- Well, this session will be recorded.
All right, I'm going to share my screen
so we could see what's going on
in the world of my computer.
And welcome to today's session.
Today, we're talking about Swift at SWIS
for Check-In/Check-Out,
the Check-In/Check-Out Intervention,
and it's an hour long webinar,
and it's mostly a technical webinar
about the use of SWIS Check-In/Check-Out.
I'm Sherry Schaumberg,
and I'm here with Amy Wheeler Sutton and Anne Doobie,
and we're supporting you to get what you need
out of this session.
So welcome, very small group.
So we generally mute everyone during the session
just to keep out the noise,
but it's such a small group that
if you want to say something,
feel free to unmute yourself,
or you can type into the chat box
any questions that you have.
You can show or hide your video,
totally up to you.
The resources are on this slide
and I believe...
Is Amy putting them into the chat box?
Thank you, Amy.
And what you'll see there is
the PowerPoint for today, along with
the Swift at SWIS Check-In/Check-Out user's manual,
which is really handy for you
when you have questions
or you're trying to figure something out.
So let's get started.
We are going to talk today about Check-In/Check-Out
as a targeted intervention.
And I just want to clarify that this is not a training
about Check-In/Check-Out
or about the targeted level of PBIS.
It's really giving you an overview
and some specific considerations to make it
really compatible with the SWIS Check-In/Check-Out system,
so I am going to talking a little bit
about Check-In/Check-Out,
and then move into the SWIS Check-In/Check-Out application,
which is one of a three part suite for SWIS.
A lot of you have school-wide SWIS,
and this would be an addition to that.
And then there's something called I-SWIS.
So once we get to that part,
I'll just go on to the demo account on the website
and show you all the neat reports
that it provides,
and how you would use it for data entry
and installing your daily progress report.
And I believe we'll have lots of times
for questions and stuff like that.
So we're going to just launch this little poll here,
asking you about your experience
with Check-In/Check-Out.
Which school is currently implementing?
Does it have Check-In/Check-Out?
Okay, you have it.
Good.
Okay, great.
Thank you.
So I'm just gonna repeat,
I'm not going to really be able to provide
a full training on Check-In/Check-Out
but we'll be able to talk about it
and how it matches with the information system.
And you can certainly contact us
if you're looking for more content
on that intervention...
Within the targeted level of PBIS.
So I'll get started
and I hope that if you have questions,
you'll let me know.
Thank you for that.
I think I can share these results.
Are people seeing the results?
No.
- I am, but I'm not sure if
it's just cause I'm a host.
- Whole thing is rather confusing.
- Yes, I can see the results.
- Oh, thank you.
- Same here. - Okay, thank you.
Great.
So Check-In/Check-Out,
as I said, this is just brief overview,
it is probably one of the heaviest
research-based intervention at the targeted level.
And when I'm talking about Check-In/Check-Out,
it's the intervention that's
also called the "Behavior Education Program."
There are lots of versions
of Check-In/Check-Out
and you've all probably, in your education career,
have had some format for checking in
with students on a regular basis.
This is pretty much a linear
and pretty well-spelled out intervention
of supporting students,
giving them positive feedback based
on the school-wide expectations
for students that need a little bit of help learning
how to demonstrate those interventions,
and they need the positive feedback from the adults.
So it's research that
this is highly effective for students
who have concerning behaviors
that are connected with seeking adult attention.
And what we know is that up to 12% of students,
at any given time in a school,
can benefit from this intervention
because a lot of the main motivation
behind their behavior is seeking adult attention.
So it's really got a lot behind it
and it's a program that's easy to install.
It is...
What we say, it's the core targeted intervention
within your MTSS or your PBIS framework
at the targeted level.
And while it's...
It's not designed...
It wasn't designed to be for students
who really don't find adults attention reinforcing.
There is some research emerging
about adaptations to the framework
of Check-In/Check-Out
that can be used to support students
in a little bit of a different way.
So it really...
This intervention has been designed
for students whose concerning behavior connects
with seeking adult attention,
but the modifications are showing
really great promise.
As we're in the fall,
and we're hopefully all in schools,
there are certain considerations for rolling out
your Check-In/Check-Out this year,
and these four, I think, are really important.
And the first is that all faculty staff
and family need to be oriented
to the Check-In/Check-Out intervention.
So they need to know that
there's something out there
that students may be nominated for
at some point during the year,
and what that looks like,
and what its intention is,
which is really to help students be successful at school.
And so, the students should be aware of it,
families need to know about it,
and the staff and faculty
really need to be provide an overview training
of how they might be involved
with the intervention.
So all staff are involved...
That are working with the student
that's in the intervention,
all staff are involved in connecting
with the student in this Check-In/Check-Out intervention,
so there needs to be some sort of orientation.
This is not one of those
"We're referring our students to you,
"you address the issues,
"and the student comes back,
"and everything's fine."
This is everybody has a little role to play in it,
so that orientation is really important.
And then, there's the capacity to assess for need.
Who might need Check-In/Check-Out?
And one of the go-tos for trying
to see if students could benefit
from the intervention is
if you have students that have
more than two concerning behaviors,
perhaps you're using SWIS,
and you see that already,
there's been a report of two concerning behaviors,
commonly known as ODRs,
or office discipline referrals,
we're calling them student observation and data forums
because that's more equitable.
We really...
It's not necessarily referring students to the office.
But if you see that,
your team is going to want to talk about that student,
and it might be a short conversation
or it might be a conversation that suggests
that the student would benefit from having
that intervention for a period of time.
So that's...
That's why we really want
a super efficient Check-In/Check-Out intervention,
so it's really easy for students to access.
So you notice there's a couple
of behaviors that you're worried about,
let's get that intervention in place.
And then there also needs to be a way
for staff to request assistance
for this intervention,
or for some other targeted intervention.
So there needs to be a process,
perhaps it's a forum,
and the same thing with families.
If families are concerned
about their student going to school
and perhaps missing out on some social
and emotional success,
learning success,
perhaps they can have a way
to make a request for assistance.
So orientation, assessment of need,
and then there needs to be a team
that manages the intervention.
And this would be the team
that would be playing with
the Check-In/Check-Out SWIS application
and looking at how the students are doing,
helping everybody know what their role is
for a student that gets placed
on the intervention.
And so, that would have somebody
on the team that is...
Either has some behavior competence
or is aspiring to learn more about behavior
and social and emotional behavioral success.
And then if you're using Check-In/Check-Out,
you've identified someone who is
a Check-In/Check-Out coordinator,
and that person would be on the team.
But this is the person,
the friendly person,
the face in the beginning of the day,
someone people really like,
who greets the students that are on the intervention
and hands them their daily progress report,
which is the card that they're going
to use to collect...
To talk with adults in the building
throughout the day and get scores,
and end up the day meeting back with the coordinator
to summarize all that
and the coordinator provides some encouragement.
And when you have a large school
with many grades,
you may need more than one coordinator
and more than one team.
So that's a management thing
that needs to be considered.
If we think back to up to 12%
at any given time...
Any students at any given time could benefit
from Check-In/Check-Out,
then that that number might help you project
what your capacity needs to be.
So those are four considerations
for Check-In/Check-Out.
Then I'm going to talk about
the daily progress report
but before I do that,
since a couple of you are not as familiar
with this intervention,
can you just raise your hand if you know
what the daily progress report is
in this intervention?
Yes, Chantelle.
Hi, Chantelle.
Didn't see you are here.
Great, thank you, Alice.
Okay, well, for those who may not know,
I'll spend a little bit of time talking about what it is
and I hope that you'll follow up with us
so we can get you more information.
The daily progress report, or DPR,
is that piece of paper, or a card,
it could be electronic,
that has the students...
Where the student and the teacher interact
at different intervals throughout the day
to see how the student is doing
to follow the expectations,
the school-wide expectations.
So that student carries that card
with him or her throughout the day
and hands it off to an adult who will check,
and have this interaction with the student,
hopefully a positive one,
about what went well and what could be worked on.
So for Check-In/Check-Out SWIS
and for how we promote it within Vermont PBIS,
the Check-In/Check-Out daily progress report, DPR,
should have the school-wide expectations on it,
what your PBIS universal school-wide expectations are.
And those are the expectations
that the student is working towards
throughout the day.
And then, it needs to have
a certain number of intervals that
the student is checking in with an adult
to see how...
To get some positive feedback
about how they demonstrated each of
the school-wide expectations.
And it should be a common schedule throughout the day.
We recommend no more than 10 intervals,
or 10 periods of time,
mostly because we want this to be
a really super efficient intervention.
And so, 10 could really be somewhat problematic
in terms of fidelity
and everybody following the intervention.
We also know that schools
who used a lot of intervals,
and then sort of reduce that number
to five or seven intervals throughout the day,
find that a lot of students are successful
on that at that level.
So it's better to start a foundational,
general DPR and perhaps individualized
as needed moving forward,
rather than making it different
for every student at the same time.
So the staff need to know what their role is,
and that would happen in the orientation
for Check-In/Check-Out.
And we're hoping that that card is compatible with SWIS,
if you're using SWIS.
The unique thing about the daily progress report,
one of the things that makes it a successful intervention is
that connection with the home.
So the student brings either
the DPR home, the results home,
and a family member signs that
and says some encouraging words,
and the card comes back the next day,
so that's that home-school connection.
If there are some concerns about that card coming back,
so that you can enter the data,
there are other ways to do it
and I'll show you an example in a second.
So this is a sample daily progress report card
that is compatible with SWIS.
And there's some things that I like
and don't like about it,
but this is what...
This is a good example of what would work
really well with the information system.
So obviously, you see on the left hand side,
there's the name, the date,
and the family/guardian's signature on the left.
And then on the right hand side,
it's a way to summarize
what happened during the day.
Most students are attempting
to achieve a goal of 80% of total points possible
to earn throughout the day.
That's like the default goal.
And so, you would do a little math there to figure out
what 80% of this card would be,
and the total points earned
out of the total points possible
and whether the student met the goal.
So here you see this school has three expectations;
safe, respectable, and responsible.
And they decided to have seven periods.
And I will say that to be compatible
with SWIS Check-In/Check-Out,
there are no more than five expectations
that can be entered into
the data entry systems.
So just something, if you have six expectations
or something like that,
that would be...
We'd have to figure out a workaround on that.
I've never had that come to me,
but we could try to help figure that out.
And a lot of these do have workarounds,
but some of them are pretty set.
So we have the school-wide expectations on the left,
and then they chose seven periods.
The scoring for each interval is
for each expectation,
you either get zero, one, or two points.
And again, that is compatible with SWIS.
You can only enter by expectations
within a period,
zero, one, or two points.
Now, your card can look different,
and this is one of the things
I don't necessarily like about the card,
because you, as the adult,
are going to be circling it
and having a conversation with the student
about safe in period one, let's say,
and the zero is kind of a hard...
You didn't see that expectation demonstrated at all.
So you don't want to give one point,
but people are really uncomfortable giving zeros
and seeing zeros, and all that stuff.
So if this were my school, my card,
I'd probably take the zeros off
and either circle nothing,
or one, or two points.
And there's a key that you see in the middle there
to help people have fidelity
of implementation during each interval.
Are there any questions about that?
- I'll just at (indistinct),
they changed it, instead of a zero,
to be kind of a circular arrow.
And it says like, "try again"
or something like that.
Not "better luck next time,"
but something about a "reset" or something like that,
so that it's not a zero
but there is still something to circle.
(speaking over each other)
- Can it be one, two and three,
as opposed to zero, one and two?
- You can have on your card, whatever you want,
but when the data...
The person entering the data goes in,
they'll only be able to choose zero, one, or two.
And so...
And there is a reason behind that.
The designers of this intervention...
This type of scientists, behavioral scientists,
they are really...
If the behavior was not present at all,
they didn't want it to get a one.
So that's how they designed this.
But if you had one, two, three,
you'll know that that's zero.
So those are some of the workarounds that.
- Yeah, because for our students,
it's my understanding here at our school,
is when they get a zero,
that's like an emotionally demoralizing.
- Yeah.
That's why I don't like zeros on it at all.
I like you either just circle one or two,
or you don't circle anything.
But I totally get it.
Whatever works within your cultural context,
I think we can make adaptable
with the SWIS Check-In/Check-Out system.
- All right, thank you.
- Okay, so I talked about the importance
of the results going home to the family,
and the family having an interaction
with the student that evening,
prior to the next day.
So if the card doesn't go home
because they haven't entered
the data from that card yet,
this is just another way to send the data home.
It's a summary of how the student did
and allows for some comments.
So it's just an example.
- And then, do you send that form everyday?
- Yes.
Ideally, yes.
Yep.
- Yeah, every day, okay. - Yep, yep.
And we also know that, sometimes,
that's really challenging,
so there are some workarounds for that as well.
Perhaps, they're checking it with somebody else
that's outside the school
if the family isn't available to do that.
But that connection between school success,
and home and community,
is really...
That's what makes it have really
great potential benefits.
Okay, so I'm not going to talk about COVID.
I was going to talk about
all these different modifications you can do
with Check-In/Check-Out during COVID.
And I think that a couple of things are happening.
It seems like we're mostly staying in school
and there are lots of different ways
to adapt this intervention,
which is really more frequent opportunities
for students to demonstrate behaviors
and get positive feedback,
that's really what, in essence, it all is.
If you're in different learning environments,
you're going to need to modify somehow.
And so, last fall,
when there was a lot of remote,
or hybrid learning, going on,
a lot of disruptions around education,
we did a webinar on adaptations
to Check-In/Check-Out.
And if it seems like we're moving in that direction,
we'll dust that off
and advertise an opportunity
to watch that webinar.
So we're not gonna get into that,
but there there's lots of ways to flex it.
So now, talking about SWIS Check-In/Check-Out,
it is a decision system.
It helps you progress monitor
the students that are participating
in Check-In/Check-Out,
and now I'm going to show you how to use it by...
Give me one second.
I have to get out of this screen.
(indistinct)
So you're seeing everything on my screen today, right?
We've got all those things.
Hang in there, I am not as good at this
as I would like to be.
Okay.
I am in the demo site.
There's a demo site on the main page
that you could go into.
It just is a green box on the right hand side.
On top, it says demo.
And so, I've opened up the demo site,
and this is the SWIS suite.
So whenever you're in a demo,
or even whenever you're opening up
your own application,
if you have school-wide SWIS,
this is the dashboard that shows up.
If you have Check-In/Check-Out SWIS,
you'll be able to find all your stuff here.
It's kind of like file folder tabs.
So you can go into Check-In/Check-Out here,
and then you'll go to the--
- Sherry, hold on one second.
Can you click the green bubble
in the left-hand side of the Chrome window?
- Okay.
- And then, can you go to command plus plus plus
and make it bigger,
which I should have done yesterday
on the SWIS one too?
Forgot. - Okay.
- Yeah, that's good. - Okay.
Sure, all right.
So there are these tabs on the top,
and we're going to go into
the Check-In/Check-Out dashboard.
You would have those tabs.
If you have some sort of SWIS at your school already,
those tabs will exist
but there'll be nothing there when you open it.
So once you get the program
and you get students in it,
this is the dashboard that comes up for SWIS
and it's really cool because it shows
all the students that are enrolled in SWIS,
and you can see that check mark for "enrolled."
And so, these are all the students
since the beginning of school.
And on the right-hand side,
you get a sense of where their points are for
the last four weeks.
So you can see some high scores
and some low scores.
And the default line for most of
these students is probably 80%,
so you get a good sense, an overview sense,
of how the students are doing.
You could also look at the unenrolled students this way
by just checking that,
so anyone who's not in SWIS,
and that will give you all of the students
that are in the school.
But let's stick to the enrolled.
And you can also enroll a student
by just clicking on enroll
and selecting your student from the school list
that's already in your system.
If it's a new student,
you just click on this blue box
with the student in it,
and that will take you to adding a student.
So if you're familiar with this for school-wide SWIS,
this should make a lot of sense,
but it's very easy to enroll
and un-enroll student as well.
And then, you will have an enroll date.
You have the default goal for the student.
Perhaps, you have a student that's starting out
and you want them to experience
this success as quickly as possible,
so your goal may be a little bit lower
for that particular student.
You would press "save"
and then that student's enrolled,
but we're not going to do that
'cause in the demo site, it won't save.
We could also, on the dashboard,
look at...
Just click on different students
and you see all the information
that's in SWIS about that student,
which is a really nice way to get a summary of,
in this case, Brian Bender.
Then, also on your dashboard,
is the school-wide report,
and I guess I'm just going to make that bigger
so you can see that.
It's one of the several reports
that's produced for Check-In/Check-Out SWIS.
Now, this is a wild looking graph
and I kinda like it,
I think it's really neat,
and this is for your team to be looking at,
to see, "Okay,
"what is the range of points
"that students are earning on this
"and how are they doing overall?"
So I'll talk about these options on the left
in terms of dates,
but I'm going to keep these dates right here now,
which is August 18th through 9/15,
gives us a good chunk of time.
And what you'll see is the top number is
the number of students that were
in the Check-In/Check-Out intervention on that day.
So it went from two in the beginning of the school,
and then they went up to eight,
and they lost one to six,
and then back up to seven.
So it's just the number of students
where there are points scored during that day.
I like the...
And then the line is the highest score
and the lowest score.
So you can see, one day,
one person had a 100%
and one person had zero.
So that is quite a range of scores for students.
But what I particularly like about
the school-wide thing is that hatch mark,
which is the mean score.
So you can look at it
and it looks like most of the students are hovering
between like 50 and 75% success
on Check-In/Check-Out.
So it makes you ask some questions.
Is there something about the intervention
or about the environment
that we might need to change?
Because none of our students are really doing
all that well yet.
And I don't know, if you've found,
with Check-In/Check-Out,
but students who meet their criteria
generally are successful pretty quickly.
So it's just something for the team to look at
and begin to ask some questions
from what they see.
That makes sense?
Okay.
So now, I'm going to go back to the reports
and we've already looked at school-wide.
Now, we're going to look at average daily reports.
Okay.
So this is pretty cool because
this shows each student
and what their daily report counts are.
And you can see these numbers on top of their names
at the bottom of the bars,
that's the number of days that
particular student has data for.
So it's great, you can see,
like, "Nick Newton's only been
"in the intervention for two days,
"whereas Serena Williams is like 19 days."
So that, you need to take that into account.
On the left-hand side,
you can decide not to show names.
So if I make a change here,
I'm going to generate it
and you won't see their names.
So if you needed to show this
to people who really shouldn't know
what their names are,
you have that opportunity.
And you could also add values to the graph,
which just gives you the number
of points in an easier way.
If I wanted to change the date,
I could change the date and press "generate"
and get a smaller amount of time.
What's really nice about these is that
they also come with tables.
So every time you see a graph,
there's an associated table,
and you can see the data in a different way.
So like, for Mark,
he has five days of data,
his average daily points are 41,
and he's that far from the goal,
38.89% distance from a goal.
So that gives you another way to look at the data,
which is really cool.
- What does the points mean?
- The points go back to that daily progress report.
So give the school that we were looking at,
the point card for a school
that had six intervals throughout the day.
And at each interval
that's predetermined by the team,
let's say it's from entry in the morning
until morning snack is the first interval,
then the teacher at the end of that interval
that has interacted with the student
and the student have a conversation
about how well the student followed the expectations
and what they might want to do differently
to follow them
as you have on your teaching matrix.
So that's how they get the points.
It's a zero, one, or two point.
Does that answer your question?
- Yes.
- Okay, okay.
- And then at the end of the day,
all of the points from the day are totaled
and that's the points you'll see here.
So like...
And then, this graph is percentage of total points.
So let's say Brian Bender is averaging 46%
of his total points,
which might be 30 throughout the day,
he's typically only getting 15%-ish.
(speaking over each other)
- So the total point comes from adding up
all the points, zero, one, two,
from the intervals of the day?
- Correct.
- Okay, all right.
- And you'll see as we go into how to enter the data,
how that fleshes out a little bit more.
Okay, so this is the individual students' different points
over the number of days that they've had
so far in the program.
There's really not much else to show you there.
I'm going to go back and look for some more reports
because now we get into
the individual student.
And here, we're going to find a student
that we want to know how they're doing.
So there's nothing there
because I've got to identify the student,
and I remember that Serena Johnson had
a lot of days in,
so I'm going to choose Serena Johnson.
And again, I just want to show,
you can change the dates here,
but this is a good four weeks.
I like to show a four week chunk of time.
And so, but you would select the dates
you want to see.
Maybe you want to see a week,
maybe you want to see a few months.
So you would do that at this point.
And also, the outcome is
whether I want it to show
if there have been any referrals,
any reports of problem behaviors,
during the time we're looking at
with Check-In/Check-Out.
And I'll show you that,
I think there is one on this.
And then, all these options of showing names or not,
and showing notes,
if notes exists,
from the data entries.
So I got Serena Williams in for the last four weeks,
I'm going to generate her graph.
And so, here we see a very interesting graph
for Serena Williams.
I like how they have the green dots
when the student is over their goal,
and the red dots when it's below the goal
It just helps you see it better, I think.
But there's a lot going on here
on the left axis.
You see, that's the percentage of total points earned,
that black bar is at 80,
which is the default.
We're hoping that students will reach
that 80% of total points possible.
So she's had more successful meeting
of goals than not.
And those bars that you see,
those blue bars coming up,
are office discipline referrals.
So if you look at the right axis,
it says "ODR count,"
cause that SWIS still calls it ODR.
And so, she's had several office discipline referrals,
some on days where she's also meeting her goals.
So it makes you curious about what's going on
when she's done so well in her goal,
achieving her goal,
and she's had office discipline referrals.
There's a key there on the right
that you can see some things
that might come from data entry.
If there's no school,
you would see that come up
'cause we put that there in data entry.
And it looks like the question mark means
nobody entered to get something,
so there must have been a problem somewhere
and you might want to further find out that.
So that is the idea behind
the individual graph
and there's a table for her as well.
On each day, you can see her distance
from the goal,
and when, and if, she got office discipline referrals.
So down here, you can see on the seventh, eight, and...
Sixth, seventh, ninth, and 10th,
and a few other days,
there were some things going on.
And she did...
She was also meeting her goal.
So it just allows you to ask some more questions
about what's happening with Serena.
And we can do that in SWIS Check-In/Check-Out
a little bit further
by going to one more report,
which is the student period report.
There's actually two more reports, I apologize.
The period report, which should be coming up
once I put Serena Johnson's name in there.
We'll keep it the same,
with the goal line,
generate the same period of time
for Serena Johnson.
What we see is this is a school
that shows six periods, six intervals,
that they were going to collect the data on
and we can s...
And the 80% goal line is here,
so we can see half of the periods,
first, second, and fourth,
she's exceeded her goal.
And third period, something's going on.
Fifth and six, it looks like there's
something happening in six period, perhaps.
So that gives you some more detail about,
rather than changing our whole program
'cause she's not meeting her overall goal,
"Well, what's going on in a particular period?"
And again, you can see the detail on the graph.
So because sixth period looks like it's...
It is the lowest,
I'm now going to go on to the next report,
which is the single period.
And so, I'm going to look for Serena
and find period six.
And I'm going to generate that graph
and see what happened during period six
over these last several weeks.
Well, that's interesting because
this is where she's had the office discipline referrals
for the concerning behaviors.
So we may not need to revamp her whole program.
We meet might need to talk with
the teacher during period six
and brainstorm some ideas about what might be happening
and what might help her be successful.
So it really does let you narrow it down a bit
and rather than throw out, they say,
the baby with the bath water,
it's a weird thing to say that,
to be able to just focus on period six.
And then, you see a key here.
So I really love SWIS Check-In/Check-Out
for it's just easibility in using it
and understanding it,
and we hope you will like it as much as I like it.
So those are the reports.
Are there any questions about the reports?
- And I'll just add, in case it wasn't obvious,
the ODR count is actually coming directly from SWIS,
so you don't have to enter it specifically
for these students who are
on Check-In/Check-Out.
It pulls their data from SWIS
into SWIS Check-In/Check-Out.
- Okay, so now,
we are gonna go to data entry
by going back to SWIS Check-In/Check-Out,
that's the dashboard,
and then you'll see the data entry icon
below the dashboard.
So in order to get to somewhere else,
you want to go back to the dashboard.
So data entry.
Now, this is all built on
what you have for your daily progress report.
So if that's a little less familiar to you,
it's going to be a little hard to understand it.
Maybe not.
So this school has chosen six intervals
and they actually...
They put the template,
which is the next thing I'm going to show you,
they actually set up the template
in order to do this data entry.
And so, if you have eight periods,
eight periods will show up here
and all the students enrolled are
on this page here, okay?
So it just shows up and Mark Banks is
the first one listed
and it says I'm editing.
The most important thing is,
"what's the status of the school day?"
Is school in?
Is there no data?
And if there's no data,
you'll see...
Won't do it for that.
You won't be able to fill in the points there
if there's no data,
and there's also no school.
So those are your choices.
So school would be in.
If Brian Banks is there,
school is in.
And he, though, could be present, absent.
And if he has no data,
it actually counts against him.
So maybe he's in some sort of in-school suspension
or something like that.
And if there is no school that day,
that gets shown up...
That shows up on his graphs as well.
So that's the important things to start.
You also want to make sure,
over on the right,
that you've got the right day
you're entering data for.
And you can backdate so I can make it
the eighth, if I want,
if I'm saving up DPRs to enter into the system.
So if we remember, it's zero...
They have three expectations
and the points are zero, one, or two.
I know it's like a Wednesday morning,
it's over the hump day,
so doing the math, it's a little hard.
Three expectations.
You can get up to two points
for every expectation during period one,
what's the total number of points
that Mark Banks can earn?
That's a tough one.
Three expectations.
You can get it up to two expectation...
Two points for following every expectation well.
The total points you can get.
- So you're talking about the points,
zero, one, and two?
- Yeah.
- So then that will be one plus two,
three?
- I wish I could go back to my PowerPoint.
During an interval...
Period one,
there's safety, responsibility, and respect.
You can earn up to two points for safety,
two points for responsibility,
and two points for respect
during that interval.
So during that interval,
what's the total number of possible points
that Mark Banks can earn?
- Six.
- Yay, thank you.
And he did.
That's great.
That was really great.
Okay, so then, I mean,
then you're rolling because the DPR is showing you
how he did
and he's doing pretty well here.
As I'm entering this data from his DPR,
it's really cool.
This thing is changing,
so you get the total percentage of points earned,
and it's been a great day.
He got 86% of his points earned.
And the nice thing, as they change this,
is you don't even have to press save
and go on to next student.
If you have a plan change,
you might want to say,
"Check in with Mr. Humphrey in the morning."
And then, you can see that on the tables.
Or there was a substitute in period two.
So you can do that,
you can have that additional information.
And then, you go right to...
You don't even have to press save,
you go right to the next person.
And Brian Bender is already pre-populated
that there's no data that day.
He may be in some sort of in-school suspension or something.
It's black.
But now, we change it for Chris
and make it work for him.
And you just go to the next student,
the next student, the next student,
and that's how you enter your points.
And that gives...
Then they come out in these reports
that you get later.
So that's the data entry, very simple.
Yes?
- I'm forgetting exactly what my question is,
but there's something about no data
versus a zero.
Like, if a kid loses their card
or doesn't get data from a particular teacher
and they can't go back to them or something.
- Yeah, yeah.
You don't want to ever say "no data"
because it means something else
to SWIS Check-In/Check-Out
than it does to you.
I would leave that blank and then it doesn't have...
It doesn't show points against them.
If you put "no data" in,
it means that he ran away from school that day,
and so there's no data for a reason
that shouldn't earn him any points.
So that's just the distinction here.
- And you leave it blank,
you don't give it a zero.
Oh, we lost your sound, Sherry.
- Can you hear me now? - Yeah.
- I'm not touching anything anymore.
Okay, so let me show you now
how you would take the DPR from your school
and enter it in here
so you have a place to enter the data.
And this is where you're going to go to tools.
So if I go to tools,
and then school settings,
and then on the left-hand side,
there's lots of different things.
I don't know if you guys have ever been in here before,
but you want to find the Check-In/Check-Out application,
click that.
And then, there are some default settings
for reporting on Saturdays or Sundays.
And so, they're automatically on "no,"
unless you changed them to "yes."
If you want to have schools
on Saturdays and Sunday,
you would change that.
And it has your default goal line,
which you can change.
You can just click on anywhere in that space
and it'll show up for you,
but we're going to keep this one
at 80% of total possible points,
and this is the overall.
You can change it for individual students,
but this would be the overall.
And then, here's where you would enter your DPR card.
And again, it's really simple.
And so, this last card was entered on 4/13/12.
We're just going to add a new one
and give it a start date of today.
And the next thing you have to do is list the expectations
because these intervals,
we're looking at the students,
following the expectations during these intervals,
and so it only goes up.
Actually, it only gives you the choice
of three, four, or five expectations.
So you want to check to see
if your DPR is already compatible with SWIS.
So this school had three expectations.
And then, you want to add your intervals,
and that's really easy,
and that happens down here.
You add your interval and you could say "period one,"
and just click.
"Period two."
Oopsie.
Now, they only used to let you enter up to nine
but now, I guess they allow it
to accept more periods.
And then, there's the discussion about,
"Well, what if we want to call it math,
"recess, library, specials?"
Those are decisions your team's going to have to make.
And especially, if you have a multi-grade school,
you might want to make generic period names
that are connected to different times of day.
And that way, if you're looking at
a cohort of students from sixth grade,
you'll know what period three means is
because you have their schedule.
It's a little bit more challenging,
but that's...
So the general recommendation is
to just list sort of generic periods,
but there may be reasons you want to do it differently.
So once you get all their periods in there,
four, save,
and then you save the whole thing,
and it'll be in there.
But it won't save it because I'm in the demo account.
So at 9:48...
I don't think I went that fast.
9:48, we're done navigating
the SWIS Check-In/Check-Out suite.
Any questions?
I'm going to try to get my screen here outta here.
Stop sharing.
Any questions?
Alrighty.
Well then, let's get back to this,
but not much more left here.
Share my screen.
Share screen.
PowerPoint.
Okay.
So we did all that, which is pretty cool.
Coming.
It won't let me (indistinct)
to turn it on, like...
- You can go up to slideshow,
in the red up at the top and say,
"present from current slide."
- Yeah, it's just not allowing me up there.
- Oh. - Yeah.
Oh, okay.
You guys don't mind it like this, I hope.
- If you move the notes section
down at the bottom and make it smaller,
then it'll be big enough to see.
Yep. - Okay, all right.
So I mentioned earlier that I was not going to talk
about modifications due to COVID.
I think that this is an intervention
that would really align well with COVID.
There's just a lot more thought
that needs to go into it.
And I think, with schools still mostly in session,
to talk about that now might be hard
as we're all really hoping
that schools will be mostly in session,
but there are definitely ways to modify
and please contact us if you find yourselves
in that situation,
and you're implementing Check-In/Check-Out.
There's also all these publications
and videos at pbisapps.org
about Check-In/Check-Out.
So you can learn about data entry
or setting your settings, like I just shared with you.
So there's backup to this presentation.
And there's the Swift
at SWIS Check-In/Check-Out user's guide.
So lots of resources.
Also, if you don't go on to pbisapps.org,
it's really great website.
It's got some great articles
and forms you can use for database decision-making.
So if you don't go on there,
short in your spare time on a Saturday night
when you want to relax
and look at data stuff,
that'd be great thing to do.
If you've got the...
If you've got this program now
within the SWIS suite
and you're trying to figure something out,
we recommend that you try to use materials that you have
to help you figure out the answers
to any questions that you have.
But feel free if, after a while,
you're not finding the answers
and getting frustrated,
just contact Anne Doobie
and you'll hear back from one of us within about 48 hours.
If you have a real urgent request,
you can try to contact PBIS Apps' staff,
which, on their website,
you'll see a way that you can contact them.
They generally like the schools
to go through the state facilitators,
which Amy and I are,
but there there's lots of support there out...
Out there for you,
and there are a lot of schools that are using...
Have been using SWIS Check-In/Check-Out for awhile,
so we could also pair you up with a peer.
Lots of opportunities.
And then, here's some resources.
There is a resource here that is
a carry over from last year.
There's directions that we have
for your application to SWIS Check-In/Check-Out.
This is the webinar that I was talking about
that we did last year.
So that is not happening on September 23rd.
I apologize, that should have been taken out.
There's also some resources
on team-initiated problem solving,
which is a way to work with your team
to identify if you have problems,
create some precise problem statements,
and do a follow up process for deciding
how to work through the problems using the data.
We have a Data Day webinar coming up
on October 20th,
which is a great way to look at your data
with some guidance from us during this webinar.
Want to make a plug for the Vermont PBIS
virtual leadership forum
that's happening on October 7th.
There's like 19...
- 17 - 17 different workshops,
keynote by Kent McIntosh,
who is the co-director of
the National Technical Assistance center for PBIS.
And we're going to celebrate
and we are going to have some fun.
So if you can do that, that'd be great.
It's virtual, this year, again.
And there's always coaching to help you.
And if you contact Anne Doobie,
she can help you connect with a coach.
That concludes the formal presentation anyway
of SWIS Check-In/Check-Out.
Do you have any questions?
Okay.
Look at that, 9:55.
Not bad. - Gift of five minutes.
- We'll just sit here for five minutes...
No.
So thank you for your participation today.
As I said, it was a bit technical.
It was not a training on Check-In/Check-Out.
You're going to hear from Ann Doobie.
She's going to send an email out
in a little while,
asking you how this went for you,
and if you can just go onto the link
and let us know how this worked for you.
In the middle of that process,
you can also click onto a link
that will give you your certificate of attendance
for attending one hour today.
So put that in your file
and let us know if you have questions,
and good luck with Check-In/Check-Out.
It's my favorite (indistinct).
- Thank you, that was helpful.
- Good.
Alice, where are you from?
- Mount Abraham Unified School District.
- Oh, terrific.
Great. - Yeah.
(speaking over each other)
- We do, and I just needed a refresher.
I'm a special ed coordinator here
and I just...
We use it with tons of our kids.
I just really wanted to kind of go back
and look over some of the data myself,
and thought this would be a good opportunity
to kind of review some of my skills.
So thank you, I found it helpful.
- Great, wonderful.
Thank you.
- Okay, see you later.
- Bye-bye.
There's some messages.