If you wanna record.
Awesome.
So welcome to the Navigating SWIS webinar.
This is I think our first webinar of the school year.
So we'll be working through any kinks,
but hopefully there are none after two and a half years
of presenting on Zoom.
And thank you all for being here.
And for those of you who are watching the recording,
thanks for watching the recording and happy to answer any
questions in the chat box at any time.
If it's a complicated question and you wanna raise
your hand, that works too.
And if you're watching the recording,
feel free to email me with any questions.
So, because this is a large group,
we will have you muted during the session.
But like I said, feel free to use the chat box.
You can show or hide your video,
for this one doesn't matter.
And like I said,
we are recording it and we'll actually email it
to all of you afterward.
She just put the link to the materials in the chat box.
So this PowerPoint is there.
So any of the links that you see within here,
you can get to within the PowerPoint,
and then there's also some additional materials available
there for you.
So today we are gonna cover the following:
What is SWIS,
a little bit of a preview into database decision making.
Then we're gonna dive right into the actual website and show
you around where to get to what you need to do.
Within that, we'll talk about paperless referrals,
which is a somewhat new option that SWIS offers rather than
having to do handwritten referrals and a little bit about
SWIS during COVID.
I kept this slide in,
even though it's a little bit less relevant this year,
but some of the points might still be relevant.
And then point you in the direction of some additional
resources and support and leave some time
for questions and answers.
We did extend this webinar to be two hours this year.
I don't know for sure that we will use all of the two hours,
but we wanted to have it in case so that I can go a little
bit slower than I've had to go in the past.
So I'll have Anne Dubby here,
who you all know and love.
I forgot to introduce her and probably forgot
to introduce myself too.
I'm Amy Wheeler Sutton the Co-director of the best project,
with Cossandra Townsend.
So I will have Anne launch our first and only poll today,
which is so that I can get a sense of your level familiarity
with SWIS.
And I'm probably not gonna be able to see the poll get
launched or see the responses.
So if Anne, you wanna tell me what's coming across,
that'd be great.
Okay, we've had nine out of 12 answer.
And 67%, six people.
So half the people on here have never used it before.
One has explored a little,
one has used it occasionally
and one uses it frequently.
So for the one who uses it frequently,
if I mess anything up
as someone who does not use it frequently,
just feel free to jump right in.
And it's good to know that that most of you
are pretty new to it.
So I will start the beginning.
So SWIS stands for School-Wide Information System.
Like I mentioned,
there is only one S and we won't judge you
if you send us an email asking about SWISS, two S's.
So it is used to really help schools improve the support
they're providing around behavior by giving you access
to accurate, timely, and practical information.
It's really giving you the right information to the right
people at the right time and pretty rapidly to be able
to make decisions to really adapt your school environment
based on the data.
So for those of you who have come
through universal training,
hopefully you've learned a little bit about how you would
use this data to hopefully make an impact on student
behavior, by changing some environmental things,
by helping adults kind of target where they are putting
extra effort in,
and we'll show you how that works today.
So in the past,
when you've be been collecting behavioral referrals or what
we call behavior observation and data forms,
it may have been that those kind of just sat and no one
really did anything with that information.
And SWIS is hopefully gonna help
kind of transform that mindset.
That behavior referrals are just for record keeping,
and really we're gonna help you learn how to use them
for decision making.
So, like I mentioned,
we're really hoping this gives you the right information
at the right time,
allows you to respond consistently to behavior
that you're seeing,
and really start to see some patterns of behavior
across the school.
So I'll show you what that looks like in SWIS and help you
kind of drill down to what are those locations
or grade levels or times of day where more support
might be needed.
And your old referral system may not have asked teachers
or those filling out the forms to give a guess
at why the problem behavior is occurring.
So what is the motivation behind that behavior,
which is really gonna help you design better interventions?
So for instance,
if a student is ripping up their paper during math class,
and then the teacher is asking them to leave the classroom,
perhaps the motivation behind that behavior
is to avoid the math.
And now they have just achieved that goal of avoiding
the math, because they've been asked to leave.
So if the teacher's able to track motivation and behavior,
you can design interventions around that motivation.
That's gonna allow the student to get what they were looking
for in a more pro-social way.
So maybe they're gonna ask for a break,
or they're gonna say,
they need to go get a drink of water before they can start.
Maybe they need a shortened assignment.
So it doesn't look so overwhelming.
And so having that data in SWIS is gonna really help you
for individual student decisions and also school-wide.
So you might notice the fourth graders are really having
a challenging time in the cafeteria.
And then when you drill down and look at this was behavior
data for cafeteria for fourth grade,
you realize 90% of those referrals came in
looking for peer attention.
So how can we design an intervention for the fourth graders
during lunch that allows them to get peer attention in a way
that is not causing them to have challenging behaviors.
SWIS also added some really slick behavior equity reports
that allow you to look at your data by race, ethnicity,
disability, gender, and other characteristics.
So I'm gonna show you what that looks like today.
And we are lucky to have Caitlin on from BRSU who has
actually used those equity reports to de design some modules
for her district.
So I'm gonna give her a chance to jump in there and just
tell a little bit about that and we will go from there.
So for those of you who are at all involved in reporting
data to the state,
SWIS is not a replacement for the state longitudinal data
system, or SLDS,
you still have to submit your data to the state longitudinal
data system.
However, there are ways to export from SWIS
and import to the SLDS
or import to whatever student information system
you're using, for instance, PowerSchool,
which goes directly from PowerSchool, into the SLDS.
So if you're someone who has to deal
with that side of things,
it's a little bit more complicated and happy to point you
in the right direction.
And the PBISApps folks also will help support that process,
but we're not gonna go into that today.
Okay.
So any questions so far about the basics of SWIS?
So feel free to keep typing.
If you're typing a question, I will get to it,
but I will move on in the meantime.
So like I mentioned,
we're really hoping that you are using SWIS for database
decision making and the way that we are gonna do that
is by coming to some precise problem statements.
So we actually have a whole training coming up,
which I'm forgetting, and I think is in October or November,
the first there's a webinar about database decision making.
And then there's actually a full in-person day.
So I have some information later in the PowerPoint about
when that's going to occur and what that will be like.
But just as a little primer,
the way that you're able to get to a precise problem
statement in SWIS is because you are gonna have
the who, what, where, when, how often and why information
about the behavior within your school,
to be able to say something more than just the cafeteria
is a disaster,
which is a really hard problem to solve
rather than the fourth graders
are using inappropriate language in the cafeteria
at the end of lunch, especially on Fridays,
because they're looking for peer attention.
That's something that we can really narrow in on and develop
an intervention around much easier.
And it also allows the team to come to consensus about what
the problem really is.
So rather than just seeing a problem and jumping right
to a solution,
we're gonna kind of slow down that decision making process
really spend some time problem solving,
developing some solutions,
and then actually developing an action plan.
So you probably have your overarching school-wide action
plan, then you might have a PBIS action plan,
and then monthly,
you're gonna kind of have a mini action plan of, okay,
we've noticed this problem about the cafeteria
and the fourth graders.
Here's what we're gonna do preventatively.
So maybe we realized we don't actually have enough staff
in the cafeteria at that time
to provide adequate supervision.
So we're gonna add an additional staff member
during fourth grade lunch.
So that's a lot more reasonable
than just saying cafeteria's a disaster.
We need someone extra in the cafeteria
for all of the lunches; you've narrowed in on the problem.
So we're gonna add an extra person.
We're gonna do some reteaching.
We're gonna have some kind of acknowledgement system
that is just for cafeteria to really amplify the positive,
specific praise that the adults in the cafeteria are giving.
And then we're gonna look at the data and see did that
actually make a change or not.
And give that data back to the people
who were in the cafeteria and had to do those changes,
to be able to show them that what they did really did have
an impact on student behavior and allowed the cafeteria
to feel a lot better.
And that action plan is gonna say,
"Who's gonna do which of those things and by when?"
So really getting to a place where you have
a mini action plan, rather than just saying, yeah,
we came up with some great ideas, let's go do it.
And then you arrive back at the meeting a month later
and no one's really done what they said
they were going to do.
So we are gonna dive into the PBISApps website.
It's pbisapps.org.
Today, what we're gonna see is me going into the demo site.
So if you see over on the right hand side,
there's a green box called demos.
So if you are a school that doesn't have SWIS up
and running yet,
you can get in and look at the dummy data in the demo site.
If you are a school that already has SWIS,
you could log in,
if you have a login.
If you don't have a login yet and are gonna be expected
to use PBISApps after this webinar,
you can email Anne and we'll get you set up in the backend
to have access to SWIS.
And they have just recently changed the way you log in
to PBISApps.
So even if you've used it last year,
if you come in this year,
it might look a little bit different.
I think they changed it maybe in may.
So you could have seen it last year,
but it looks more like Google,
where you're kind of logging in on the right hand side,
and it then allows you to have access to all the apps
that you have access to.
So within PBISApps is also PBIS assessment.
So completing the tiered fidelity inventory,
the self-assessment survey, the school climate survey,
all of those are housed on this website too.
So you'll when you log in, you'll see SWIS suite,
and then you'll also see PBIS assessment.
But the purposes of this webinar,
we're gonna be on the SWIS side of things.
So when we get in there,
I'm gonna show you kind of the more logistical side
of things.
And then I'm also gonna show you how to actually
get to the reports and use those.
So I'm gonna stop sharing for just a second
to switch over to the website.
So this is the demo site.
So this is not real student data.
And because it is the beginning of the school year,
there is not too much data in here yet.
So once you guys are a week or two into school,
this is what yours will look like as well.
They've just started putting data in starting August 3rd,
so that people doing these webinars have some data in there.
But when you log in,
the first thing you're gonna see is the SWIS dashboard.
It allows you to see your average referrals per day,
per month, by time by location,
by day of the week by problem behavior, by grade level
and by student.
And we call this the big seven.
So the person on your team who is most responsible for data
analysis is probably gonna have this as a tab,
open on their browser and just be kind of monitoring this
as things go along and looking for things like, whoa,
what's going on on Wednesday,
what's going on in sixth grade,
looking for those peaks on this dashboard.
And so before I get into the actual looking at the reports,
I'm gonna go into the logistical side of things,
which are the things you have to set up before,
not before school year starts, it's okay,
but at the very beginning of the school year.
So you have this menu here.
So you're gonna go to Tools and account settings
are just for you.
So this is the way that you personally want to see SWIS
show up when you log in.
And so you can decide if you are assigned.
So I'll come back to this one.
That's complicated, but I'll go down to general.
Do you wanna see names, first name, last name?
How big do you want reports and graphs to be
and things that are really just specific to you?
I think most people leave these settings as is,
but you're welcome to go into account settings
and see if there's anything you would wanna change.
Then if you go into school settings,
only certain people have access to change
the school settings.
So some things you might need to change in here
if your grade range changes.
So now your school has pre-K
or now it only goes up to sixth grade,
you can change that in here.
If any of these things change,
who is responsible for paying the bill,
you can change that in here.
These two are really important.
So where it says core data and school days
and school enrollment in order for you
to really fully use SWIS and be able to see all seven
of those graphs on the first page,
you have to input data into school days
and school enrollment.
So they've already done it for all these years.
You can see this first year, they did not do it.
So it says "Not entered".
So for you for this school year probably says
not entered right now.
So you would go in everywhere
you see this blue circle with the pencil,
that means you can edit that section.
And you're gonna put in how many school days are in that
month that you would be collecting behavioral data on.
So even if it's a half day,
you're gonna put that in as a day.
If you have a snow day,
if you have a day where the boiler broke,
or you didn't have your 50% of the school population
because of COVID, you're gonna reduce these numbers.
So it's a good practice for anybody
who's a data entry person to just be keeping track
of that in your mind, and seeing like, oh,
we thought we were gonna have 18 days in September,
and now we're down to 17 for some reason.
So that's just gonna help you have the most accurate data
collection and to be able to see how many referrals
per day, per month, things like that.
Then school enrollment is another key one to get all
of those reports correctly.
Again, you can see where it was not entered and then edit.
So you're gonna give your total school enrollment.
And then, like I mentioned,
we're gonna get into the equity reports in a little bit.
If you want to use those equity reports,
you have to input this data in the back end.
And we're really encouraging schools
to use those equity reports.
So you who are sitting here may not have access
to this information.
And so it would be important to find out who does have
access to it and to have them either input it themselves
or give you that information.
It's not identifiable in this section.
So anybody could have access to how many students identify
as this race or ethnicity.
So you're gonna put in all of that information
and that's gonna allow you on the other side
to be able to see, wow, we have, for instance,
in this school,
probably not any school in Vermont,
but we have 65 black or African American students.
And they out of 504 students total,
and they are making up 40% of our referrals.
We have a disproportionality issue.
So that's really important numbers
to be able to put in there, same for gender.
And they do have an option for non-binary transgender
or other.
So you can put those in IEP status.
So here it's just with an IEP or without an IEP
and English language learner; yes or no.
So those are really important to fill in at the beginning
of the school year.
So you can use those graphs.
Then under General,
again, lots of other things that you can change.
For instance,
if for some reason you decided to not use race,
ethnicity data, or 504 IEP, any of those,
you would have to turn it to no.
And then it would not be prompting you to put in those
numbers on the screen before.
It also allows you to change what your comparison group is.
So when we get to the equity reports part,
the default is that you're comparing whatever race
to all other races.
If you wanted to change that for some reason,
that's where you would do that.
There are also things in here that you can turn on or off.
And so, like I said,
if you're somebody who does more of the importing
and exporting student rosters, that kind of thing,
you're gonna have to use more of these settings.
So for instance, use person import turning that on or off,
that allows you to export all of the staff and student
demographic data, their name, last name,
all of that from your student information system,
like PowerSchool out of PowerSchool into SWIS.
So there's an easy way to do that.
Or those kind of like if you have a district data person,
someone like that to be able to do,
if you don't have a district person it's still possible
for you to do, and it kind of,
there's a manual to guide you through it and some videos.
So then over here on the left, you see this,
those were all general settings.
These are settings specific to SWIS.
So these are also ones you wanna review on a yearly basis.
And there's their kind of team decisions
that you would wanna make.
So for instance,
how many actions taken do we want to allow people to input
on one referral?
How many problem behaviors do we wanna allow
on one referral?
So do we want them to be able to,
if you're using paper forms, circle, disruption,
and defiance,
or do you really want the teacher to have to choose one
behavior per referral?
So you would change that here.
Time range, custom fields are really cool.
You may not use them your first year of SWIS,
but as you get more sophisticated,
you might decide that this is something you wanna use.
The easiest example to demonstrate this is,
let's say you wanna get more information about which hallway
certain behaviors are happening in.
So right now,
the only choice that staff have when they're filling out
a referral, is it happened in the hallway.
If you want to know, was it hallway A, B, C, or D,
or in this case, east wing, west wing, north wing,
south wing,
you can add a custom field of hallway and then these choices
so that when someone is filling out a referral
and they choose hallway,
they then have to choose which hallway did it occur in.
The most important thing about custom fields
is if you're using paper forms,
you have to make sure your paper forms match up with this.
So if on the paper form, they only have to select hallway.
Then your data entry person is gonna have to guess what
hallway this happened in which you do not want.
So if you decide you want a custom field,
then your paper form has to show the options
of that custom field.
Same thing they chose one for parent contact.
So they didn't just wanna know that the teacher
or the planning room person or the administrator contacted
the parent, they wanted to know
how did they contact the parent?
Was it phone, text, email, et cetera,
and then same for technology violations.
So whenever you are realizing like, oh,
we actually want more information about this
than what we're able to get,
that's where the custom fields come into play.
Unfortunately on the actual referral side,
which I'll show you, you can't change or delete things.
So you can't say we don't want teachers to even have
the option of choosing disrespect in SWIS.
You can't delete disrespect as a choice.
If they're using paper forms,
you could just not put disrespect as a choice,
but if you're using paperless referrals and they're entering
their own, you can't delete disrespect as a choice.
You can teach, we are not going to select disrespect
and you can monitor as they come in,
if someone is putting disrespect,
but you can't actually physically delete it unfortunately.
There are also some subtypes.
So you can activate,
we wanna collect information.
If it's a harassment situation,
we wanna collect which type of harassment it was.
And this identifier, I just learned yesterday,
what this means after many, many years of using SWIS.
This is for,
if you are exporting back to something like PowerSchool
and PowerSchool requires an identifier like this.
That's where you put it in so that they can communicate
with each other and get coded correctly on the PowerSchool
side of things.
So that's what identifier means.
This is another data integration.
Anytime you see anything about that,
that is that more complicated side of things about getting
things in and out of SWIS and into your other systems.
And so this SDEX is one of those options that a district
person can do, and you'd have to turn it on and off here.
And then I'm gonna talk about paperless referrals
in a little bit.
If you decide you're gonna use paperless referrals,
this is where you turn that option on.
So you say, yes, we're gonna do paperless referrals.
You decide whether the minor referrals need a stop gap
before they go in directly.
So someone has to review them first,
or do you want them just to slide in the majors,
always have to be reviewed.
And then who are gonna be designated
as your referral reviewers.
So, probably have your school administrator.
You might have the school counselor or behavior person.
And then when the teachers are filling out the paperless
referral online,
they select who does this referral need to get sent to.
So these are some decision roles that you need to make
in advance about, do we want all referrals
to go to the administrator?
And then the administrator decides if someone else needs
to see it so they can then send it on to another reviewer.
So let's say all referrals go to the administrator.
And then the administrator sees like,
this is really something I want the school counselor
to look at.
They can then send that within SWIS to the school counselor,
if they're listed as a reviewer here.
So this is where you add reviewers and then one person
has to be the default reviewer.
So I'll show you what that looks like on the referral side,
but that just means they're gonna come up automatically.
If you're a school that is using check and checkout SWIS,
you'll have check and checkout SWIS here,
and we have another webinar coming up in September to teach
you how to use check and checkout SWIS.
This last tab here is data integrity.
And I'll show you on the home screen.
You're gonna see this data integrity summary,
and you can see this red exclamation point,
meaning something is wrong in there.
And then over here, you can see what was wrong.
So if you double click,
it brings you into this data integrity system.
And you can see, this is the, sorry,
this is the problematic data.
So they did not have enrollment entered for these years.
And then they're saying, oh,
it looks like these referrals are exactly the same.
Did you perhaps put it in twice?
Which is a helpful check,
'cause that does happen and you don't want inaccurate data.
So you would look and double check like, oh yeah,
this was exactly the same.
We didn't mean to put that in here.
And so you can edit or delete that.
So this data integrity part is important to make sure
that you have accurate data.
So back in the tools part in data integrity,
let's say you had SWIS from 2012 to 2015,
and then you got rid of it for a few years
and now you have it again.
And you have some data integrity issues from back then,
you can have SWIS ignore certain records so that
you're not having to go back to 2012 and put in enrollment
data or something that you missed at that point.
So you can say ignore records created prior to whatever date
and whether you want all those records ignored
or just certain ones.
So that can kind of clean up
some of those data integrity issues.
If you've had issues from the past
that are no longer really relevant.
So those are the school settings.
There are also some other things within this tools section
that are important depending on
what your role is gonna be within SWIS.
So for instance, student list,
there are two ways to get your student
information into SWIS.
One way is what I mentioned before,
which is called person import.
And that takes it directly.
Well, you download it from your student information system
in Excel, and then you re-upload it to SWIS.
There's certain things that need to happen in that process
that I'm not gonna get into today.
But that means that all your students are gonna show up
here, which is looking like what they did.
So incomes their district ID.
If you double click on the student,
you can see all of their information, race, ethnicity,
504, IEP, et cetera.
So that came in automatically
from your student information system.
You also can see information over here.
What was their last referral date that might be helpful?
Are they also a student who utilizes
check and checkout, et cetera?
That's one way to do it.
The other way to do it is to only add a student
when they get a referral.
If you're using paperless referrals,
you don't wanna do it that way.
You want the teacher to be able to have a drop down list
where they are choosing their student,
that they're trying to write the referral for.
If you're doing written referrals, you could do it this way.
And the data entry person would have to have access
to your school information system.
So let's say Jimmy gets a referral.
They would have to add Jimmy in by hand.
I don't know last name and what's their gender.
What's their district ID.
Oh, apparently their district IDs are longer than that.
Race, ethnicity, et cetera.
So they would have to fill out this on the student
when the student gets a referral.
And so let's say you have a school of 200 students
and you think a hundred of them might get referrals
this year.
This is probably not the most efficient way to do it.
It's more efficient to export out and import in.
If you have a school of 40 students and you think only six
of them might get referrals this year,
then you might as well just do them one by one.
So that's another kind of decision to make.
If a student moves,
you're gonna set their status to inactive.
If they move to the next school like sixth grade,
then you can archive them.
There's like a slight difference in the back end,
depending on whether you choose an active or archived.
So they just say, if the student might come back,
you wanna set them as an active, not archived.
Let's see if you're doing the system where individual people
are putting in each student,
there might become a situation where two people put in
the student slightly differently.
So they might have misspelled or messed up their name.
So down here you can see Shiver, Allison and Steven,
Allison, like maybe one of those is a nickname or something.
So if you needed to merge those,
if you click the boxes next to their names and click Merge,
then all of the data that was related to either
of those cases will be merged into one.
Let's see.
You can all do all of those same things for staff.
So same thing if you decide you've only got 10 staff,
you're gonna put 'em in individually, that's fine.
Or you've got 45 staff that might input referrals
and you wanna export and then import.
Let's see.
So this is,
if you see data and then person import,
that's where you would go.
If you're one of those people who's involved in doing that
person import, you can get a year end report.
And the student dashboard is if you wanna get more
information about an individual student's referral history.
So let's say Rhonda, Abigail,
she's been in this school for many years,
'cause it's dummy data.
You can see how many referrals she got per year
majors or minors.
You can see how many suspensions or expulsions she had
in school, out of school, et cetera.
She's a student who hypothetically used check and checkout,
but looks like they didn't put check and checkout data
in for this year.
So you could see that showing up there.
Oh, you know what?
I'll change it to the previous year.
So you can, oh,
she wasn't on check and checkout last year.
You can see her referrals by motivation.
So she's mostly looking to obtain peer attention,
although that's only two referrals.
So you gotta always kind of check.
What are we actually talking about here?
She only got three referrals a year or four.
So there's only so much.
You gotta take it with a grain of salt by time,
by problem behavior, location day of the week, just for her.
And then the individual referrals will show up over here
and then kind of a summary of her over here,
you can double click on an individual referral.
Another decision rule you're gonna have to make
is do we want notes about this behavior that occurred?
So this school has decided we don't need notes.
We're gonna communicate in a different way
about the behaviors that occurred.
When I was at Dothan Brook school,
some years, we did notes and some years, we did not.
For me, as a school counselor,
it was really helpful to have the notes here because I could
check on a student without having to go ask the teacher.
Oh, I saw so and so was having a rough time what happened?
And it would just show up here, which was really nice.
Let's see individual student,
you can also print these reports and it's gonna give you
the options of how much of this information
do you wanna print?
And I just did over here, you can change the year.
So you might wanna go back.
You might think like,
oh my gosh, this year's feeling really hard.
And then you go back to last year and you're like,
"Oh, they've actually made some improvements
"from last year."
This is also a good time to point out.
This is why you don't want to give your full staff full
access to SWIS because this is not a need to know
kind of information for all staff.
So if you do paperless referrals,
the only thing that all staff see is their own referrals
that they have personally entered.
So they are not able to get to a screen where they can see
any random students' information.
Only those who have SWIS admin access, SWIS data entry.
And it's confusing 'cause there's referral entry only,
which is the paperless referrals.
And then there's data entry,
which is you do have access to see this.
So we'll talk you through what kind of level of access
certain people should have depending on
what you're hoping they can see.
Data analyst is another role
that can see this.
Back to here,
you also can look up a particular referral.
So if you're trying to find something you're like,
"Ugh, I know it was a fourth grader yesterday who was it."
You can search for referrals.
If you are using paperless referrals.
And you're someone who is designated as a reviewer,
you're gonna have access to this tab,
which is called "Referral Management".
And you are gonna be able to do various things
with these referrals so you can edit it.
You can open it to view it.
You can print it,
you can save as complete after you've reviewed it.
And then it goes into the system.
This is where I was talking about.
You can send it to someone else or you could delete it
if it was a duplicate or something.
So same thing with referral reviewers.
You only wanna have a few people that have access
to be able to do this.
I think that was it in "Tools".
And then it also has really logistical things.
So where's finding your invoice I believe.
And let's see and might remember better than I do.
No, I thought you might have a little bit more access now
to be able to add users, but it's looking like not,
but this is where you invite referral entry only users.
So if you decide you're gonna use paperless referrals.
If you have your staff already loaded in here,
you're gonna decide, okay,
these are the staff that we're asking to do
paperless referrals.
You're gonna send an invitation to them
and it goes right away.
So for instance,
some people were trying to set up paperless referrals
this summer.
And I was like, "Don't actually invite people yet
"because they're not gonna know what's happening."
You wanna tell people you're gonna get an email,
inviting you to be a referral entry only user
and then send them the invitation.
That's gonna allow them to set up their password and what
they will see when they log in is just
this screen referral entry.
They're also gonna be able to get to a list of their own
referrals, but that's all they will see.
So the only thing you need to train a referral entry only
user on is how to actually enter a referral in SWIS.
So all the stuff I just talked about,
they do not need to know about it's just how to enter
a referral.
So that's where you're gonna invite your referral
entry only users.
Something that I recommend for schools that are considering
using paperless referrals is to pilot it with a group
of teachers that might be particularly tech savvy.
So maybe your first grade team or your specials teachers
or whoever it might be,
who is very on board with collecting data and tech savvy,
have them pilot it for a month and work out the kinks
and then roll it out to the full staff
so that you don't have that frustration level
of having to answer a bunch of questions
that you didn't know were gonna come up
from the whole staff.
You just have a small subset that are able
to kind of test things out for you.
Are we ready to get into the actual reviewing reports
and looking at the data?
I'm gonna go back to the dashboard.
Okay.
So before we get to that,
actually I'm gonna show you this ad referral screen.
So if you're someone who's responsible for data entry
and you're not doing what I said before,
where the teachers are entering it,
this is where you're gonna add all your referrals.
And this is alerting you here,
that you have one referral requiring your attention.
So if you're a referral reviewer,
these alerts are gonna come up for you.
So you're gonna decide as a team,
are you collecting data on majors and minors or just majors?
If you're collecting both,
sometimes you're gonna have to change this drop down
to be minor.
If you're collecting both,
you can change the default here to be minor.
'Cause most of the time, if you're collecting both,
they're gonna be minors that you're putting in.
You don't wanna have to go change it every time.
So back where I was in account settings,
you can change this to have minor show up first,
then you're gonna select your student.
And like I said, if you've prepopulated all the students,
they're gonna show up here.
If you haven't,
you have to add a student who's not in the list here.
This also might happen
if you have a new student who came in after you did
that export and import,
you would have to add their information
and individually there.
What grade level are they in?
And grade level does not.
Let me just double check what I'm saying, but okay.
It does, grade level does follow the student.
So if you ever had a student who was retained,
you would have to change their grade level in this student
area to be the correct grade level,
'cause it's gonna automatically move that student up
the next year.
Because we already input the student's information,
we already know that they were designated
to not be on an IEP.
So that shows up automatically.
Then staff is who wrote the referral.
So not you who's inputting it.
If you weren't the one who wrote it.
So which staff member wrote the referral?
What time or sorry, what date and what time
I will caution you.
Sometimes people forget that they're putting in the time
of the referral, not the time they're entering the referral.
And so then when they go to look at their time of day data,
they're like,
"Oh my gosh, what's happening at three O'clock?
"Like kids aren't even here then."
You're like,
"Oh, that's when the person was entering the referrals."
So you wanna make sure that's the time the behavior
occurred, not the time it was input.
Location, and like I said,
unfortunately, you cannot change these.
The only way around it is adding a custom field.
So I'm choosing hallway.
And then over here,
my custom field is showing up and I'm choosing
which hallway it was.
So for instance, if you have a location that is not on here,
that you anticipate is gonna have
a lot of referrals come from that area,
you might choose other location and then have a custom field
that says other location here and then select what that
other location is that you have that wasn't listed there.
What was the behavior?
And same thing can't change.
These can't delete these,
but you can get more information about one of them.
So technology violation and then over here selecting what
that technology violation was.
And then this school has set up
that they can enter two behaviors.
So maybe it was a technology violation
and a property damage.
One decision rule you wanna make is what if one behavior led
to another behavior?
So they maybe were,
let's say skipping class.
And then when someone confronted them that they were
skipping class, they used inappropriate language,
which where's that one?
I can't find it, but so you have this one could apply too.
They were skipping class
and having inappropriate display of affection.
So you have to decide,
do you want those to be two referrals or one?
And there's different arguments for either.
You don't want the student to start accumulating referrals
because they have this kind of behavior
that's kind of spiraling.
However, it might be really helpful
for you to see
what exactly is going on rather than kinda lumping
two behaviors onto one form.
So again, another decision rule that your school
will make perceived motivation.
We often will encourage if you're making a paper form to not
give staff the option of other and to prompt them
that if they or unknown to prompt them,
that if they don't know what the motivation of the behavior
is to have a conversation with the student and say,
I noticed you were doing this.
It seemed like you might have wanted my attention that did
you want some attention from the kids in the class?
Were you trying to get out of doing your math?
Why was that going on for you?
So encourage them to get that information
from the student who very likely does know
why they were doing it,
others involved action taken.
And again, you can't change these,
but you can get more information.
So let's say, are holding a restorative circle
as a result of this behavior.
You might mark that as restitution community service.
And then over here give a custom field for,
we had a classified circle or we had a circle with just
the affected parties
or whatever you might wanna add over here.
The key is you wanna keep those consistent.
So you don't want someone to put that in as restitution
community service and then someone else put it in
as conference with the student.
So you wanna decide what are we calling and make sure
that anybody who's entering data has the same understanding.
So that's why with paperless referrals
where everybody's entering their own,
the trained side of this is even more important
because you want them to be coding it correctly.
Did it involve a seclusion or restraint or both?
And then here's where the notes section is.
The nice thing about the notes section is when I show you
the drill down tool,
you can actually drill down for any referrals
that include a certain word.
So let's say, I don't know if this is a good example,
but let's say you're using the second step curriculum
and you wanna know how many kids are
using a particular skill that that curriculum has taught.
So you wanna know, did they try something first?
Let's say, so let's say you're gonna put,
they've tried the STEP problem solving didn't work
or something like that.
Then you can go back and drill down and search for STEP
and any referrals where someone tried step problem solving
first are gonna show up.
I'm trying to think of another example of why you would
wanna use this.
Let's say some issues happening with Chromebooks
or something you wanna indicate this had something
to do with Chromebooks.
Then you can search for all referrals that had anything
to do with Chromebooks.
So the notes function or the notes section can serve
two different functions like I mentioned before,
it was nice for me to be able to read a short narrative
of what happened,
or you can use it as kind of a keywords section.
Then this is, do I want it sent to the default reviewer?
If no, I have to uncheck this
and then I'm gonna send it for review to somebody else.
If I don't uncheck it,
it just automatically goes because I'm in this demo site,
I am a reviewer.
I can just save it as complete.
And it just goes in,
if I had actually filled everything out,
if I am a default reviewer and I still wanna send it
to somebody else, I can uncheck this and say,
send for review to somebody else.
Or if I am a data entry person, who's not a reviewer,
it's not gonna let me save it as complete.
It's only gonna let me send it for review,
if you're using paperless referrals.
You can save it as a draft,
if you get interrupted and need to go do something else
and you also can make a copy of it.
So for instance, if there was a fight or something
where you were gonna have to enter pretty
much the same information for four different students,
you can make a copy.
Let's see.
So I'm gonna send this,
I'm gonna save this when it's complete
and I'm gonna copy it.
It now comes up with the same information again,
'cause I copied it and now I'm gonna change it to be
for a different student.
So Tim was also involved in the fight and see his grade
level didn't come up.
So that must have been missing information for him.
So I still had to enter his grade level,
but you're just changing the student and then all the other
information copies over.
So in rare situations,
you're gonna have that where the same or sorry,
different students are gonna have much of the same
information needing to be completed,
but it just saves you some time.
Okay.
And this is telling me, oh, you didn't actually submit it,
which is fine for me 'cause I don't wanna submit it.
But if this comes up for you, you're gonna wanna hit,
keep editing and make sure you've actually submitted it.
Any questions so far,
Katie, do you have a question or are you just saying hi.
It's Katie, right?
Okay.
So now I'm just gonna show you the dashboard in a little bit
more detail.
Like I mentioned,
that school enrollment data and school days data
is really important.
If you don't enter that,
I'm pretty sure that this graph will not show up for you.
It will say like,
alert, you need to enter your school days
or school enrollment data.
So we're always surprised when we log into a school's
account and we see that it's giving them that alert
and they haven't done it yet.
But 'cause this is really helpful data.
You wanna be able to see
the progression over the school year.
Unfortunately, I can't show you what it looks like
for a full school year,
but you imagine you often are gonna see peaks
in November, February,
that's normal and you wanna be able to predict those.
So once you have several years of data in here,
you can look at several years of data at once
and be able to predict and say, okay,
well what are we gonna do at the end of October to help set
us up for success in November and maybe this year,
we won't have that peak.
Again, it's giving you that alert that you have a referral
that requires your attention if you're a referral reviewer,
it shows you all the latest referrals for the whole school
over here.
I'm pretty sure that if this was a real school,
it would also show you the student's name here.
So I used to be able to see whoa, Jimmy, what's going on?
He just got six referrals in the last day and a half.
So that was always helpful by time of day, same thing,
looking for some peaks, also looking for data inaccuracies.
So for instance,
let's say your school only goes until three o'clock
and you've got a referral in here at 3:30.
Was that actually somebody who was in the building
after school or did that get coded incorrectly?
And it was actually supposed to say 2:30.
So that's something to watch out for it on this one
referrals by day of week,
they have some data in here on Saturday.
If you don't have Saturday school,
you shouldn't have Saturday data.
So that's just a check for you by location.
Classroom is always the highest 99 times out of a hundred.
If it is not the highest,
that's a really big red flag 'cause the students
are in the classroom the majority of the time
and anything that's second or third,
you're really gonna wanna be paying attention to
because that's like hallway here.
It's only eight referrals 'cause it's the beginning
of the school year.
But how long are they in the classroom or sorry,
how long are they in the hallway versus how long
are they in the classroom?
There should not be only one fewer referral in the hallway
than the classroom.
So that would be an area to start honing in on what can we
do in the hallway to reduce challenging behaviors,
same thing,
problem be which problem behaviors are occurring,
which grade levels.
And you can see I'm sure this school has fourth grade.
There are no referrals from fourth grade this year.
So you don't see fourth grade on the graph.
So just kind of watch out for that.
And then by student and on this dashboard page,
you don't see student names.
So this is really helpful.
If you wanna throw this data up in a staff meeting, you can,
because it doesn't show the student names.
It does show if you've got one student
with lots of referrals and everybody kind of knows
who that student is,
it will show how many referrals that one outlier has.
So you just wanna kind of be careful of that.
And then the other caution I have is location.
Sometimes there is only one teacher who has that location.
So the music room, the library, things like that,
that you just wanna be careful of kind of singling that
teacher out if their location is one of the highest,
it could be something where it's like PE and it's like,
everybody knows, we've got a lot of challenges in PE.
It has nothing to do with the teacher.
It's just where the behaviors are happening right now.
And they might be fine with you showing that data.
But it's always just kind of a good practice to check in
with that person before you blast this dashboard up
during a staff meeting,
that they might feel uncomfortable that their location
is rising to the top.
So all of these graphs are gonna show up in view reports
to get more information and be able to dig in
a little bit deeper about any of these.
So for instance, average referrals,
this is just that same graph we saw,
but now we've got some more information about it.
So how many days did we say were in August?
How many referrals do we have and how does that correspond
with how many referrals we're getting per school day?
So August isn't over yet.
So this is not a great example,
but if it were over and three more months were over,
you'd be able to see how many referrals per school day
on average.
You also can go to previous years here.
So I'll be able to show you, I think, oh,
this is the key thing.
So whenever you change something over here,
you then have to hit "Generate" again.
It doesn't just show up automatically.
So now I'm seeing last year's,
I'm just gonna make it a little bit smaller for a second,
the whole year.
And you can see December,
they had this huge spike.
You also can add the national data onto the graph.
So if you click show national data, you can add it,
show the values on the graph.
So I'll click both of those and generate again.
And the national data is comparing your data
to schools like yours.
So probably just by enrollment.
But now that you put in your enrollment data,
it's able to compare to schools like yours.
And you can see that in December,
they rose way above the 75th percentile,
make it bigger again way above the 75th percentile
for schools like theirs,
the rest of the school year, most of the months,
they were above the 50th percentile.
Some months they were below.
You also can change it to be all referrals made just majors
or just minors.
And that really does change the feel of this data sometimes.
So for instance, for all referrals,
they were over for one month over 75,
over 50 for most months,
if we changed this to be just majors, maybe it's different.
Maybe they're more in line with the rest of this OOC.
They're worse.
They have many, many more majors
than the rest of schools like theirs
when you're looking at just majors.
So if we change it to minors,
then it's probably more in line.
So when we look at minors, all of that data is under.
So they're just not collecting very much minor data.
So that was average referrals.
You can do the same for all of these different graphs we saw
on the first page location, problem behavior, time of day,
student day of the week and grade level.
So I'm not gonna go into each of those,
but same kind of thing.
You can get some additional information.
You can look at past years,
you can look at the national data.
Additional reports down here.
This is what I was talking about,
how you can see multi-year on one graph.
So I'm gonna change this to go from 2018 to last year
and I clicked "Generate" again.
And then you've got your legend over here and can see.
And because this is dummy data,
it looks very similar from year to year,
but you could notice in September,
they're actually rising and getting more and more referrals
each year in September versus October, they're declining.
So this is always really great data to show at a school
board meeting or something like that,
to be able to show progress over time.
The challenge is there's always
a story behind your data collection.
So for instance, maybe one year,
your first year you decided
you weren't gonna collect minors.
And so maybe some data got in here that actually was
a little bit more like a minor 'cause somebody wanted
to have it documented, but it really wasn't a major,
but they wanted it in here.
And then the following year you do collect minor and major.
And so it maybe looks like your majors went down,
but it's really 'cause you're collecting minors now.
And so that data's getting in a different way.
So that's why we've mostly stopped looking at referral data
statewide in this way because A,
COVID has messed up all the data,
but B, schools have their own individual story to tell
around this data.
And so we just feel pretty uncomfortable with making any
kind of sweeping statements around referrals increasing
or decreasing over time when we don't actually know
the story of how you decided these decision rules,
I just listed 15 different things.
Your team needs to decide before you're inputting data
into SWIS to make it accurate.
We have no idea if A, if that happened
and your data actually is accurate
and B, how that changed year to year.
So it's really hard to look at this data statewide.
It tells a much better story within your school
and can qualify like this is what happened in this year.
This is why we saw a big spike or whatever it might be.
And with COVID it obviously screwed a lot of that up
to compare year to year.
But same thing,
you can look at all of these different things.
Well location, problem behavior and average,
multi-year graphs.
The staff graph is only gonna show up for those that have
SWIS admin access.
So that's another reason why you wanna be intentional about
who you're choosing to have SWIS admin access.
Data entry access has all of the same rights that SWIS admin
does except for changing settings.
And except for looking at this staff graph.
So I'm gonna change it to be last year
because this year's data's not that helpful.
And now I can see by staff member who completed referrals.
They have it set to only show if you've written three
or more referrals, but you could change those to one.
And then you can show the names on the graph,
'cause right now it's just staff ID.
Oh, sorry.
I thought I heard a lawn mower coming.
I was like, oh this is not gonna be good, but maybe not.
We'll see.
So obviously this is hard to read because there's so many
staff that have input referrals,
but you can review it in the data table down below.
And the only reason this would really be helpful
is for an administrator to see who might need
some additional support.
So we always both for students and for staff,
don't never wanna be using data to punish,
and we never wanna discourage staff from writing referrals
for fear that they are going to be punished for having
a lot of referrals.
We want them to record accurately.
So we don't want them to over write referrals,
but we also don't want them to say like, well,
I'm never gonna put a referral in because I don't want
the administrator to think I'm not skilled in my classroom
and able to handle challenging behaviors.
So you gotta kind of walk that line of providing support,
where it's needed and not making people fear
that they're gonna be punished in any way
for having referrals in here.
And there is someone doing yard work,
so I'm gonna close my windows, I'll be right back.
Okay.
Sorry about that.
I was on a webinar yesterday that they were like,
inevitably, when you're doing a webinar
yard work is gonna happen.
Okay.
Yeah, real life.
Thanks, Elena.
So that is the staff report.
can see suspension expulsion report.
We're gonna get into the equity reports.
Your triangle report can be really helpful.
I'm gonna change it to previous year
so it's more accurate.
I'm gonna do all referrals and generate.
And because I'm showing two years,
it's actually not triangle, (laughs)
or sorry, 'cause I'm,
oh, I'm only, oh no, yeah, that's two years.
I'm gonna change it to one year.
And this is showing you how many students,
out of your total enrollment,
how many did not get any office discipline referrals?
They call ODR, we call behavior observation and data forms.
How many got one?
How many got two to five and how many got six to eight
or nine or more?
And then they're chunking that into zero to one,
two to five or six or more.
This is new, I think.
I think they only used to do it the second way, six or more,
but now they have it designated six to eight or nine plus.
So that's kind of nice.
And then you're seeing where does
our school population fall?
So 84% of their students are getting zero to one,
which is really what we're looking for
when universal supports are in place with fidelity.
We're hoping that 80% of the students will be successful
with just that level of support.
And then they have 10% of their students
who are getting two to five
and 4.5% who are getting six plus.
So that's really,
we're hoping that you're triangle data look,
something like this,
which is showing that just a few students
need some additional supports added on
and very few need that intensive level supports.
During COVID years,
this is probably a pretty unrealistic graph,
but that's why we're really pushing a lot of those supports
down to the universal level because we don't have the time
and resources to provide so many students with targeted
and intensive level supports.
So grass light this can really show teachers
why we're having to amplify the supports we're providing
at universal because more and more students are needing
more support.
Let's see.
And obviously, as your year goes on,
more students are going to get more referrals.
So that's why I was looking at this previous year.
As you use SWIS for several years,
this data will become more useful.
You'll looking at it midyear.
It may overinflate how big your green triangle is,
'cause you just haven't had enough of the school year
for enough students to get referrals.
Let's see, and then your year end report.
So same thing, not gonna be helpful during the school year.
It might not even show up for you during the school year.
So I'm gonna change this back to a previous year
and you're able to see all data that existed for you.
So this is showing you over the course of the years,
average per day, per a hundred students,
percent of total referrals by problem behavior on and on
and on; gives you tons and tons of data.
So especially for an administrator,
who's having to prepare some kind of report for the school
board, something like that.
This is a really helpful place for you to go and to be able
to see all data that you might be looking for.
All the race, ethnicity data comes in here,
your triangle reports, et cetera.
Okay.
So I'm gonna go back to report and there's usually a print
button on every screen.
So you can print the reports there.
I'm gonna go back into the equity reports
and I am not an expert in this area yet it's a little bit
newer and somewhat nuanced.
So I'm gonna do the best I can.
I'm gonna change it to a previous year.
And I think it gives you four or five different ways
of looking at your data.
It also gives you those different groups.
So race, ethnicity, English language learner, gender,
and IEP status.
So I'm gonna stick with race ethnicity for this demo,
but just remember that all of those,
if you put that data in the back end,
is gonna be able to show up here.
So the first one that shows up is your risk index
and I'm gonna make it smaller just for a second.
So you can see,
so this is giving it to you as a graph and then you also get
it as a data table.
The best part about these equity reports
is it gives you sentences.
So it's kind of like a Madlibs and it's filling in your data
to give you an understanding of what that actually means.
So for instance of the six students identified
as American-Indian or Alaskan native,
50% have at least one referral.
It also helps provide that kind of check around,
especially in Vermont where our racial ethnicity,
diversity is low.
Who are we really talking about here?
And is this fair?
So if we are in a place where diversity were higher,
it would be even more helpful to be looking at data saying,
"Wow, 50% of our students of this group
"have at least one referral."
But then we wanna remember in this case,
that's only referring to six total students.
So we're only talking about three students here.
It's still important information to note
and to be thinking about,
but it's not necessarily indicating an emergency
because we're really talking about three students here.
So I love this interpretations tab because it really helps
you understand what we're talking about here.
And then the info tab gives you,
what is this report displaying?
What questions can you answer by looking at this report?
The next one is risk ratio.
So same thing.
I always kind of jumped to that interpretations tab.
What is the risk of a student of this group receiving
at least one referral as compared to all other students?
So you might remember back when I was in the settings,
it said, do you wanna be comparing groups
to all other students or to a different student group?
So for instance,
if you wanted to compare different groups to white students,
you would have to change it to just be white students.
Right now it's comparing it to all other students.
So that's their risk of receiving a referral.
This is rates by groups.
So average referrals per student,
based on their different racial groups.
And that's the last one.
So if Caitlin is still here,
I'm gonna turn it over to her to just talk briefly about how
BRSU has used these equity reports.
Morning.
So I'll just share kind of one way in which we've used
this data in the last year or two.
I dunno, I might be, if I can screen share there,
I have one piece that might be just useful for folks to see,
but essentially in the last couple of years,
as most SU's are,
we're trying to do a teacher professional development around
concepts of diversity, equity and inclusion.
And two years ago,
when we really started honing in much more intentionally
on that type of work,
we felt like it was important for staff to really understand
some of the concepts and terminology that we were gonna be
talking about along the way.
That would be really critical for them to have a clear
understanding of,
to understand how we tackle some of this work.
So disproportionality was one that we felt there was
a critical need there.
And for folks on this call or probably where,
but disproportionality is in this case, for instance,
say students of a certain demographic group show up more
or less frequently in your data set
than you might expect them to based upon their kind presence
in the general population.
So lemme see if I can share here for a second.
You should have access to share at least.
I'm always poor at, oh,
I think I don't on because it's something on my end,
but I have a hard copy here.
I can show it's just gonna be a little clunky,
but essentially,
so what we did for this training a year or two ago,
the first time we did it was I used SWIS this equity report
to give me the statistics,
the demographic breakdowns by race, by gender,
by IEP status.
At that time, those were the three that we looked
at across our buildings.
And then I just built a really simple kind of pie chart
graph that showed I'll use this one as an example here,
and I'm sorry, this is gonna be, is low tech.
All right. So this is our--
By the way, I just asked Caitlin to do this yesterday.
So (laughs) this is not her fault.
(Amy laughing)
So the first graph that you'll see,
so this is not swift data.
This is our general student enrollment by race.
So in our schools, we've got this giant turquoise.
This is our white students.
We're very predominantly white as our many schools
in Vermont.
So that's our general student enrollment data.
So then what I used SWIS for and some of those equity
report breakdowns was I wanted to look at numbers
of referral by race of our students.
And then I built the same graph by referral.
So when you look at this,
it's similar to the patterns illustrated in the demo site
that Amy was just showing you.
So we are a very, very, very white school district.
Our white students though,
are not making up that same percentage of referrals as would
reflect our general population.
What we see,
what this tells us is that our students of color
are a student from historically marginalized categories
have a much higher risk of receiving more referrals
or an increased number of referrals, I guess,
than potentially their non students of color peers are.
And we want our staff to think about that.
What does that tell us about some of the systems we have
in place or some of the behavioral expectations that we hold
or some of the ways that our own potentially implicit bias
might be impacting how we determine whether a student
is receiving a referral or not,
or what behaviors we're citing as problematic.
We really wanted to use it as a point of reflection
to Amy's point.
It was not intended to be a punitive or a gotcha.
We didn't want people to come away from this exercise going
like, oh gosh, I'm never writing a referral again,
because I'm scared of what my data might show.
That was not how we wanted this to come across.
We really wanted folks to pause and think about,
let's look at this data.
What does that tell us?
What are those questions we should be asking,
not just about ourselves,
but about our systems.
And for our first year doing this work
a way that we help to preserve a little bit of that space
for folks to not feel or to not take some of the data more
personally is that, so we have fixed schools in our system,
five of which are SWIS users.
So I aggregated our five school data into these charts
for that first exercise.
So it was real data from our communities,
but you weren't able to drill down
to an individual school level.
So no one particular set of staff or community felt
kind of really spotlighted in that exercise.
In some ways,
it a little bit diluted what that data was telling us
because it was across buildings,
but the patterns and trends clearly exist.
So that was sort of our first point of entry.
And then, the subsequent year,
when we were working with our data team,
we asked it them to look at it at their school level.
So then again,
you're coming closer to home and hopefully by approaching it
in that little bit of a gentler manner,
we didn't want people, like I said,
we didn't want people to get defensive or to shy away
from doing the work.
So we thought starting a little bit further out
from ourselves.
And then as folks are getting more knowledgeable
and more skilled,
bringing it closer to home would create more buy-in
for our staff.
So we did the same thing that was race, race,
and ethnicity.
This was, we did IEP and non IEP.
Again, you see a much higher percentage of IEP students
actually receiving behavioral referrals
than our representative of our general population.
And then we also did male female.
And again, you've got a relatively,
almost 50/50 split in our general student body,
but you see our boys are receiving a significantly higher
percentage of referrals.
And then we also kind of what our latter question in that
discussion was you look at that data and then which is,
it's alarming right in and of itself.
But then if you think to yourself,
think about a student who is male,
who is a student of color
and who is a student with a disability,
and really think about what that impact of intersectionality
is potentially on their experiences in our building.
And so again, it was very much,
it was sort of setting the stage for understanding
the type of data we want our teams to be looking at
and reflecting on,
and then using that to inform practice and really building
common understanding of what some of those terms
and processes are that we are asking people
to become more skilled in.
-That's it, thank you. -Awesome.
Thank you so much for sharing, Caitlin.
And I think that just emphasizes the importance of putting
that data in on the back end from the beginning
so that you don't wanna, after the fact be like, oh,
I wish we had put that because yeah.
I can say that was a secondary of benefit and or challenge
created by even doing this.
As I was pulling all the data together,
I'd get to the school and try to run that report to pull
into my data.
And I was like, oh,
that school never input this or didn't update it this year
or so it was a good exercise in some ways,
for me in highlighting where some of our holes were
in our data entry or our data pulled down
from some of our other systems.
And then that kind of catalyzed for that next year,
we were sure that we were really tight on having
all of those student information pieces still then,
right at the start of the year,
'cause it is really valuable data for your team
to be able to look at.
Awesome.
Does anybody have any questions for Caitlin about the equity
reports side of it?
Now the yard work is done,
but there are loud happening and it's not thunder.
I don't know what it's you guys can't hear
as much as I can.
All right, well, feel free to keep typing into the chat box
if you have a question for Caitlin.
Oh good.
Thanks, Elena.
And I forgot to say,
I think we have two people
from Texas on that the least
registered for the webinar today.
So welcome friends from Texas.
We don't know how you found the webinar,
but we're glad you're here.
Hopefully we're not talking too much
about just Vermont things, but thanks for being here.
I just have a few more things.
I wanna show you in the app itself
and then we will have time
for some more Q&A in case you have more questions
I'm gonna share again and I'm gonna back up.
Oh awesome.
Dominique and Elena.
Thanks.
Let's see.
I just wanted to make sure I showed you here.
You always have that option to print.
And then you also, let's see,
maybe not in this section.
In certain reports, you have the option to export.
Let's see, I am not seeing it.
I'm not gonna be able to remember off the top of my head,
which ones can be exported in that way.
There also is a way to export all of your referral data,
which I think happens in drill down,
which I'm gonna get to next.
So that can also be helpful for district data,
kind of people who need to have all referral data.
I'm not gonna be able to find it on the spot,
but there is a way to do it.
So printing and exporting is option
and I will look into how to export.
So drill down is kind of the next level.
So you've gotten your basic overview on your dashboard
of what your data look like.
You've gotten a little bit more information
from these reports here and the core reports
and the extra reports, and now you are ready to drill down.
So you've identified something on these reports
that you wanna get a little more information about.
So let's say we wanna start.
This is gonna be tough.
I'm actually gonna pull last year's data because there's not
enough in here to do a good drill down.
So you can see here, I have include in data set.
They're automatically putting in this school year,
but I'm actually gonna delete this school year
and I'm gonna pull over last school year.
So you can actually just drag it right over or you can
double click and then come back up here and see, okay,
what's included in the data set.
So I'm gonna generate again.
And now this is all the data from last year
and then I'm gonna look for some red flags.
So for instance, I might look at day of the week.
There's no real red flag here,
so that's not a good one to pick maybe problem behavior,
inappropriate language in defiance.
So I'm gonna say,
I wanna get a little more information
about the who, what, when, where, why
of inappropriate language and defiance.
So over on the left hand side, under problem behavior,
you can see these have these arrows.
I'm gonna click the arrow and look for inappropriate
language and defiance.
That's why I can never find inappropriate language.
It starts with abusive language.
So that's alphabetized by the A,
so I'm going to double click on abusive language and now
that's showing up there and then I'm going to double click
on defiance and that's gonna show up there
and it's asking me,
do I want it because this school allows you to put in two
behaviors on a referral.
Do I want it,
if it shows up either first or second or do I want it only
primary or only additional?
And I want, anytime it shows up,
so I'm gonna keep that primary or additional
and I'm gonna generate again.
And now what I see below is only defiance
and inappropriate language.
So I can see how many referrals for each of those.
And then when I go to graph type over here,
I'm gonna be able to see all of these,
but only for the defiance
and inappropriate language referrals.
So I can see by day of week,
is there anything kind of going on for that weirdly,
Wednesday was low for those behaviors.
We could think about why that might be is anything showing
up for race, ethnicity.
So this is all students and then by race or ethnicity.
So again,
we remember there was only 65 black students out of 504
and their rate for defiance
and inappropriate language referrals
was much higher than any other population.
So are we referring or viewing the behavior of our black
or African American students as more defiant
than other student groups?
When that may be our implicit bias
playing a role in that rather than those students actually
exhibiting more behaviors.
So what education pieces can come for our staff
around their implicit bias work that we all need to do.
We can look at it by gender.
So again, we're seeing similar patterns.
So we might say, okay,
we really wanna learn more about our males
who are exhibiting those behaviors.
So over on the left hand side,
I'm gonna find demographics.
And again, you could pull over any of these,
I'm gonna do male, double click,
and now you've gotta scroll down to be able to double check
yep male made it there.
I'm gonna generate.
So now I'm seeing only male and only defiance
and inappropriate language.
So I'm looking at 200 referrals total from the year,
and now I'm gonna look like, okay,
was it a particular grade level?
Ooh, eighth grade had 60 of those referrals.
So I might wanna drill down further to just
look at the eighth graders who are male,
who received a referral for defiance or defiance
or appropriate language.
So I'm gonna double click again.
Now I'm looking at just eighth graders
and I can always see how many referrals was I talking about.
Am I talking about now,
how many students does that represent and how many staff?
So 28 staff have written referrals for 11 students totaling
56 referrals for those two behaviors,
four males in eighth grade.
So we're starting to get a little small for making
school-wide decisions.
So we don't necessarily wanna make
a school-wide intervention around 11 students
who are exhibiting this behavior.
So I might get rid of one of these qualifiers.
So I might get rid of male and say that, got it too small.
We need to design an intervention for males and females
around these behaviors,
'cause now we're back up to 70 referrals.
We're still only at 15 students.
So we just wanna kind of be mindful of that number.
And I'm just making this up on the fly, this example.
So as you have your real data,
you just wanna be watching for that.
So I may not end up with the best example here,
but so now that we've got this, we can go again.
Maybe we wanna see it by location.
This is largely happening in the classroom
playground hallway.
We might wanna see perceived motivation.
So these students are exhibiting inappropriate language
and defiance, mostly in order to avoid tasks,
but some of these others are high.
You'll also notice unknown motivation is pretty high here.
So maybe all of those unknown motivations
were obtain adult attention.
And that's really actually almost as high as avoid tasks.
We just don't have the information.
So that's why we really encourage schools to teach what
function of behavior means so that staff can accurately
assess what they think the function of that behavior was.
So once we have that, who, what, one where, why,
we're then gonna develop that precise problem statement
and create that intervention and action plan around it.
So, in this drill down,
that's where you're gonna get all that information.
If you look at your materials for today on the webinars page
of our website and put in the chat box,
there is a drill down worksheet which helps you to actually
fill in this information as you go develop that precise
problem statement.
And then I can't remember if I also included
the action planning template.
I don't think I did,
but it might be in the swift at SWIS activity book,
which is also listed in your materials to have that action
planning template for, okay,
now that we've got this precise problem statement,
what are we gonna do about it to help reduce the likelihood
of this behavior occurring in the future?
So I could spend a whole day talking about drill down
with you, but it's best to really just get in there
and play around.
You really can't mess anything up.
You're just creating reports.
You're not even if I delete all these things,
I'm not actually deleting data.
I'm just getting rid of them from this report
that I personally am looking at right now.
Something I will show you about is if we've got this school
year and let's say, when we look at problem behavior,
this actually happened to us at DotnBrook.
One of the top problem behaviors was technology violation.
And we were like, what is going on?
We don't remember there being that many technology violation
things going on, this doesn't seem like a real issue.
And then we remembered there was one student who got,
let's say 30 technology violations or something.
And so that student was kind of skewing the data to make it
look like there was a lot of technology violations
happening school-wide when really it was just that student.
So there is a way that you can exclude students
from the data set temporarily.
So we never want to fully exclude a student from the data
set or more than one student from the data set.
But there are times,
especially when staff are saying things like, well,
it's just a few high flyers.
That's where our data is all coming from.
There might be times where you want to exclude
those students that they're thinking
of that are frequently having externalizing behavior.
That's really observable to the rest of the school
and show them, okay,
well here's what our data looks
like without those three students.
And we still have issues in X, Y, or Z areas.
So in order to exclude a student from the data set,
you are gonna come down all the way to the bottom,
where it says students and staff;
go to students again, sorry, double click on students.
And then you're gonna choose which student that was.
It automatically puts it in include.
So you wanna pull it over to exclude that student
or students from the data set.
And then you would generate again
and then you'd be seeing the data without that student.
Again, like I said,
there's kind of rare situations
where you would wanna do that.
Typically you wanna be looking at your school-wide data,
which includes that student.
There's also a way to save report templates.
So let's say your data analyst on a monthly basis,
same for a staff member.
You can exclude a staff member from the data set as well.
So let's see.
What was I just thinking?
Oh, let's say you wanna provide a grade level report
'cause you have grade level PLCs that are meeting monthly
and you're the data analyst on your team.
You can pull over, let's say kindergarten, Generate.
And now you're just seeing the kindergarten data.
Oh, here's our export.
Okay, I feel better now.
So you can export this into Excel
if you wanna make fancier graphs or give them their data
in Excel, for some reason, or you can print it,
you also can save this report template so that you don't
have to create this every month.
Not that was that hard to pull over kindergarten,
but maybe you've got a more complicated one that you wanna
do every month.
Maybe you created a goal of decreasing defiance
in inappropriate language for your males
and you wanna see how it's going or for your eighth graders,
you can save this report template, call it kindergarten,
Share template within school would allow anybody who has
access to the side of SWIS to see this as a choice
for a template and then save the template.
And this won't work 'cause I'm an on demo site,
but pretend it worked.
And then over here where it says load report,
it would give us kindergarten as a choice.
And then we don't have to create this report every time,
we just load it.
So they did one for this particular behavior hallway,
sixth grade tardy skipping class.
And then generally,
and now you've got that right away without having to pull
all those things over again.
So you can save report templates.
Let's see, what else am I missing?
Does anybody feel like they need any more information
about paperless referrals?
Basically what we do,
if a school indicates that they want
to use paperless referrals,
we have three videos that we send you that PBISApps
created that walk you through how to set it up
on the backside, how to add referral entry only users,
which I showed you how to do.
And then, a video you can send staff that will teach them
how to input referrals.
The only qualifier is you don't wanna just send them
that video, you wanna individualize it.
You can send them the video,
but then you also wanna give them some individual training
about okay, at our school,
we've decided we are not going to put defiance
as of problem behavior,
or we're gonna call tardy and true and see the same thing.
So only put tardy or whatever it might be.
You wanna tell them what are the rules that your team has
decided apply for your school?
So don't just send them a generic video.
So any questions about paperless referrals that you think
might not be answered by those videos,
which you haven't watched yet?
Okay. I'll keep on going.
Feel free to keep asking in the chat box.
I'm just gonna show you where you can get support if needed
from PBISApp.
So I'm gonna go back to just the PBISApps page.
Again, you can demo any of these.
So if you were like, oh, we might want check and check out.
I wonder what it's like.
You would go to SWIS Suite and then I'll show you
at the top of the page.
We were in SWIS, regular SWIS.
But at the top of the page,
you can look at a demo for check and check out
and you can look at a demo for I-SWIS,
which is for individual student plans.
So you can play around in these demo sites as much as you
want and nothing, you can't screw anything up.
There's also an early childhood SWIS and you could use
the demo site for PBIS assessment where tiered fidelity
inventory and stuff is.
So back to regular PBISApps homepage.
They always have updates here, which is nice.
And then you can go to resources and they have publications.
So this is the user manuals for things,
all sorts of samples and templates and tons of things.
So you can narrow down what are you trying to look for?
So let's say you're looking for,
let's say you are one of those data people who's gonna have
to do data integration from PowerSchool to SWIS.
You can drill down.
You're just looking at data integration publications now.
Here's data link, here's SDEX,
all these complicated things that hopefully you have
a district data person to do.
Now you're looking at things where just coded
as data integration.
So that's publications.
There's also tons of videos.
So those videos,
I mentioned that we send you if you're doing paperless
referrals, if you go to SWIS and paperless,
there's those three videos that we send you.
So this is hugely helpful.
There's ones for the equity report.
So those will describe each of those graphs
in much more detail than I was able to do.
So the videos section is like,
they're like five minute videos that really,
really tell you what you need.
There's a Teach by Design blog and podcast.
So here's the link to the podcast.
You can get it on your phone
and articles that have come out.
And the Teach by Design,
you can subscribe probably somewhere on this page.
I don't know where,
but you can subscribe so that these come to your email.
Any news that's come out.
Data integration, like I said is a whole nother beast.
So that's here in its own section.
They also host trainings.
So they have live trainings in-person,
which you probably wouldn't need, that's just for us.
You were gonna become a SWIS facilitator.
If you do have many schools in your district who are using
SWIS and you're a district kind of person
and wanted to become a SWIS facilitator, that is an option.
There's also webinars online courses, et cetera.
There is a help desk where you can search.
So if you weren't able to find something that you were
looking for there,
let's say you wanna do person import or something,
you can search.
And then anything that has to do with person import
is gonna show up there.
Let's see anything else.
There is a contact information here for SWIS,
for PBISApps and an email address.
But we are kind of your conduit between Vermont
and the National PBISApps.
So if you have a question, first contact Anne,
and then if she can't answer it or she is out or something,
you can always contact me.
But if you can't get ahold of any of us in Vermont,
then you can email PBISApps directly,
but they may send you back to us.
Dominique is asking, are you able to get certified
even if you aren't in a district,
we work for the university?
Yeah, yeah.
So we work for University of Vermont and we are the SWIS
facilitators for the whole state
because Texas is much larger.
You probably have a bunch of SWIS facilitators,
but you can go here to training and SWIS certification.
These are the facilitator training events to learn when
they're offering SWIS facilitator trainings.
So I'm gonna stop sharing.
I'm gonna switch back to the PowerPoint real quickly.
Make sure I didn't miss anything.
Oh, sorry.
That was wrong.
Okay. So we did this.
I showed you where to set up referral entry only.
So this, like I said is an old slide,
but I thought it should.
There's still a few points on here that might be relevant.
There was questions around,
should we still be collecting behavioral data when students
are remote, things like that.
And the general guidance was you still want information
about what's working or not working
for students and for overall.
So even if you're remote, it's still good to collect data,
to be able to target support in certain areas.
But you wanna review your process to make sure it's meeting
the needs of whatever context
you're in remote hybrid in person.
I think paperless referrals got a lot of traction during
COVID just to eliminate the number of paper that people
in the building are touching and to add distance learning,
I think is how they write it in SWIS as a location,
as an option that a behavior occurred
during remote learning.
There is article here that helps you define document
and address online behaviors,
which hopefully we won't need this year, but you never know.
And again,
to update the school days in that backend to reflect
the number of days where behavior data was collected.
And I wrote last year in this,
but that's from last year when we wanted to make sure
your 2020 data was accurate, if you didn't and 2021.
But if you had days where students were not in the building
and you were not collecting behavioral data,
you don't wanna count those in your school days.
And again, this is also from last year,
there was a new option last year called Data Link
where districts could upload rosters and referrals
from your student information system like SWIS or sorry,
like PowerSchool into SWIS.
So there's always some concern in some districts about
double entry and they've eliminated that issue.
So you can kind of flow those referrals back and forth.
And let's see,
however, if you're doing this,
you can't use custom fields
because that might mess with things.
So anyway,
they had more information there with a link.
If you wanna learn more about that kind of drill down
process, getting to that precise problem statement,
building an action plan.
That's really part of the TIPS process.
So Team-Initiated Problem Solving.
Tips includes two components.
One side is kind of the meeting foundations components,
which is how to set up and run effective team meetings.
And then the other side is the problem solving component.
We are offering several opportunities to learn more about
that this year, the first will be at the leadership,
oh, sorry, that should say annual forum.
We don't call it the leadership forum anymore.
So the annual forum on October 3rd at Kellington,
there will be a workshop around data analysis,
database decision making.
And then we have a webinar which Anne told us the date
for in the chat October 25th,
which is really just kind of an introductory understanding
and identifying what social-emotional behavioral data
you might already be collecting in your school
or district and what you might want to collect and why.
And then, like I said, we have an in-person data day,
which is really about your data.
So it gives you an opportunity to dig into your school
or district data and learn a process
for doing day to days back
at your school or district moving forward.
So that's an exciting day.
That is, oh, I lost the day again,
November 8th and I can't remember what location that's in.
Maybe Ann knows.
And the registration's not quite available
for that yet, but will be soon.
And then another opportunity that some of you might be
availing yourselves of already is coaching.
So if you click the link there in the PowerPoint will bring
you to a list that explains our coaching process in Vermont
and how you can get in contact with one of our coaches.
And all of them are very familiar with tips and how to guide
teams through the database decision making.
Different coaches are more or less familiar
with SWIS itself.
So the SWIS questions should really come to us first.
But if you wanted really more in depth work
with your leadership team or training for your school
around PBIS more generally, that would be done by a coach.
So like I said, contact,
and first give her some time to write back.
Also use those web resources that I showed you.
Spend a little time trying to solve it yourself.
But if you're really getting stuck, spend too much time,
let Anne know.
And if it's really urgent contact PBISApp staff.
So I'm gonna stop sharing.
We have a few minutes left over for any questions
that may have come up.
And if you don't have any questions,
you're more than welcome to sign off whenever you're ready.
And we'll send you an email after this webinar
with the evaluation survey.
And when you complete the evaluation survey,
letting us know how this went for you,
you will get a certificate of attendance
for your time today.
After the recording is captioned,
we will also send you the recording and for anybody who
missed the webinar, we'll send it to them too.
Okay. It is a capital Plaza.
That was my guess,
but I didn't wanna be wrong.
And I will hang out and happy to answer
any questions you might have.
Thanks for coming.