm gonna be able to see all of these,

1732
01:26:29,010 --> 01:26:30,285
but only for the defiance

1733
01:26:30,417 --> 01:26:34,356
and inappropriate language referrals.

1734
01:26:34,470 --> 01:26:35,857
So I can see by day of week,

1735
01:26:35,970 --> 01:26:38,693
is there anything kind of
going on for that weirdly,

1736
01:26:38,820 --> 01:26:41,103
Wednesday was low for those behaviors.

1737
01:26:42,060 --> 01:26:45,967
We could think about why that
might be is anything showing

1738
01:26:46,080 --> 01:26:48,704
up for race, ethnicity.

1739
01:26:48,810 --> 01:26:51,740
So this is all students and
then by race or ethnicity.

1740
01:26:51,840 --> 01:26:52,574
So again,

1741
01:26:52,673 --> 01:26:57,500
we remember there was only
65 black students out of 504

1742
01:26:58,860 --> 01:27:00,849
and their rate for defiance

1743
01:27:01,020 --> 01:27:04,653
and inappropriate language referrals

1744
01:27:04,800 --> 01:27:08,390
was much higher than any other population.

1745
01:27:08,550 --> 01:27:13,550
So are we referring or viewing
the behavior of our black

1746
01:27:14,220 --> 01:27:17,799
or African American
students as more defiant

1747
01:27:17,940 --> 01:27:19,367
than other student groups?

1748
01:27:19,500 --> 01:27:21,803
When that may be our implicit bias

1749
01:27:21,960 --> 01:27:26,341
playing a role in that rather
than those students actually

1750
01:27:26,490 --> 01:27:28,510
exhibiting more behaviors.

1751
01:27:28,650 --> 01:27:33,650
So what education pieces
can come for our staff

1752
01:27:33,900 --> 01:27:38,583
around their implicit bias
work that we all need to do.

1753
01:27:40,830 --> 01:27:42,224
We can look at it by gender.

1754
01:27:42,360 --> 01:27:45,427
So again, we're seeing similar patterns.

1755
01:27:45,540 --> 01:27:46,561
So we might say, okay,

1756
01:27:46,680 --> 01:27:49,297
we really wanna learn more about our males

1757
01:27:49,410 --> 01:27:51,233
who are exhibiting those behaviors.

1758
01:27:51,360 --> 01:27:53,001
So over on the left hand side,

1759
01:27:53,130 --> 01:27:55,083
I'm gonna find demographics.

1760
01:27:55,980 --> 01:27:58,440
And again, you could
pull over any of these,

1761
01:27:58,560 --> 01:28:00,308
I'm gonna do male, double click,

1762
01:28:00,438 --> 01:28:03,512
and now you've gotta scroll
down to be able to double check

1763
01:28:03,690 --> 01:28:04,946
yep male made it there.

1764
01:28:05,130 --> 01:28:06,213
I'm gonna generate.

1765
01:28:07,590 --> 01:28:10,385
So now I'm seeing only
male and only defiance

1766
01:28:10,560 --> 01:28:12,154
and inappropriate language.

1767
01:28:12,300 --> 01:28:16,658
So I'm looking at 200
referrals total from the year,

1768
01:28:16,830 --> 01:28:18,493
and now I'm gonna look like, okay,

1769
01:28:18,660 --> 01:28:20,328
was it a particular grade level?

1770
01:28:20,490 --> 01:28:24,466
Ooh, eighth grade had
60 of those referrals.

1771
01:28:24,630 --> 01:28:27,435
So I might wanna drill
down further to just

1772
01:28:27,570 --> 01:28:31,239
look at the eighth graders who are male,

1773
01:28:31,380 --> 01:28:34,843
who received a referral
for defiance or defiance

1774
01:28:34,980 --> 01:28:36,611
or appropriate language.

1775
01:28:36,750 --> 01:28:38,647
So I'm gonna double click again.

1776
01:28:38,790 --> 01:28:41,410
Now I'm looking at just eighth graders

1777
01:28:43,260 --> 01:28:47,756
and I can always see how many
referrals was I talking about.

1778
01:28:47,880 --> 01:28:49,357
Am I talking about now,

1779
01:28:49,470 --> 01:28:52,994
how many students does that
represent and how many staff?

1780
01:28:53,130 --> 01:28:57,432
So 28 staff have written
referrals for 11 students totaling

1781
01:28:57,563 --> 01:29:00,769
56 referrals for those two behaviors,

1782
01:29:00,930 --> 01:29:02,971
four males in eighth grade.

1783
01:29:03,150 --> 01:29:06,541
So we're starting to get
a little small for making

1784
01:29:06,720 --> 01:29:07,943
school-wide decisions.

1785
01:29:08,130 --> 01:29:09,811
So we don't necessarily wanna make

1786
01:29:09,990 --> 01:29:12,948
a school-wide intervention
around 11 students

1787
01:29:13,110 --> 01:29:14,783
who are exhibiting this behavior.

1788
01:29:14,940 --> 01:29:18,086
So I might get rid of
one of these qualifiers.

1789
01:29:18,240 --> 01:29:21,623
So I might get rid of male and
say that, got it too small.

1790
01:29:21,780 --> 01:29:24,893
We need to design an intervention
for males and females

1791
01:29:25,050 --> 01:29:26,428
around these behaviors,

1792
01:29:26,580 --> 01:29:28,396
'cause now we're back up to 70 referrals.

1793
01:29:28,560 --> 01:29:30,665
We're still only at 15 students.

1794
01:29:30,810 --> 01:29:33,168
So we just wanna kind of
be mindful of that number.

1795
01:29:33,330 --> 01:29:36,303
And I'm just making this up
on the fly, this example.

1796
01:29:37,320 --> 01:29:39,641
So as you have your real data,

1797
01:29:39,780 --> 01:29:42,177
you just wanna be watching for that.

1798
01:29:42,300 --> 01:29:44,279
So I may not end up with
the best example here,

1799
01:29:44,430 --> 01:29:48,850
but so now that we've got
this, we can go again.

1800
01:29:48,990 --> 01:29:51,119
Maybe we wanna see it by location.

1801
01:29:51,240 --> 01:29:52,921
This is largely happening in the classroom

1802
01:29:53,040 --> 01:29:54,123
playground hallway.

1803
01:29:55,020 --> 01:29:57,759
We might wanna see perceived motivation.

1804
01:29:57,870 --> 01:30:01,329
So these students are exhibiting
inappropriate language

1805
01:30:01,440 --> 01:30:04,266
and defiance, mostly in
order to avoid tasks,

1806
01:30:04,380 --> 01:30:06,801
but some of these others are high.

1807
01:30:06,930 --> 01:30:10,805
You'll also notice unknown
motivation is pretty high here.

1808
01:30:10,920 --> 01:30:13,675
So maybe all of those unknown motivations

1809
01:30:13,770 --> 01:30:16,211
were obtain adult attention.

1810
01:30:16,320 --> 01:30:19,614
And that's really actually
almost as high as avoid tasks.

1811
01:30:19,710 --> 01:30:20,949
We just don't have the information.

1812
01:30:21,060 --> 01:30:24,686
So that's why we really
encourage schools to teach what

1813
01:30:24,780 --> 01:30:29,291
function of behavior means
so that staff can accurately

1814
01:30:29,370 --> 01:30:32,943
assess what they think the
function of that behavior was.

1815
01:30:33,840 --> 01:30:38,133
So once we have that,
who, what, one where, why,

1816
01:30:38,220 --> 01:30:42,771
we're then gonna develop that
precise problem statement

1817
01:30:42,840 --> 01:30:45,573
and create that intervention
and action plan around it.

1818
01:30:45,660 --> 01:30:47,976
So, in this drill down,

1819
01:30:48,060 --> 01:30:51,079
that's where you're gonna
get all that information.

1820
01:30:51,150 --> 01:30:55,283
If you look at your materials
for today on the webinars page

1821
01:30:55,350 --> 01:30:57,819
of our website and put in the chat box,

1822
01:30:57,870 --> 01:31:01,623
there is a drill down worksheet
which helps you to actually

1823
01:31:01,740 --> 01:31:05,226
fill in this information as
you go develop that precise

1824
01:31:05,340 --> 01:31:06,594
problem statement.

1825
01:31:06,720 --> 01:31:08,863
And then I can't remember
if I also included

1826
01:31:08,970 --> 01:31:10,533
the action planning template.

1827
01:31:12,270 --> 01:31:13,134
I don't think I did,

1828
01:31:13,260 --> 01:31:16,171
but it might be in the
swift at SWIS activity book,

1829
01:31:16,290 --> 01:31:20,141
which is also listed in your
materials to have that action

1830
01:31:20,250 --> 01:31:21,409
planning template for, okay,

1831
01:31:21,510 --> 01:31:23,912
now that we've got this
precise problem statement,

1832
01:31:24,030 --> 01:31:26,581
what are we gonna do about it
to help reduce the likelihood

1833
01:31:26,670 --> 01:31:28,743
of this behavior occurring in the future?

1834
01:31:30,390 --> 01:31:33,054
So I could spend a whole
day talking about drill down

1835
01:31:33,150 --> 01:31:37,926
with you, but it's best to
really just get in there

1836
01:31:38,010 --> 01:31:38,927
and play around.

1837
01:31:39,000 --> 01:31:41,029
You really can't mess anything up.

1838
01:31:41,100 --> 01:31:42,430
You're just creating reports.

1839
01:31:42,510 --> 01:31:45,100
You're not even if I
delete all these things,

1840
01:31:45,180 --> 01:31:46,868
I'm not actually deleting data.

1841
01:31:46,950 --> 01:31:49,104
I'm just getting rid of
them from this report

1842
01:31:49,170 --> 01:31:51,483
that I personally am looking at right now.

1843
01:31:53,070 --> 01:31:57,245
Something I will show you about
is if we've got this school

1844
01:31:57,300 --> 01:32:02,300
year and let's say, when we
look at problem behavior,

1845
01:32:04,860 --> 01:32:07,113
this actually happened to us at DotnBrook.

1846
01:32:08,520 --> 01:32:12,727
One of the top problem behaviors
was technology violation.

1847
01:32:12,840 --> 01:32:15,363
And we were like, what is going on?

1848
01:32:15,480 --> 01:32:18,199
We don't remember there being
that many technology violation

1849
01:32:18,300 --> 01:32:21,633
things going on, this doesn't
seem like a real issue.

1850
01:32:22,890 --> 01:32:25,907
And then we remembered there
was one student who got,

1851
01:32:26,010 --> 01:32:29,310
let's say 30 technology
violations or something.

1852
01:32:29,400 --> 01:32:33,314
And so that student was kind
of skewing the data to make it

1853
01:32:33,420 --> 01:32:35,583
look like there was a lot
of technology violations

1854
01:32:35,670 --> 01:32:38,686
happening school-wide when
really it was just that student.

1855
01:32:38,790 --> 01:32:41,589
So there is a way that
you can exclude students

1856
01:32:41,670 --> 01:32:44,225
from the data set temporarily.

1857
01:32:44,310 --> 01:32:48,029
So we never want to fully
exclude a student from the data

1858
01:32:48,120 --> 01:32:50,932
set or more than one
student from the data set.

1859
01:32:51,000 --> 01:32:52,200
But there are times,

1860
01:32:52,290 --> 01:32:55,270
especially when staff are
saying things like, well,

1861
01:32:55,350 --> 01:32:56,838
it's just a few high flyers.

1862
01:32:56,910 --> 01:32:59,133
That's where our data is all coming from.

1863
01:33:00,060 --> 01:33:02,577
There might be times
where you want to exclude

1864
01:33:02,700 --> 01:33:04,012
those students that they're thinking

1865
01:33:04,140 --> 01:33:08,149
of that are frequently having
externalizing behavior.

1866
01:33:08,280 --> 01:33:10,919
That's really observable
to the rest of the school

1867
01:33:11,040 --> 01:33:12,787
and show them, okay,

1868
01:33:12,930 --> 01:33:13,955
well here's what our data looks

1869
01:33:14,070 --> 01:33:15,457
like without those three students.

1870
01:33:15,570 --> 01:33:18,793
And we still have issues
in X, Y, or Z areas.

1871
01:33:18,900 --> 01:33:21,963
So in order to exclude a
student from the data set,

1872
01:33:22,080 --> 01:33:25,567
you are gonna come down
all the way to the bottom,

1873
01:33:25,680 --> 01:33:27,330
where it says students and staff;

1874
01:33:29,220 --> 01:33:33,808
go to students again, sorry,
double click on students.

1875
01:33:33,930 --> 01:33:37,278
And then you're gonna choose
which student that was.

1876
01:33:37,380 --> 01:33:40,348
It automatically puts it in include.

1877
01:33:40,440 --> 01:33:44,919
So you wanna pull it over
to exclude that student

1878
01:33:45,030 --> 01:33:47,989
or students from the data set.

1879
01:33:48,090 --> 01:33:49,757
And then you would generate again

1880
01:33:49,860 --> 01:33:52,560
and then you'd be seeing the
data without that student.

1881
01:33:52,650 --> 01:33:53,461
Again, like I said,

1882
01:33:53,550 --> 01:33:55,129
there's kind of rare situations

1883
01:33:55,200 --> 01:33:57,098
where you would wanna do that.

1884
01:33:57,180 --> 01:33:59,767
Typically you wanna be looking
at your school-wide data,

1885
01:33:59,850 --> 01:34:01,533
which includes that student.

1886
01:34:02,790 --> 01:34:05,240
There's also a way to
save report templates.

1887
01:34:05,370 --> 01:34:09,033
So let's say your data
analyst on a monthly basis,

1888
01:34:10,926 --> 01:34:13,214
same for a staff member.

1889
01:34:13,350 --> 01:34:16,893
You can exclude a staff member
from the data set as well.

1890
01:34:19,410 --> 01:34:22,657
So let's see.

1891
01:34:22,770 --> 01:34:23,491
What was I just thinking?

1892
01:34:23,603 --> 01:34:27,095
Oh, let's say you wanna
provide a grade level report

1893
01:34:27,227 --> 01:34:30,765
'cause you have grade level
PLCs that are meeting monthly

1894
01:34:30,870 --> 01:34:34,035
and you're the data analyst on your team.

1895
01:34:34,140 --> 01:34:39,140
You can pull over, let's
say kindergarten, Generate.

1896
01:34:40,680 --> 01:34:43,044
And now you're just seeing
the kindergarten data.

1897
01:34:43,140 --> 01:34:45,046
Oh, here's our export.

1898
01:34:45,150 --> 01:34:46,443
Okay, I feel better now.

1899
01:34:48,000 --> 01:34:50,084
So you can export this into Excel

1900
01:34:50,190 --> 01:34:53,388
if you wanna make fancier
graphs or give them their data

1901
01:34:53,490 --> 01:34:56,193
in Excel, for some reason,
or you can print it,

1902
01:34:57,720 --> 01:35:00,828
you also can save this report
template so that you don't

1903
01:35:00,990 --> 01:35:02,463
have to create this every month.

1904
01:35:02,610 --> 01:35:04,699
Not that was that hard to
pull over kindergarten,

1905
01:35:04,860 --> 01:35:07,035
but maybe you've got a more
complicated one that you wanna

1906
01:35:07,170 --> 01:35:08,163
do every month.

1907
01:35:09,240 --> 01:35:12,674
Maybe you created a goal
of decreasing defiance

1908
01:35:12,830 --> 01:35:15,243
in inappropriate language for your males

1909
01:35:15,390 --> 01:35:19,247
and you wanna see how it's going
or for your eighth graders,

1910
01:35:19,380 --> 01:35:24,123
you can save this report
template, call it kindergarten,

1911
01:35:25,920 --> 01:35:29,023
Share template within school
would allow anybody who has

1912
01:35:29,160 --> 01:35:32,860
access to the side of SWIS
to see this as a choice

1913
01:35:32,970 --> 01:35:35,330
for a template and then save the template.

1914
01:35:35,460 --> 01:35:37,298
And this won't work 'cause
I'm an on demo site,

1915
01:35:37,410 --> 01:35:39,300
but pretend it worked.

1916
01:35:39,420 --> 01:35:42,136
And then over here where
it says load report,

1917
01:35:42,240 --> 01:35:45,139
it would give us kindergarten as a choice.

1918
01:35:45,240 --> 01:35:47,508
And then we don't have to
create this report every time,

1919
01:35:47,610 --> 01:35:48,543
we just load it.

1920
01:35:48,660 --> 01:35:52,146
So they did one for this
particular behavior hallway,

1921
01:35:52,260 --> 01:35:55,583
sixth grade tardy skipping class.

1922
01:35:55,680 --> 01:35:56,618
And then generally,

1923
01:35:56,700 --> 01:35:59,854
and now you've got that right
away without having to pull

1924
01:35:59,940 --> 01:36:01,289
all those things over again.

1925
01:36:01,440 --> 01:36:03,333
So you can save report templates.

1926
01:36:05,910 --> 01:36:09,663
Let's see, what else am I missing?

1927
01:36:11,280 --> 01:36:13,701
Does anybody feel like they
need any more information

1928
01:36:13,860 --> 01:36:15,536
about paperless referrals?

1929
01:36:15,690 --> 01:36:17,272
Basically what we do,

1930
01:36:17,430 --> 01:36:19,974
if a school indicates that they want

1931
01:36:20,100 --> 01:36:21,743
to use paperless referrals,

1932
01:36:21,870 --> 01:36:26,180
we have three videos that
we send you that PBISApps

1933
01:36:26,310 --> 01:36:28,983
created that walk you
through how to set it up

1934
01:36:29,130 --> 01:36:32,587
on the backside, how to add
referral entry only users,

1935
01:36:32,730 --> 01:36:34,155
which I showed you how to do.

1936
01:36:34,290 --> 01:36:37,492
And then, a video you can send
staff that will teach them

1937
01:36:37,620 --> 01:36:39,594
how to input referrals.

1938
01:36:39,720 --> 01:36:42,196
The only qualifier is you
don't wanna just send them

1939
01:36:42,330 --> 01:36:44,699
that video, you wanna individualize it.

1940
01:36:44,820 --> 01:36:45,733
You can send them the video,

1941
01:36:45,840 --> 01:36:47,969
but then you also wanna give
them some individual training

1942
01:36:48,090 --> 01:36:50,371
about okay, at our school,

1943
01:36:50,490 --> 01:36:54,676
we've decided we are not
going to put defiance

1944
01:36:54,780 --> 01:36:56,978
as of problem behavior,

1945
01:36:57,090 --> 01:37:01,049
or we're gonna call tardy and
true and see the same thing.

1946
01:37:01,230 --> 01:37:03,633
So only put tardy or whatever it might be.

1947
01:37:04,680 --> 01:37:06,888
You wanna tell them what are
the rules that your team has

1948
01:37:07,050 --> 01:37:08,856
decided apply for your school?

1949
01:37:09,030 --> 01:37:11,973
So don't just send them a generic video.

1950
01:37:14,640 --> 01:37:17,465
So any questions about paperless
referrals that you think

1951
01:37:17,610 --> 01:37:19,434
might not be answered by those videos,

1952
01:37:19,590 --> 01:37:21,090
which you haven't watched yet?

1953
01:37:26,100 --> 01:37:27,813
Okay. I'll keep on going.

1954
01:37:29,010 --> 01:37:31,379
Feel free to keep asking in the chat box.

1955
01:37:31,530 --> 01:37:36,530
I'm just gonna show you where
you can get support if needed

1956
01:37:37,530 --> 01:37:39,487
from PBISApp.

1957
01:37:39,630 --> 01:37:43,623
So I'm gonna go back to
just the PBISApps page.

1958
01:37:45,600 --> 01:37:47,862
Again, you can demo any of these.

1959
01:37:47,970 --> 01:37:50,798
So if you were like, oh, we
might want check and check out.

1960
01:37:50,910 --> 01:37:52,266
I wonder what it's like.

1961
01:37:52,380 --> 01:37:55,236
You would go to SWIS Suite
and then I'll show you

1962
01:37:55,350 --> 01:37:56,504
at the top of the page.

1963
01:37:56,610 --> 01:38:00,208
We were in SWIS, regular SWIS.

1964
01:38:00,330 --> 01:38:01,342
But at the top of the page,

1965
01:38:01,500 --> 01:38:04,750
you can look at a demo
for check and check out

1966
01:38:06,150 --> 01:38:08,249
and you can look at a demo for I-SWIS,

1967
01:38:08,430 --> 01:38:10,985
which is for individual student plans.

1968
01:38:11,160 --> 01:38:13,354
So you can play around in
these demo sites as much as you

1969
01:38:13,530 --> 01:38:16,443
want and nothing, you
can't screw anything up.

1970
01:38:17,430 --> 01:38:20,862
There's also an early childhood
SWIS and you could use

1971
01:38:21,030 --> 01:38:23,564
the demo site for PBIS
assessment where tiered fidelity

1972
01:38:23,730 --> 01:38:25,143
inventory and stuff is.

1973
01:38:26,100 --> 01:38:30,338
So back to regular PBISApps homepage.

1974
01:38:30,480 --> 01:38:33,975
They always have updates
here, which is nice.

1975
01:38:34,110 --> 01:38:39,110
And then you can go to resources
and they have publications.

1976
01:38:40,710 --> 01:38:43,983
So this is the user manuals for things,

1977
01:38:45,210 --> 01:38:50,210
all sorts of samples and
templates and tons of things.

1978
01:38:51,570 --> 01:38:54,529
So you can narrow down what
are you trying to look for?

1979
01:38:54,660 --> 01:38:57,131
So let's say you're looking for,

1980
01:38:57,240 --> 01:38:59,333
let's say you are one of those
data people who's gonna have

1981
01:38:59,460 --> 01:39:02,570
to do data integration
from PowerSchool to SWIS.

1982
01:39:02,760 --> 01:39:03,538
You can drill down.

1983
01:39:03,720 --> 01:39:07,108
You're just looking at data
integration publications now.

1984
01:39:07,290 --> 01:39:09,443
Here's data link, here's SDEX,

1985
01:39:09,600 --> 01:39:11,813
all these complicated things
that hopefully you have

1986
01:39:11,970 --> 01:39:13,503
a district data person to do.

1987
01:39:15,060 --> 01:39:16,651
Now you're looking at
things where just coded

1988
01:39:16,830 --> 01:39:17,752
as data integration.

1989
01:39:17,910 --> 01:39:20,154
So that's publications.

1990
01:39:20,310 --> 01:39:22,256
There's also tons of videos.

1991
01:39:22,410 --> 01:39:23,090
So those videos,

1992
01:39:23,243 --> 01:39:25,426
I mentioned that we send you
if you're doing paperless

1993
01:39:25,590 --> 01:39:29,430
referrals, if you go
to SWIS and paperless,

1994
01:39:29,580 --> 01:39:31,780
there's those three
videos that we send you.

1995
01:39:32,670 --> 01:39:35,069
So this is hugely helpful.

1996
01:39:35,220 --> 01:39:37,538
There's ones for the equity report.

1997
01:39:37,680 --> 01:39:40,608
So those will describe
each of those graphs

1998
01:39:40,740 --> 01:39:43,173
in much more detail than I was able to do.

1999
01:39:44,190 --> 01:39:46,614
So the videos section is like,

2000
01:39:46,740 --> 01:39:49,050
they're like five minute
videos that really,

2001
01:39:49,170 --> 01:39:51,185
really tell you what you need.

2002
01:39:51,300 --> 01:39:56,300
There's a Teach by
Design blog and podcast.

2003
01:39:56,520 --> 01:39:59,360
So here's the link to the podcast.

2004
01:39:59,490 --> 01:40:01,562
You can get it on your phone

2005
01:40:01,680 --> 01:40:04,593
and articles that have come out.

2006
01:40:06,720 --> 01:40:08,302
And the Teach by Design,

2007
01:40:08,400 --> 01:40:11,913
you can subscribe probably
somewhere on this page.

2008
01:40:13,140 --> 01:40:13,875
I don't know where,

2009
01:40:13,973 --> 01:40:17,193
but you can subscribe so that
these come to your email.

2010
01:40:20,190 --> 01:40:22,683
Any news that's come out.

2011
01:40:22,770 --> 01:40:25,086
Data integration, like I
said is a whole nother beast.

2012
01:40:25,170 --> 01:40:27,813
So that's here in its own section.

2013
01:40:28,710 --> 01:40:30,813
They also host trainings.

2014
01:40:31,830 --> 01:40:34,962
So they have live trainings in-person,

2015
01:40:35,040 --> 01:40:37,031
which you probably wouldn't
need, that's just for us.

2016
01:40:37,110 --> 01:40:40,034
You were gonna become a SWIS facilitator.

2017
01:40:40,110 --> 01:40:43,905
If you do have many schools
in your district who are using

2018
01:40:43,980 --> 01:40:46,507
SWIS and you're a district kind of person

2019
01:40:46,590 --> 01:40:50,611
and wanted to become a SWIS
facilitator, that is an option.

2020
01:40:50,670 --> 01:40:53,883
There's also webinars
online courses, et cetera.

2021
01:40:55,920 --> 01:40:58,863
There is a help desk where you can search.

2022
01:40:59,940 --> 01:41:02,189
So if you weren't able to
find something that you were

2023
01:41:02,310 --> 01:41:03,457
looking for there,

2024
01:41:03,570 --> 01:41:07,428
let's say you wanna do
person import or something,

2025
01:41:07,560 --> 01:41:08,663
you can search.

2026
01:41:08,790 --> 01:41:12,533
And then anything that has
to do with person import

2027
01:41:12,660 --> 01:41:13,923
is gonna show up there.

2028
01:41:18,450 --> 01:41:21,208
Let's see anything else.

2029
01:41:21,300 --> 01:41:24,378
There is a contact
information here for SWIS,

2030
01:41:24,477 --> 01:41:27,815
for PBISApps and an email address.

2031
01:41:27,930 --> 01:41:31,652
But we are kind of your
conduit between Vermont

2032
01:41:31,740 --> 01:41:34,121
and the National PBISApps.

2033
01:41:34,200 --> 01:41:38,292
So if you have a question,
first contact Anne,

2034
01:41:38,370 --> 01:41:43,370
and then if she can't answer
it or she is out or something,

2035
01:41:44,700 --> 01:41:45,633
you can always contact me.

2036
01:41:45,720 --> 01:41:48,402
But if you can't get ahold
of any of us in Vermont,

2037
01:41:48,480 --> 01:41:52,440
then you can email PBISApps directly,

2038
01:41:52,500 --> 01:41:54,183
but they may send you back to us.

2039
01:41:55,230 --> 01:41:57,044
Dominique is asking, are
you able to get certified

2040
01:41:57,120 --> 01:41:58,312
even if you aren't in a district,

2041
01:41:58,380 --> 01:41:59,246
we work for the university?

2042
01:41:59,310 --> 01:42:00,114
Yeah, yeah.

2043
01:42:00,180 --> 01:42:02,817
So we work for University of
Vermont and we are the SWIS

2044
01:42:02,940 --> 01:42:04,685
facilitators for the whole state

2045
01:42:04,830 --> 01:42:06,253
because Texas is much larger.

2046
01:42:06,390 --> 01:42:08,656
You probably have a bunch
of SWIS facilitators,

2047
01:42:08,790 --> 01:42:13,790
but you can go here to training
and SWIS certification.

2048
01:42:14,610 --> 01:42:19,610
These are the facilitator
training events to learn when

2049
01:42:19,800 --> 01:42:22,833
they're offering SWIS
facilitator trainings.

2050
01:42:26,100 --> 01:42:27,208
So I'm gonna stop sharing.

2051
01:42:27,300 --> 01:42:30,745
I'm gonna switch back to
the PowerPoint real quickly.

2052
01:42:30,840 --> 01:42:33,573
Make sure I didn't miss anything.

2053
01:42:42,030 --> 01:42:42,757
Oh, sorry.

2054
01:42:42,863 --> 01:42:43,696
That was wrong.

2055
01:42:52,200 --> 01:42:53,801
Okay. So we did this.

2056
01:42:53,880 --> 01:42:57,063
I showed you where to set
up referral entry only.

2057
01:42:57,900 --> 01:42:59,673
So this, like I said is an old slide,

2058
01:42:59,760 --> 01:43:00,841
but I thought it should.

2059
01:43:00,990 --> 01:43:04,743
There's still a few points on
here that might be relevant.

2060
01:43:06,210 --> 01:43:07,248
There was questions around,

2061
01:43:07,380 --> 01:43:11,585
should we still be collecting
behavioral data when students

2062
01:43:11,730 --> 01:43:13,587
are remote, things like that.

2063
01:43:13,710 --> 01:43:16,624
And the general guidance was
you still want information

2064
01:43:16,740 --> 01:43:18,125
about what's working or not working

2065
01:43:18,240 --> 01:43:20,661
for students and for overall.

2066
01:43:20,790 --> 01:43:24,063
So even if you're remote, it's
still good to collect data,

2067
01:43:25,020 --> 01:43:27,668
to be able to target
support in certain areas.

2068
01:43:27,780 --> 01:43:30,237
But you wanna review your
process to make sure it's meeting

2069
01:43:30,360 --> 01:43:31,806
the needs of whatever context

2070
01:43:31,920 --> 01:43:34,983
you're in remote hybrid in person.

2071
01:43:35,820 --> 01:43:38,245
I think paperless referrals
got a lot of traction during

2072
01:43:38,340 --> 01:43:41,582
COVID just to eliminate the
number of paper that people

2073
01:43:41,670 --> 01:43:46,670
in the building are touching
and to add distance learning,

2074
01:43:47,610 --> 01:43:50,858
I think is how they write
it in SWIS as a location,

2075
01:43:50,940 --> 01:43:52,760
as an option that a behavior occurred

2076
01:43:52,860 --> 01:43:55,233
during remote learning.

2077
01:43:56,520 --> 01:44:01,168
There is article here that
helps you define document

2078
01:44:01,320 --> 01:44:02,736
and address online behaviors,

2079
01:44:02,880 --> 01:44:06,740
which hopefully we won't need
this year, but you never know.

2080
01:44:06,870 --> 01:44:08,242
And again,

2081
01:44:08,370 --> 01:44:11,278
to update the school days
in that backend to reflect

2082
01:44:11,400 --> 01:44:14,643
the number of days where
behavior data was collected.

2083
01:44:15,810 --> 01:44:17,184
And I wrote last year in this,

2084
01:44:17,310 --> 01:44:19,620
but that's from last year
when we wanted to make sure

2085
01:44:19,740 --> 01:44:24,158
your 2020 data was accurate,
if you didn't and 2021.

2086
01:44:24,270 --> 01:44:28,596
But if you had days where
students were not in the building

2087
01:44:28,710 --> 01:44:30,764
and you were not
collecting behavioral data,

2088
01:44:30,870 --> 01:44:33,633
you don't wanna count
those in your school days.

2089
01:44:34,948 --> 01:44:37,104
And again, this is also from last year,

2090
01:44:37,200 --> 01:44:40,508
there was a new option
last year called Data Link

2091
01:44:40,620 --> 01:44:44,411
where districts could
upload rosters and referrals

2092
01:44:44,520 --> 01:44:47,214
from your student information
system like SWIS or sorry,

2093
01:44:47,313 --> 01:44:50,184
like PowerSchool into SWIS.

2094
01:44:50,280 --> 01:44:52,753
So there's always some concern
in some districts about

2095
01:44:52,860 --> 01:44:56,624
double entry and they've
eliminated that issue.

2096
01:44:56,730 --> 01:45:00,243
So you can kind of flow those
referrals back and forth.

2097
01:45:02,070 --> 01:45:04,683
And let's see,

2098
01:45:06,000 --> 01:45:07,201
however, if you're doing this,

2099
01:45:07,350 --> 01:45:09,637
you can't use custom fields

2100
01:45:09,780 --> 01:45:11,305
because that might mess with things.

2101
01:45:11,460 --> 01:45:12,139
So anyway,

2102
01:45:12,293 --> 01:45:13,960
they had more information
there with a link.

2103
01:45:15,450 --> 01:45:17,945
If you wanna learn more
about that kind of drill down

2104
01:45:18,090 --> 01:45:20,614
process, getting to that
precise problem statement,

2105
01:45:20,760 --> 01:45:22,683
building an action plan.

2106
01:45:22,830 --> 01:45:25,019
That's really part of the TIPS process.

2107
01:45:25,140 --> 01:45:27,488
So Team-Initiated Problem Solving.

2108
01:45:27,630 --> 01:45:29,723
Tips includes two components.

2109
01:45:29,850 --> 01:45:32,593
One side is kind of the
meeting foundations components,

2110
01:45:32,730 --> 01:45:37,730
which is how to set up and
run effective team meetings.

2111
01:45:38,010 --> 01:45:40,863
And then the other side is
the problem solving component.

2112
01:45:42,210 --> 01:45:45,239
We are offering several
opportunities to learn more about

2113
01:45:45,360 --> 01:45:48,409
that this year, the first
will be at the leadership,

2114
01:45:48,510 --> 01:45:50,644
oh, sorry, that should say annual forum.

2115
01:45:50,760 --> 01:45:53,380
We don't call it the
leadership forum anymore.

2116
01:45:53,490 --> 01:45:56,850
So the annual forum on
October 3rd at Kellington,

2117
01:45:56,940 --> 01:46:00,120
there will be a workshop
around data analysis,

2118
01:46:00,240 --> 01:46:02,289
database decision making.

2119
01:46:02,460 --> 01:46:05,559
And then we have a webinar
which Anne told us the date

2120
01:46:05,700 --> 01:46:08,673
for in the chat October 25th,

2121
01:46:09,720 --> 01:46:14,268
which is really just kind of
an introductory understanding

2122
01:46:14,400 --> 01:46:17,171
and identifying what
social-emotional behavioral data

2123
01:46:17,310 --> 01:46:19,573
you might already be
collecting in your school

2124
01:46:19,710 --> 01:46:23,377
or district and what you
might want to collect and why.

2125
01:46:23,520 --> 01:46:27,181
And then, like I said, we
have an in-person data day,

2126
01:46:27,330 --> 01:46:28,983
which is really about your data.

2127
01:46:29,100 --> 01:46:31,619
So it gives you an opportunity
to dig into your school

2128
01:46:31,740 --> 01:46:34,888
or district data and learn a process

2129
01:46:35,010 --> 01:46:36,390
for doing day to days back

2130
01:46:36,510 --> 01:46:38,883
at your school or district moving forward.

2131
01:46:40,050 --> 01:46:41,061
So that's an exciting day.

2132
01:46:41,190 --> 01:46:44,373
That is, oh, I lost the day again,

2133
01:46:46,170 --> 01:46:49,833
November 8th and I can't
remember what location that's in.

2134
01:46:51,390 --> 01:46:52,383
Maybe Ann knows.

2135
01:46:53,250 --> 01:46:54,808
And the registration's not quite available

2136
01:46:54,900 --> 01:46:56,910
for that yet, but will be soon.

2137
01:46:57,000 --> 01:47:00,614
And then another opportunity
that some of you might be

2138
01:47:00,750 --> 01:47:04,118
availing yourselves of
already is coaching.

2139
01:47:04,290 --> 01:47:07,655
So if you click the link there
in the PowerPoint will bring

2140
01:47:07,800 --> 01:47:12,726
you to a list that explains
our coaching process in Vermont

2141
01:47:12,870 --> 01:47:15,729
and how you can get in contact
with one of our coaches.

2142
01:47:15,870 --> 01:47:20,701
And all of them are very familiar
with tips and how to guide

2143
01:47:20,850 --> 01:47:23,373
teams through the
database decision making.

2144
01:47:24,270 --> 01:47:26,674
Different coaches are
more or less familiar

2145
01:47:26,820 --> 01:47:28,309
with SWIS itself.

2146
01:47:28,440 --> 01:47:31,412
So the SWIS questions should
really come to us first.

2147
01:47:31,560 --> 01:47:33,747
But if you wanted really
more in depth work

2148
01:47:33,873 --> 01:47:37,918
with your leadership team
or training for your school

2149
01:47:38,040 --> 01:47:42,783
around PBIS more generally,
that would be done by a coach.

2150
01:47:45,030 --> 01:47:46,393
So like I said, contact,

2151
01:47:46,530 --> 01:47:49,730
and first give her some
time to write back.

2152
01:47:49,860 --> 01:47:52,863
Also use those web
resources that I showed you.

2153
01:47:53,730 --> 01:47:55,602
Spend a little time trying
to solve it yourself.

2154
01:47:55,710 --> 01:48:00,710
But if you're really getting
stuck, spend too much time,

2155
01:48:01,320 --> 01:48:02,309
let Anne know.

2156
01:48:02,490 --> 01:48:05,823
And if it's really urgent
contact PBISApp staff.

2157
01:48:06,780 --> 01:48:09,116
So I'm gonna stop sharing.

2158
01:48:09,270 --> 01:48:12,252
We have a few minutes left
over for any questions

2159
01:48:12,420 --> 01:48:13,803
that may have come up.

2160
01:48:15,330 --> 01:48:17,324
And if you don't have any questions,

2161
01:48:17,490 --> 01:48:20,794
you're more than welcome to
sign off whenever you're ready.

2162
01:48:20,940 --> 01:48:23,397
And we'll send you an
email after this webinar

2163
01:48:23,550 --> 01:48:26,867
with the evaluation survey.

2164
01:48:27,000 --> 01:48:29,269
And when you complete
the evaluation survey,

2165
01:48:29,430 --> 01:48:31,271
letting us know how this went for you,

2166
01:48:31,410 --> 01:48:33,640
you will get a certificate of attendance

2167
01:48:33,780 --> 01:48:35,133
for your time today.

2168
01:48:36,330 --> 01:48:38,445
After the recording is captioned,

2169
01:48:38,580 --> 01:48:42,383
we will also send you the
recording and for anybody who

2170
01:48:42,510 --> 01:48:45,003
missed the webinar, we'll
send it to them too.

2171
01:48:46,410 --> 01:48:47,888
Okay. It is a capital Plaza.

2172
01:48:48,030 --> 01:48:48,722
That was my guess,

2173
01:48:48,863 --> 01:48:50,120
but I didn't wanna be wrong.

2174
01:48:51,360 --> 01:48:55,529
And I will hang out and happy to answer

2175
01:48:55,650 --> 01:48:57,100
any questions you might have.

2176
01:48:58,050 --> 01:48:58,950
Thanks for coming.