1 00:00:04,053 --> 00:00:05,953 - Well, this session will be recorded. 2 00:00:09,796 --> 00:00:12,940 All right, I'm going to share my screen 3 00:00:14,920 --> 00:00:17,100 so we could see what's going on 4 00:00:17,999 --> 00:00:19,533 in the world of my computer. 5 00:00:21,600 --> 00:00:23,673 And welcome to today's session. 6 00:00:25,416 --> 00:00:28,370 Today, we're talking about Swift at SWIS 7 00:00:28,370 --> 00:00:29,700 for Check-In/Check-Out, 8 00:00:29,700 --> 00:00:32,113 the Check-In/Check-Out Intervention, 9 00:00:32,113 --> 00:00:34,410 and it's an hour long webinar, 10 00:00:34,410 --> 00:00:36,060 and it's mostly a technical webinar 11 00:00:36,060 --> 00:00:38,820 about the use of SWIS Check-In/Check-Out. 12 00:00:38,820 --> 00:00:39,970 I'm Sherry Schaumberg, 13 00:00:39,970 --> 00:00:42,840 and I'm here with Amy Wheeler Sutton and Anne Doobie, 14 00:00:42,840 --> 00:00:45,360 and we're supporting you to get what you need 15 00:00:45,360 --> 00:00:47,000 out of this session. 16 00:00:47,000 --> 00:00:49,770 So welcome, very small group. 17 00:00:49,770 --> 00:00:54,450 So we generally mute everyone during the session 18 00:00:54,450 --> 00:00:55,960 just to keep out the noise, 19 00:00:55,960 --> 00:00:57,620 but it's such a small group that 20 00:00:57,620 --> 00:00:58,980 if you want to say something, 21 00:00:58,980 --> 00:01:00,354 feel free to unmute yourself, 22 00:01:00,354 --> 00:01:03,512 or you can type into the chat box 23 00:01:03,512 --> 00:01:05,799 any questions that you have. 24 00:01:05,799 --> 00:01:08,678 You can show or hide your video, 25 00:01:08,678 --> 00:01:10,530 totally up to you. 26 00:01:10,530 --> 00:01:13,810 The resources are on this slide 27 00:01:13,810 --> 00:01:15,810 and I believe... 28 00:01:15,810 --> 00:01:20,140 Is Amy putting them into the chat box? 29 00:01:20,140 --> 00:01:21,810 Thank you, Amy. 30 00:01:21,810 --> 00:01:23,590 And what you'll see there is 31 00:01:23,590 --> 00:01:28,590 the PowerPoint for today, along with 32 00:01:29,370 --> 00:01:32,970 the Swift at SWIS Check-In/Check-Out user's manual, 33 00:01:32,970 --> 00:01:36,150 which is really handy for you 34 00:01:36,150 --> 00:01:37,270 when you have questions 35 00:01:37,270 --> 00:01:38,650 or you're trying to figure something out. 36 00:01:38,650 --> 00:01:40,919 So let's get started. 37 00:01:40,919 --> 00:01:45,500 We are going to talk today about Check-In/Check-Out 38 00:01:45,500 --> 00:01:47,083 as a targeted intervention. 39 00:01:47,083 --> 00:01:51,507 And I just want to clarify that this is not a training 40 00:01:51,507 --> 00:01:53,283 about Check-In/Check-Out 41 00:01:53,283 --> 00:01:56,707 or about the targeted level of PBIS. 42 00:01:56,707 --> 00:01:59,163 It's really giving you an overview 43 00:01:59,163 --> 00:02:03,210 and some specific considerations to make it 44 00:02:03,210 --> 00:02:06,670 really compatible with the SWIS Check-In/Check-Out system, 45 00:02:06,670 --> 00:02:08,070 so I am going to talking a little bit 46 00:02:08,070 --> 00:02:09,828 about Check-In/Check-Out, 47 00:02:09,828 --> 00:02:14,627 and then move into the SWIS Check-In/Check-Out application, 48 00:02:14,627 --> 00:02:19,627 which is one of a three part suite for SWIS. 49 00:02:21,970 --> 00:02:24,477 A lot of you have school-wide SWIS, 50 00:02:24,477 --> 00:02:26,440 and this would be an addition to that. 51 00:02:26,440 --> 00:02:28,760 And then there's something called I-SWIS. 52 00:02:28,760 --> 00:02:30,480 So once we get to that part, 53 00:02:30,480 --> 00:02:33,520 I'll just go on to the demo account on the website 54 00:02:33,520 --> 00:02:35,780 and show you all the neat reports 55 00:02:35,780 --> 00:02:37,190 that it provides, 56 00:02:37,190 --> 00:02:39,579 and how you would use it for data entry 57 00:02:39,579 --> 00:02:43,282 and installing your daily progress report. 58 00:02:43,282 --> 00:02:45,250 And I believe we'll have lots of times 59 00:02:45,250 --> 00:02:47,490 for questions and stuff like that. 60 00:02:49,200 --> 00:02:52,402 So we're going to just launch this little poll here, 61 00:02:52,402 --> 00:02:55,061 asking you about your experience 62 00:02:55,061 --> 00:02:57,003 with Check-In/Check-Out. 63 00:03:04,467 --> 00:03:07,170 Which school is currently implementing? 64 00:03:07,170 --> 00:03:08,863 Does it have Check-In/Check-Out? 65 00:03:10,030 --> 00:03:12,100 Okay, you have it. 66 00:03:12,100 --> 00:03:12,933 Good. 67 00:03:18,390 --> 00:03:19,760 Okay, great. 68 00:03:19,760 --> 00:03:20,653 Thank you. 69 00:03:22,100 --> 00:03:24,390 So I'm just gonna repeat, 70 00:03:24,390 --> 00:03:26,150 I'm not going to really be able to provide 71 00:03:26,150 --> 00:03:28,102 a full training on Check-In/Check-Out 72 00:03:28,102 --> 00:03:30,430 but we'll be able to talk about it 73 00:03:30,430 --> 00:03:33,901 and how it matches with the information system. 74 00:03:33,901 --> 00:03:36,858 And you can certainly contact us 75 00:03:36,858 --> 00:03:41,170 if you're looking for more content 76 00:03:41,170 --> 00:03:42,780 on that intervention... 77 00:03:42,780 --> 00:03:46,040 Within the targeted level of PBIS. 78 00:03:46,040 --> 00:03:47,640 So I'll get started 79 00:03:47,640 --> 00:03:49,690 and I hope that if you have questions, 80 00:03:49,690 --> 00:03:50,610 you'll let me know. 81 00:03:50,610 --> 00:03:51,770 Thank you for that. 82 00:03:51,770 --> 00:03:53,810 I think I can share these results. 83 00:03:53,810 --> 00:03:55,523 Are people seeing the results? 84 00:03:58,890 --> 00:04:00,070 No. 85 00:04:00,070 --> 00:04:01,290 - I am, but I'm not sure if 86 00:04:01,290 --> 00:04:02,643 it's just cause I'm a host. 87 00:04:03,800 --> 00:04:06,460 - Whole thing is rather confusing. 88 00:04:06,460 --> 00:04:08,570 - Yes, I can see the results. 89 00:04:08,570 --> 00:04:09,990 - Oh, thank you. 90 00:04:09,990 --> 00:04:12,356 - Same here. - Okay, thank you. 91 00:04:12,356 --> 00:04:13,452 Great. 92 00:04:13,452 --> 00:04:15,500 So Check-In/Check-Out, 93 00:04:15,500 --> 00:04:17,870 as I said, this is just brief overview, 94 00:04:17,870 --> 00:04:19,800 it is probably one of the heaviest 95 00:04:19,800 --> 00:04:22,530 research-based intervention at the targeted level. 96 00:04:22,530 --> 00:04:25,130 And when I'm talking about Check-In/Check-Out, 97 00:04:25,130 --> 00:04:28,090 it's the intervention that's 98 00:04:28,090 --> 00:04:31,499 also called the "Behavior Education Program." 99 00:04:31,499 --> 00:04:33,410 There are lots of versions 100 00:04:33,410 --> 00:04:34,460 of Check-In/Check-Out 101 00:04:34,460 --> 00:04:37,821 and you've all probably, in your education career, 102 00:04:37,821 --> 00:04:41,190 have had some format for checking in 103 00:04:41,190 --> 00:04:43,270 with students on a regular basis. 104 00:04:43,270 --> 00:04:47,270 This is pretty much a linear 105 00:04:47,270 --> 00:04:51,770 and pretty well-spelled out intervention 106 00:04:51,770 --> 00:04:53,870 of supporting students, 107 00:04:53,870 --> 00:04:55,920 giving them positive feedback based 108 00:04:55,920 --> 00:04:57,581 on the school-wide expectations 109 00:04:57,581 --> 00:05:01,550 for students that need a little bit of help learning 110 00:05:01,550 --> 00:05:03,310 how to demonstrate those interventions, 111 00:05:03,310 --> 00:05:06,080 and they need the positive feedback from the adults. 112 00:05:06,080 --> 00:05:07,838 So it's research that 113 00:05:07,838 --> 00:05:11,020 this is highly effective for students 114 00:05:11,020 --> 00:05:14,079 who have concerning behaviors 115 00:05:14,079 --> 00:05:17,457 that are connected with seeking adult attention. 116 00:05:17,457 --> 00:05:22,080 And what we know is that up to 12% of students, 117 00:05:22,080 --> 00:05:23,843 at any given time in a school, 118 00:05:23,843 --> 00:05:26,520 can benefit from this intervention 119 00:05:26,520 --> 00:05:28,590 because a lot of the main motivation 120 00:05:28,590 --> 00:05:32,990 behind their behavior is seeking adult attention. 121 00:05:32,990 --> 00:05:35,238 So it's really got a lot behind it 122 00:05:35,238 --> 00:05:38,340 and it's a program that's easy to install. 123 00:05:38,340 --> 00:05:40,410 It is... 124 00:05:40,410 --> 00:05:43,635 What we say, it's the core targeted intervention 125 00:05:43,635 --> 00:05:47,310 within your MTSS or your PBIS framework 126 00:05:47,310 --> 00:05:48,950 at the targeted level. 127 00:05:48,950 --> 00:05:50,840 And while it's... 128 00:05:50,840 --> 00:05:52,880 It's not designed... 129 00:05:52,880 --> 00:05:55,015 It wasn't designed to be for students 130 00:05:55,015 --> 00:06:00,015 who really don't find adults attention reinforcing. 131 00:06:00,250 --> 00:06:01,853 There is some research emerging 132 00:06:01,853 --> 00:06:04,535 about adaptations to the framework 133 00:06:04,535 --> 00:06:06,020 of Check-In/Check-Out 134 00:06:06,020 --> 00:06:07,658 that can be used to support students 135 00:06:07,658 --> 00:06:10,160 in a little bit of a different way. 136 00:06:10,160 --> 00:06:11,670 So it really... 137 00:06:11,670 --> 00:06:13,320 This intervention has been designed 138 00:06:13,320 --> 00:06:16,000 for students whose concerning behavior connects 139 00:06:16,000 --> 00:06:17,740 with seeking adult attention, 140 00:06:17,740 --> 00:06:19,870 but the modifications are showing 141 00:06:19,870 --> 00:06:21,453 really great promise. 142 00:06:23,279 --> 00:06:25,061 As we're in the fall, 143 00:06:25,061 --> 00:06:28,236 and we're hopefully all in schools, 144 00:06:28,236 --> 00:06:32,552 there are certain considerations for rolling out 145 00:06:32,552 --> 00:06:36,480 your Check-In/Check-Out this year, 146 00:06:36,480 --> 00:06:40,570 and these four, I think, are really important. 147 00:06:40,570 --> 00:06:43,840 And the first is that all faculty staff 148 00:06:43,840 --> 00:06:46,490 and family need to be oriented 149 00:06:46,490 --> 00:06:48,220 to the Check-In/Check-Out intervention. 150 00:06:48,220 --> 00:06:49,980 So they need to know that 151 00:06:49,980 --> 00:06:51,070 there's something out there 152 00:06:51,070 --> 00:06:53,180 that students may be nominated for 153 00:06:53,180 --> 00:06:55,250 at some point during the year, 154 00:06:55,250 --> 00:06:56,480 and what that looks like, 155 00:06:56,480 --> 00:06:58,260 and what its intention is, 156 00:06:58,260 --> 00:07:01,685 which is really to help students be successful at school. 157 00:07:01,685 --> 00:07:04,940 And so, the students should be aware of it, 158 00:07:04,940 --> 00:07:06,600 families need to know about it, 159 00:07:06,600 --> 00:07:08,819 and the staff and faculty 160 00:07:08,819 --> 00:07:12,598 really need to be provide an overview training 161 00:07:12,598 --> 00:07:15,580 of how they might be involved 162 00:07:15,580 --> 00:07:16,818 with the intervention. 163 00:07:16,818 --> 00:07:20,597 So all staff are involved... 164 00:07:20,597 --> 00:07:22,590 That are working with the student 165 00:07:22,590 --> 00:07:23,720 that's in the intervention, 166 00:07:23,720 --> 00:07:25,660 all staff are involved in connecting 167 00:07:25,660 --> 00:07:27,890 with the student in this Check-In/Check-Out intervention, 168 00:07:27,890 --> 00:07:29,775 so there needs to be some sort of orientation. 169 00:07:29,775 --> 00:07:31,058 This is not one of those 170 00:07:31,058 --> 00:07:33,056 "We're referring our students to you, 171 00:07:33,056 --> 00:07:34,987 "you address the issues, 172 00:07:34,987 --> 00:07:36,037 "and the student comes back, 173 00:07:36,037 --> 00:07:37,010 "and everything's fine." 174 00:07:37,010 --> 00:07:40,040 This is everybody has a little role to play in it, 175 00:07:40,040 --> 00:07:42,082 so that orientation is really important. 176 00:07:42,082 --> 00:07:46,560 And then, there's the capacity to assess for need. 177 00:07:46,560 --> 00:07:48,920 Who might need Check-In/Check-Out? 178 00:07:48,920 --> 00:07:51,940 And one of the go-tos for trying 179 00:07:51,940 --> 00:07:53,390 to see if students could benefit 180 00:07:53,390 --> 00:07:54,900 from the intervention is 181 00:07:54,900 --> 00:07:56,420 if you have students that have 182 00:07:56,420 --> 00:07:59,421 more than two concerning behaviors, 183 00:07:59,421 --> 00:08:01,679 perhaps you're using SWIS, 184 00:08:01,679 --> 00:08:03,717 and you see that already, 185 00:08:03,717 --> 00:08:07,479 there's been a report of two concerning behaviors, 186 00:08:07,479 --> 00:08:10,900 commonly known as ODRs, 187 00:08:10,900 --> 00:08:12,450 or office discipline referrals, 188 00:08:12,450 --> 00:08:15,740 we're calling them student observation and data forums 189 00:08:15,740 --> 00:08:18,420 because that's more equitable. 190 00:08:18,420 --> 00:08:19,253 We really... 191 00:08:19,253 --> 00:08:23,698 It's not necessarily referring students to the office. 192 00:08:23,698 --> 00:08:25,317 But if you see that, 193 00:08:25,317 --> 00:08:29,827 your team is going to want to talk about that student, 194 00:08:29,827 --> 00:08:31,580 and it might be a short conversation 195 00:08:31,580 --> 00:08:33,590 or it might be a conversation that suggests 196 00:08:33,590 --> 00:08:36,736 that the student would benefit from having 197 00:08:36,736 --> 00:08:39,330 that intervention for a period of time. 198 00:08:39,330 --> 00:08:40,642 So that's... 199 00:08:40,642 --> 00:08:42,500 That's why we really want 200 00:08:42,500 --> 00:08:45,720 a super efficient Check-In/Check-Out intervention, 201 00:08:45,720 --> 00:08:48,400 so it's really easy for students to access. 202 00:08:48,400 --> 00:08:50,300 So you notice there's a couple 203 00:08:50,300 --> 00:08:53,040 of behaviors that you're worried about, 204 00:08:53,040 --> 00:08:54,940 let's get that intervention in place. 205 00:08:54,940 --> 00:08:57,330 And then there also needs to be a way 206 00:08:57,330 --> 00:08:59,977 for staff to request assistance 207 00:08:59,977 --> 00:09:01,760 for this intervention, 208 00:09:01,760 --> 00:09:04,370 or for some other targeted intervention. 209 00:09:04,370 --> 00:09:05,990 So there needs to be a process, 210 00:09:05,990 --> 00:09:07,122 perhaps it's a forum, 211 00:09:07,122 --> 00:09:09,270 and the same thing with families. 212 00:09:09,270 --> 00:09:10,650 If families are concerned 213 00:09:10,650 --> 00:09:12,180 about their student going to school 214 00:09:12,180 --> 00:09:14,650 and perhaps missing out on some social 215 00:09:14,650 --> 00:09:16,039 and emotional success, 216 00:09:16,039 --> 00:09:17,567 learning success, 217 00:09:17,567 --> 00:09:20,690 perhaps they can have a way 218 00:09:20,690 --> 00:09:23,490 to make a request for assistance. 219 00:09:23,490 --> 00:09:26,410 So orientation, assessment of need, 220 00:09:26,410 --> 00:09:27,660 and then there needs to be a team 221 00:09:27,660 --> 00:09:29,166 that manages the intervention. 222 00:09:29,166 --> 00:09:30,690 And this would be the team 223 00:09:30,690 --> 00:09:31,790 that would be playing with 224 00:09:31,790 --> 00:09:34,040 the Check-In/Check-Out SWIS application 225 00:09:34,040 --> 00:09:36,230 and looking at how the students are doing, 226 00:09:36,230 --> 00:09:39,110 helping everybody know what their role is 227 00:09:39,110 --> 00:09:40,890 for a student that gets placed 228 00:09:40,890 --> 00:09:42,300 on the intervention. 229 00:09:42,300 --> 00:09:44,981 And so, that would have somebody 230 00:09:44,981 --> 00:09:46,987 on the team that is... 231 00:09:46,987 --> 00:09:50,090 Either has some behavior competence 232 00:09:50,090 --> 00:09:53,024 or is aspiring to learn more about behavior 233 00:09:53,024 --> 00:09:56,385 and social and emotional behavioral success. 234 00:09:56,385 --> 00:09:59,600 And then if you're using Check-In/Check-Out, 235 00:09:59,600 --> 00:10:01,440 you've identified someone who is 236 00:10:01,440 --> 00:10:03,210 a Check-In/Check-Out coordinator, 237 00:10:03,210 --> 00:10:05,186 and that person would be on the team. 238 00:10:05,186 --> 00:10:06,850 But this is the person, 239 00:10:06,850 --> 00:10:07,950 the friendly person, 240 00:10:07,950 --> 00:10:09,910 the face in the beginning of the day, 241 00:10:09,910 --> 00:10:11,362 someone people really like, 242 00:10:11,362 --> 00:10:14,146 who greets the students that are on the intervention 243 00:10:14,146 --> 00:10:18,148 and hands them their daily progress report, 244 00:10:18,148 --> 00:10:19,930 which is the card that they're going 245 00:10:19,930 --> 00:10:21,860 to use to collect... 246 00:10:21,860 --> 00:10:23,740 To talk with adults in the building 247 00:10:23,740 --> 00:10:26,260 throughout the day and get scores, 248 00:10:26,260 --> 00:10:29,610 and end up the day meeting back with the coordinator 249 00:10:29,610 --> 00:10:30,817 to summarize all that 250 00:10:30,817 --> 00:10:33,590 and the coordinator provides some encouragement. 251 00:10:33,590 --> 00:10:35,302 And when you have a large school 252 00:10:35,302 --> 00:10:36,823 with many grades, 253 00:10:36,823 --> 00:10:40,985 you may need more than one coordinator 254 00:10:40,985 --> 00:10:42,890 and more than one team. 255 00:10:42,890 --> 00:10:45,310 So that's a management thing 256 00:10:45,310 --> 00:10:47,028 that needs to be considered. 257 00:10:47,028 --> 00:10:50,930 If we think back to up to 12% 258 00:10:50,930 --> 00:10:52,300 at any given time... 259 00:10:52,300 --> 00:10:55,220 Any students at any given time could benefit 260 00:10:55,220 --> 00:10:56,440 from Check-In/Check-Out, 261 00:10:56,440 --> 00:11:00,000 then that that number might help you project 262 00:11:00,000 --> 00:11:01,740 what your capacity needs to be. 263 00:11:01,740 --> 00:11:03,320 So those are four considerations 264 00:11:03,320 --> 00:11:04,327 for Check-In/Check-Out. 265 00:11:04,327 --> 00:11:06,823 Then I'm going to talk about 266 00:11:06,823 --> 00:11:08,730 the daily progress report 267 00:11:08,730 --> 00:11:09,980 but before I do that, 268 00:11:09,980 --> 00:11:12,726 since a couple of you are not as familiar 269 00:11:12,726 --> 00:11:14,833 with this intervention, 270 00:11:16,046 --> 00:11:19,430 can you just raise your hand if you know 271 00:11:19,430 --> 00:11:21,410 what the daily progress report is 272 00:11:21,410 --> 00:11:23,933 in this intervention? 273 00:11:30,300 --> 00:11:31,240 Yes, Chantelle. 274 00:11:31,240 --> 00:11:32,600 Hi, Chantelle. 275 00:11:32,600 --> 00:11:33,710 Didn't see you are here. 276 00:11:33,710 --> 00:11:35,073 Great, thank you, Alice. 277 00:11:37,760 --> 00:11:40,742 Okay, well, for those who may not know, 278 00:11:40,742 --> 00:11:45,489 I'll spend a little bit of time talking about what it is 279 00:11:45,489 --> 00:11:47,970 and I hope that you'll follow up with us 280 00:11:47,970 --> 00:11:50,170 so we can get you more information. 281 00:11:50,170 --> 00:11:52,688 The daily progress report, or DPR, 282 00:11:52,688 --> 00:11:55,445 is that piece of paper, or a card, 283 00:11:55,445 --> 00:11:57,366 it could be electronic, 284 00:11:57,366 --> 00:12:00,823 that has the students... 285 00:12:00,823 --> 00:12:05,308 Where the student and the teacher interact 286 00:12:05,308 --> 00:12:07,308 at different intervals throughout the day 287 00:12:07,308 --> 00:12:09,120 to see how the student is doing 288 00:12:09,120 --> 00:12:11,205 to follow the expectations, 289 00:12:11,205 --> 00:12:13,150 the school-wide expectations. 290 00:12:13,150 --> 00:12:16,748 So that student carries that card 291 00:12:16,748 --> 00:12:19,090 with him or her throughout the day 292 00:12:19,090 --> 00:12:23,251 and hands it off to an adult who will check, 293 00:12:23,251 --> 00:12:25,670 and have this interaction with the student, 294 00:12:25,670 --> 00:12:26,760 hopefully a positive one, 295 00:12:26,760 --> 00:12:28,780 about what went well and what could be worked on. 296 00:12:28,780 --> 00:12:32,137 So for Check-In/Check-Out SWIS 297 00:12:32,137 --> 00:12:34,939 and for how we promote it within Vermont PBIS, 298 00:12:34,939 --> 00:12:39,520 the Check-In/Check-Out daily progress report, DPR, 299 00:12:39,520 --> 00:12:43,110 should have the school-wide expectations on it, 300 00:12:43,110 --> 00:12:47,370 what your PBIS universal school-wide expectations are. 301 00:12:47,370 --> 00:12:49,843 And those are the expectations 302 00:12:49,843 --> 00:12:51,840 that the student is working towards 303 00:12:51,840 --> 00:12:53,310 throughout the day. 304 00:12:53,310 --> 00:12:54,890 And then, it needs to have 305 00:12:54,890 --> 00:12:57,020 a certain number of intervals that 306 00:12:57,020 --> 00:12:59,428 the student is checking in with an adult 307 00:12:59,428 --> 00:13:00,623 to see how... 308 00:13:00,623 --> 00:13:02,380 To get some positive feedback 309 00:13:02,380 --> 00:13:04,230 about how they demonstrated each of 310 00:13:04,230 --> 00:13:06,024 the school-wide expectations. 311 00:13:06,024 --> 00:13:09,087 And it should be a common schedule throughout the day. 312 00:13:09,087 --> 00:13:12,640 We recommend no more than 10 intervals, 313 00:13:12,640 --> 00:13:13,986 or 10 periods of time, 314 00:13:13,986 --> 00:13:16,360 mostly because we want this to be 315 00:13:16,360 --> 00:13:19,425 a really super efficient intervention. 316 00:13:19,425 --> 00:13:24,372 And so, 10 could really be somewhat problematic 317 00:13:24,372 --> 00:13:25,960 in terms of fidelity 318 00:13:25,960 --> 00:13:28,380 and everybody following the intervention. 319 00:13:28,380 --> 00:13:30,465 We also know that schools 320 00:13:30,465 --> 00:13:32,748 who used a lot of intervals, 321 00:13:32,748 --> 00:13:35,660 and then sort of reduce that number 322 00:13:35,660 --> 00:13:38,080 to five or seven intervals throughout the day, 323 00:13:38,080 --> 00:13:40,560 find that a lot of students are successful 324 00:13:40,560 --> 00:13:42,450 on that at that level. 325 00:13:42,450 --> 00:13:46,880 So it's better to start a foundational, 326 00:13:46,880 --> 00:13:50,911 general DPR and perhaps individualized 327 00:13:50,911 --> 00:13:52,972 as needed moving forward, 328 00:13:52,972 --> 00:13:54,880 rather than making it different 329 00:13:54,880 --> 00:13:58,110 for every student at the same time. 330 00:13:58,110 --> 00:14:00,830 So the staff need to know what their role is, 331 00:14:00,830 --> 00:14:03,190 and that would happen in the orientation 332 00:14:03,190 --> 00:14:05,570 for Check-In/Check-Out. 333 00:14:05,570 --> 00:14:09,060 And we're hoping that that card is compatible with SWIS, 334 00:14:09,060 --> 00:14:10,686 if you're using SWIS. 335 00:14:10,686 --> 00:14:14,563 The unique thing about the daily progress report, 336 00:14:14,563 --> 00:14:17,700 one of the things that makes it a successful intervention is 337 00:14:17,700 --> 00:14:19,070 that connection with the home. 338 00:14:19,070 --> 00:14:20,806 So the student brings either 339 00:14:20,806 --> 00:14:23,161 the DPR home, the results home, 340 00:14:23,161 --> 00:14:25,880 and a family member signs that 341 00:14:25,880 --> 00:14:28,750 and says some encouraging words, 342 00:14:28,750 --> 00:14:30,550 and the card comes back the next day, 343 00:14:30,550 --> 00:14:33,120 so that's that home-school connection. 344 00:14:33,120 --> 00:14:36,819 If there are some concerns about that card coming back, 345 00:14:36,819 --> 00:14:39,150 so that you can enter the data, 346 00:14:39,150 --> 00:14:40,240 there are other ways to do it 347 00:14:40,240 --> 00:14:42,290 and I'll show you an example in a second. 348 00:14:43,970 --> 00:14:48,200 So this is a sample daily progress report card 349 00:14:48,200 --> 00:14:51,340 that is compatible with SWIS. 350 00:14:51,340 --> 00:14:52,980 And there's some things that I like 351 00:14:52,980 --> 00:14:53,880 and don't like about it, 352 00:14:53,880 --> 00:14:55,370 but this is what... 353 00:14:56,641 --> 00:14:59,979 This is a good example of what would work 354 00:14:59,979 --> 00:15:02,520 really well with the information system. 355 00:15:02,520 --> 00:15:04,780 So obviously, you see on the left hand side, 356 00:15:04,780 --> 00:15:05,950 there's the name, the date, 357 00:15:05,950 --> 00:15:09,878 and the family/guardian's signature on the left. 358 00:15:09,878 --> 00:15:12,100 And then on the right hand side, 359 00:15:12,100 --> 00:15:13,280 it's a way to summarize 360 00:15:13,280 --> 00:15:14,910 what happened during the day. 361 00:15:14,910 --> 00:15:17,919 Most students are attempting 362 00:15:17,919 --> 00:15:22,919 to achieve a goal of 80% of total points possible 363 00:15:23,330 --> 00:15:25,020 to earn throughout the day. 364 00:15:25,020 --> 00:15:27,275 That's like the default goal. 365 00:15:27,275 --> 00:15:32,275 And so, you would do a little math there to figure out 366 00:15:32,500 --> 00:15:35,061 what 80% of this card would be, 367 00:15:35,061 --> 00:15:38,259 and the total points earned 368 00:15:38,259 --> 00:15:40,700 out of the total points possible 369 00:15:40,700 --> 00:15:42,740 and whether the student met the goal. 370 00:15:42,740 --> 00:15:46,730 So here you see this school has three expectations; 371 00:15:46,730 --> 00:15:49,103 safe, respectable, and responsible. 372 00:15:49,103 --> 00:15:51,959 And they decided to have seven periods. 373 00:15:51,959 --> 00:15:55,222 And I will say that to be compatible 374 00:15:55,222 --> 00:15:57,079 with SWIS Check-In/Check-Out, 375 00:15:57,079 --> 00:16:00,758 there are no more than five expectations 376 00:16:00,758 --> 00:16:03,220 that can be entered into 377 00:16:03,220 --> 00:16:04,620 the data entry systems. 378 00:16:04,620 --> 00:16:08,810 So just something, if you have six expectations 379 00:16:08,810 --> 00:16:09,643 or something like that, 380 00:16:09,643 --> 00:16:11,050 that would be... 381 00:16:11,050 --> 00:16:13,640 We'd have to figure out a workaround on that. 382 00:16:13,640 --> 00:16:14,880 I've never had that come to me, 383 00:16:14,880 --> 00:16:17,360 but we could try to help figure that out. 384 00:16:17,360 --> 00:16:19,120 And a lot of these do have workarounds, 385 00:16:19,120 --> 00:16:21,338 but some of them are pretty set. 386 00:16:21,338 --> 00:16:24,640 So we have the school-wide expectations on the left, 387 00:16:24,640 --> 00:16:26,865 and then they chose seven periods. 388 00:16:26,865 --> 00:16:29,459 The scoring for each interval is 389 00:16:29,459 --> 00:16:31,370 for each expectation, 390 00:16:31,370 --> 00:16:34,150 you either get zero, one, or two points. 391 00:16:34,150 --> 00:16:36,570 And again, that is compatible with SWIS. 392 00:16:36,570 --> 00:16:39,040 You can only enter by expectations 393 00:16:39,040 --> 00:16:40,094 within a period, 394 00:16:40,094 --> 00:16:42,297 zero, one, or two points. 395 00:16:42,297 --> 00:16:44,820 Now, your card can look different, 396 00:16:44,820 --> 00:16:45,653 and this is one of the things 397 00:16:45,653 --> 00:16:47,810 I don't necessarily like about the card, 398 00:16:47,810 --> 00:16:49,080 because you, as the adult, 399 00:16:49,080 --> 00:16:50,360 are going to be circling it 400 00:16:50,360 --> 00:16:53,370 and having a conversation with the student 401 00:16:53,370 --> 00:16:55,698 about safe in period one, let's say, 402 00:16:55,698 --> 00:17:00,390 and the zero is kind of a hard... 403 00:17:00,390 --> 00:17:03,198 You didn't see that expectation demonstrated at all. 404 00:17:03,198 --> 00:17:06,598 So you don't want to give one point, 405 00:17:06,598 --> 00:17:09,700 but people are really uncomfortable giving zeros 406 00:17:09,700 --> 00:17:11,499 and seeing zeros, and all that stuff. 407 00:17:11,499 --> 00:17:14,270 So if this were my school, my card, 408 00:17:14,270 --> 00:17:15,772 I'd probably take the zeros off 409 00:17:15,772 --> 00:17:17,919 and either circle nothing, 410 00:17:17,919 --> 00:17:20,462 or one, or two points. 411 00:17:20,462 --> 00:17:23,100 And there's a key that you see in the middle there 412 00:17:23,100 --> 00:17:25,878 to help people have fidelity 413 00:17:25,878 --> 00:17:28,659 of implementation during each interval. 414 00:17:28,659 --> 00:17:30,633 Are there any questions about that? 415 00:17:31,930 --> 00:17:33,247 - I'll just at (indistinct), 416 00:17:34,563 --> 00:17:36,660 they changed it, instead of a zero, 417 00:17:36,660 --> 00:17:41,250 to be kind of a circular arrow. 418 00:17:41,250 --> 00:17:44,500 And it says like, "try again" 419 00:17:44,500 --> 00:17:45,960 or something like that. 420 00:17:45,960 --> 00:17:47,170 Not "better luck next time," 421 00:17:47,170 --> 00:17:51,900 but something about a "reset" or something like that, 422 00:17:51,900 --> 00:17:53,080 so that it's not a zero 423 00:17:53,080 --> 00:17:55,163 but there is still something to circle. 424 00:17:56,074 --> 00:17:59,192 (speaking over each other) 425 00:17:59,192 --> 00:18:00,220 - Can it be one, two and three, 426 00:18:00,220 --> 00:18:02,974 as opposed to zero, one and two? 427 00:18:02,974 --> 00:18:05,810 - You can have on your card, whatever you want, 428 00:18:05,810 --> 00:18:07,893 but when the data... 429 00:18:07,893 --> 00:18:09,230 The person entering the data goes in, 430 00:18:09,230 --> 00:18:13,212 they'll only be able to choose zero, one, or two. 431 00:18:13,212 --> 00:18:14,560 And so... 432 00:18:14,560 --> 00:18:16,840 And there is a reason behind that. 433 00:18:16,840 --> 00:18:19,510 The designers of this intervention... 434 00:18:22,405 --> 00:18:24,490 This type of scientists, behavioral scientists, 435 00:18:24,490 --> 00:18:25,770 they are really... 436 00:18:25,770 --> 00:18:29,550 If the behavior was not present at all, 437 00:18:29,550 --> 00:18:31,830 they didn't want it to get a one. 438 00:18:31,830 --> 00:18:33,859 So that's how they designed this. 439 00:18:33,859 --> 00:18:36,690 But if you had one, two, three, 440 00:18:36,690 --> 00:18:38,493 you'll know that that's zero. 441 00:18:40,710 --> 00:18:43,515 So those are some of the workarounds that. 442 00:18:43,515 --> 00:18:44,348 - Yeah, because for our students, 443 00:18:44,348 --> 00:18:46,390 it's my understanding here at our school, 444 00:18:46,390 --> 00:18:48,040 is when they get a zero, 445 00:18:48,040 --> 00:18:51,780 that's like an emotionally demoralizing. 446 00:18:51,780 --> 00:18:52,630 - Yeah. 447 00:18:52,630 --> 00:18:55,170 That's why I don't like zeros on it at all. 448 00:18:55,170 --> 00:18:57,680 I like you either just circle one or two, 449 00:18:57,680 --> 00:18:59,020 or you don't circle anything. 450 00:18:59,020 --> 00:19:00,450 But I totally get it. 451 00:19:00,450 --> 00:19:02,580 Whatever works within your cultural context, 452 00:19:02,580 --> 00:19:04,670 I think we can make adaptable 453 00:19:04,670 --> 00:19:06,810 with the SWIS Check-In/Check-Out system. 454 00:19:06,810 --> 00:19:07,960 - All right, thank you. 455 00:19:10,160 --> 00:19:13,040 - Okay, so I talked about the importance 456 00:19:13,040 --> 00:19:15,930 of the results going home to the family, 457 00:19:15,930 --> 00:19:17,490 and the family having an interaction 458 00:19:17,490 --> 00:19:20,100 with the student that evening, 459 00:19:20,100 --> 00:19:21,450 prior to the next day. 460 00:19:21,450 --> 00:19:23,420 So if the card doesn't go home 461 00:19:23,420 --> 00:19:24,650 because they haven't entered 462 00:19:24,650 --> 00:19:26,710 the data from that card yet, 463 00:19:26,710 --> 00:19:28,730 this is just another way to send the data home. 464 00:19:28,730 --> 00:19:31,000 It's a summary of how the student did 465 00:19:31,000 --> 00:19:33,603 and allows for some comments. 466 00:19:34,960 --> 00:19:36,856 So it's just an example. 467 00:19:36,856 --> 00:19:40,433 - And then, do you send that form everyday? 468 00:19:41,710 --> 00:19:43,272 - Yes. 469 00:19:43,272 --> 00:19:44,558 Ideally, yes. 470 00:19:44,558 --> 00:19:45,391 Yep. 471 00:19:45,391 --> 00:19:47,090 - Yeah, every day, okay. - Yep, yep. 472 00:19:47,090 --> 00:19:48,960 And we also know that, sometimes, 473 00:19:48,960 --> 00:19:50,450 that's really challenging, 474 00:19:50,450 --> 00:19:53,970 so there are some workarounds for that as well. 475 00:19:53,970 --> 00:19:55,840 Perhaps, they're checking it with somebody else 476 00:19:55,840 --> 00:19:57,330 that's outside the school 477 00:19:57,330 --> 00:19:59,970 if the family isn't available to do that. 478 00:19:59,970 --> 00:20:03,320 But that connection between school success, 479 00:20:03,320 --> 00:20:05,000 and home and community, 480 00:20:05,000 --> 00:20:06,080 is really... 481 00:20:06,080 --> 00:20:09,070 That's what makes it have really 482 00:20:09,070 --> 00:20:10,783 great potential benefits. 483 00:20:12,690 --> 00:20:16,210 Okay, so I'm not going to talk about COVID. 484 00:20:16,210 --> 00:20:17,720 I was going to talk about 485 00:20:17,720 --> 00:20:20,120 all these different modifications you can do 486 00:20:20,120 --> 00:20:22,250 with Check-In/Check-Out during COVID. 487 00:20:22,250 --> 00:20:26,010 And I think that a couple of things are happening. 488 00:20:26,010 --> 00:20:28,882 It seems like we're mostly staying in school 489 00:20:28,882 --> 00:20:31,680 and there are lots of different ways 490 00:20:31,680 --> 00:20:34,290 to adapt this intervention, 491 00:20:34,290 --> 00:20:37,610 which is really more frequent opportunities 492 00:20:37,610 --> 00:20:39,550 for students to demonstrate behaviors 493 00:20:39,550 --> 00:20:41,010 and get positive feedback, 494 00:20:41,010 --> 00:20:44,059 that's really what, in essence, it all is. 495 00:20:44,059 --> 00:20:46,940 If you're in different learning environments, 496 00:20:46,940 --> 00:20:49,900 you're going to need to modify somehow. 497 00:20:49,900 --> 00:20:51,410 And so, last fall, 498 00:20:51,410 --> 00:20:53,280 when there was a lot of remote, 499 00:20:53,280 --> 00:20:54,880 or hybrid learning, going on, 500 00:20:54,880 --> 00:20:58,084 a lot of disruptions around education, 501 00:20:58,084 --> 00:21:02,300 we did a webinar on adaptations 502 00:21:02,300 --> 00:21:03,380 to Check-In/Check-Out. 503 00:21:03,380 --> 00:21:06,080 And if it seems like we're moving in that direction, 504 00:21:06,080 --> 00:21:08,521 we'll dust that off 505 00:21:08,521 --> 00:21:10,950 and advertise an opportunity 506 00:21:10,950 --> 00:21:12,701 to watch that webinar. 507 00:21:12,701 --> 00:21:14,590 So we're not gonna get into that, 508 00:21:14,590 --> 00:21:16,690 but there there's lots of ways to flex it. 509 00:21:18,090 --> 00:21:20,640 So now, talking about SWIS Check-In/Check-Out, 510 00:21:20,640 --> 00:21:22,497 it is a decision system. 511 00:21:22,497 --> 00:21:24,520 It helps you progress monitor 512 00:21:24,520 --> 00:21:26,480 the students that are participating 513 00:21:26,480 --> 00:21:28,060 in Check-In/Check-Out, 514 00:21:28,060 --> 00:21:32,770 and now I'm going to show you how to use it by... 515 00:21:34,179 --> 00:21:35,012 Give me one second. 516 00:21:37,262 --> 00:21:38,912 I have to get out of this screen. 517 00:21:42,341 --> 00:21:45,230 (indistinct) 518 00:21:45,230 --> 00:21:48,243 So you're seeing everything on my screen today, right? 519 00:21:49,940 --> 00:21:51,690 We've got all those things. 520 00:21:51,690 --> 00:21:54,862 Hang in there, I am not as good at this 521 00:21:54,862 --> 00:21:57,083 as I would like to be. 522 00:21:58,775 --> 00:21:59,608 Okay. 523 00:22:00,590 --> 00:22:02,550 I am in the demo site. 524 00:22:02,550 --> 00:22:04,783 There's a demo site on the main page 525 00:22:04,783 --> 00:22:06,910 that you could go into. 526 00:22:06,910 --> 00:22:09,950 It just is a green box on the right hand side. 527 00:22:09,950 --> 00:22:11,730 On top, it says demo. 528 00:22:11,730 --> 00:22:14,480 And so, I've opened up the demo site, 529 00:22:14,480 --> 00:22:16,640 and this is the SWIS suite. 530 00:22:16,640 --> 00:22:18,350 So whenever you're in a demo, 531 00:22:18,350 --> 00:22:20,150 or even whenever you're opening up 532 00:22:20,150 --> 00:22:21,470 your own application, 533 00:22:21,470 --> 00:22:23,330 if you have school-wide SWIS, 534 00:22:23,330 --> 00:22:25,940 this is the dashboard that shows up. 535 00:22:25,940 --> 00:22:29,240 If you have Check-In/Check-Out SWIS, 536 00:22:29,240 --> 00:22:31,460 you'll be able to find all your stuff here. 537 00:22:31,460 --> 00:22:33,910 It's kind of like file folder tabs. 538 00:22:33,910 --> 00:22:36,370 So you can go into Check-In/Check-Out here, 539 00:22:36,370 --> 00:22:38,777 and then you'll go to the-- 540 00:22:38,777 --> 00:22:40,015 - Sherry, hold on one second. 541 00:22:40,015 --> 00:22:42,823 Can you click the green bubble 542 00:22:42,823 --> 00:22:47,443 in the left-hand side of the Chrome window? 543 00:22:51,681 --> 00:22:52,514 - Okay. 544 00:22:52,514 --> 00:22:55,920 - And then, can you go to command plus plus plus 545 00:22:55,920 --> 00:22:57,701 and make it bigger, 546 00:22:57,701 --> 00:22:58,821 which I should have done yesterday 547 00:22:58,821 --> 00:22:59,803 on the SWIS one too? 548 00:23:00,896 --> 00:23:01,960 Forgot. - Okay. 549 00:23:01,960 --> 00:23:03,823 - Yeah, that's good. - Okay. 550 00:23:04,820 --> 00:23:05,653 Sure, all right. 551 00:23:05,653 --> 00:23:08,150 So there are these tabs on the top, 552 00:23:08,150 --> 00:23:09,120 and we're going to go into 553 00:23:09,120 --> 00:23:10,730 the Check-In/Check-Out dashboard. 554 00:23:10,730 --> 00:23:12,050 You would have those tabs. 555 00:23:12,050 --> 00:23:14,340 If you have some sort of SWIS at your school already, 556 00:23:14,340 --> 00:23:16,221 those tabs will exist 557 00:23:16,221 --> 00:23:17,943 but there'll be nothing there when you open it. 558 00:23:17,943 --> 00:23:18,780 So once you get the program 559 00:23:18,780 --> 00:23:20,410 and you get students in it, 560 00:23:20,410 --> 00:23:22,620 this is the dashboard that comes up for SWIS 561 00:23:22,620 --> 00:23:24,500 and it's really cool because it shows 562 00:23:24,500 --> 00:23:28,210 all the students that are enrolled in SWIS, 563 00:23:28,210 --> 00:23:30,480 and you can see that check mark for "enrolled." 564 00:23:30,480 --> 00:23:33,020 And so, these are all the students 565 00:23:33,020 --> 00:23:35,110 since the beginning of school. 566 00:23:35,110 --> 00:23:36,370 And on the right-hand side, 567 00:23:36,370 --> 00:23:39,526 you get a sense of where their points are for 568 00:23:39,526 --> 00:23:40,950 the last four weeks. 569 00:23:40,950 --> 00:23:43,010 So you can see some high scores 570 00:23:43,010 --> 00:23:44,610 and some low scores. 571 00:23:44,610 --> 00:23:48,050 And the default line for most of 572 00:23:48,050 --> 00:23:50,080 these students is probably 80%, 573 00:23:50,080 --> 00:23:52,580 so you get a good sense, an overview sense, 574 00:23:52,580 --> 00:23:54,550 of how the students are doing. 575 00:23:54,550 --> 00:23:58,214 You could also look at the unenrolled students this way 576 00:23:58,214 --> 00:23:59,960 by just checking that, 577 00:23:59,960 --> 00:24:02,016 so anyone who's not in SWIS, 578 00:24:02,016 --> 00:24:04,433 and that will give you all of the students 579 00:24:04,433 --> 00:24:05,266 that are in the school. 580 00:24:05,266 --> 00:24:07,380 But let's stick to the enrolled. 581 00:24:07,380 --> 00:24:09,940 And you can also enroll a student 582 00:24:09,940 --> 00:24:12,041 by just clicking on enroll 583 00:24:12,041 --> 00:24:16,580 and selecting your student from the school list 584 00:24:16,580 --> 00:24:19,330 that's already in your system. 585 00:24:19,330 --> 00:24:20,520 If it's a new student, 586 00:24:20,520 --> 00:24:22,750 you just click on this blue box 587 00:24:22,750 --> 00:24:23,820 with the student in it, 588 00:24:23,820 --> 00:24:28,552 and that will take you to adding a student. 589 00:24:28,552 --> 00:24:33,430 So if you're familiar with this for school-wide SWIS, 590 00:24:33,430 --> 00:24:34,900 this should make a lot of sense, 591 00:24:34,900 --> 00:24:36,750 but it's very easy to enroll 592 00:24:36,750 --> 00:24:39,053 and un-enroll student as well. 593 00:24:39,930 --> 00:24:42,900 And then, you will have an enroll date. 594 00:24:42,900 --> 00:24:46,530 You have the default goal for the student. 595 00:24:46,530 --> 00:24:48,430 Perhaps, you have a student that's starting out 596 00:24:48,430 --> 00:24:49,810 and you want them to experience 597 00:24:49,810 --> 00:24:52,360 this success as quickly as possible, 598 00:24:52,360 --> 00:24:54,940 so your goal may be a little bit lower 599 00:24:54,940 --> 00:24:56,830 for that particular student. 600 00:24:56,830 --> 00:24:58,190 You would press "save" 601 00:24:58,190 --> 00:25:00,535 and then that student's enrolled, 602 00:25:00,535 --> 00:25:01,870 but we're not going to do that 603 00:25:01,870 --> 00:25:04,480 'cause in the demo site, it won't save. 604 00:25:04,480 --> 00:25:06,490 We could also, on the dashboard, 605 00:25:06,490 --> 00:25:07,610 look at... 606 00:25:07,610 --> 00:25:10,000 Just click on different students 607 00:25:10,000 --> 00:25:11,780 and you see all the information 608 00:25:11,780 --> 00:25:14,150 that's in SWIS about that student, 609 00:25:14,150 --> 00:25:17,350 which is a really nice way to get a summary of, 610 00:25:17,350 --> 00:25:19,193 in this case, Brian Bender. 611 00:25:19,193 --> 00:25:22,450 Then, also on your dashboard, 612 00:25:22,450 --> 00:25:24,600 is the school-wide report, 613 00:25:24,600 --> 00:25:26,440 and I guess I'm just going to make that bigger 614 00:25:26,440 --> 00:25:28,252 so you can see that. 615 00:25:28,252 --> 00:25:30,150 It's one of the several reports 616 00:25:30,150 --> 00:25:33,810 that's produced for Check-In/Check-Out SWIS. 617 00:25:33,810 --> 00:25:36,700 Now, this is a wild looking graph 618 00:25:36,700 --> 00:25:37,970 and I kinda like it, 619 00:25:37,970 --> 00:25:39,020 I think it's really neat, 620 00:25:39,020 --> 00:25:40,970 and this is for your team to be looking at, 621 00:25:40,970 --> 00:25:42,077 to see, "Okay, 622 00:25:42,077 --> 00:25:44,227 "what is the range of points 623 00:25:44,227 --> 00:25:46,007 "that students are earning on this 624 00:25:46,007 --> 00:25:48,170 "and how are they doing overall?" 625 00:25:48,170 --> 00:25:51,570 So I'll talk about these options on the left 626 00:25:51,570 --> 00:25:52,600 in terms of dates, 627 00:25:52,600 --> 00:25:54,910 but I'm going to keep these dates right here now, 628 00:25:54,910 --> 00:25:58,100 which is August 18th through 9/15, 629 00:25:58,100 --> 00:26:00,078 gives us a good chunk of time. 630 00:26:00,078 --> 00:26:03,450 And what you'll see is the top number is 631 00:26:03,450 --> 00:26:05,550 the number of students that were 632 00:26:05,550 --> 00:26:08,600 in the Check-In/Check-Out intervention on that day. 633 00:26:08,600 --> 00:26:11,340 So it went from two in the beginning of the school, 634 00:26:11,340 --> 00:26:12,800 and then they went up to eight, 635 00:26:12,800 --> 00:26:14,510 and they lost one to six, 636 00:26:14,510 --> 00:26:16,110 and then back up to seven. 637 00:26:16,110 --> 00:26:17,350 So it's just the number of students 638 00:26:17,350 --> 00:26:20,010 where there are points scored during that day. 639 00:26:20,010 --> 00:26:21,400 I like the... 640 00:26:21,400 --> 00:26:23,991 And then the line is the highest score 641 00:26:23,991 --> 00:26:25,890 and the lowest score. 642 00:26:25,890 --> 00:26:27,775 So you can see, one day, 643 00:26:27,775 --> 00:26:30,010 one person had a 100% 644 00:26:30,010 --> 00:26:31,800 and one person had zero. 645 00:26:31,800 --> 00:26:35,290 So that is quite a range of scores for students. 646 00:26:35,290 --> 00:26:36,550 But what I particularly like about 647 00:26:36,550 --> 00:26:38,630 the school-wide thing is that hatch mark, 648 00:26:38,630 --> 00:26:39,970 which is the mean score. 649 00:26:39,970 --> 00:26:41,410 So you can look at it 650 00:26:41,410 --> 00:26:44,530 and it looks like most of the students are hovering 651 00:26:44,530 --> 00:26:49,530 between like 50 and 75% success 652 00:26:50,360 --> 00:26:51,970 on Check-In/Check-Out. 653 00:26:51,970 --> 00:26:53,910 So it makes you ask some questions. 654 00:26:53,910 --> 00:26:56,360 Is there something about the intervention 655 00:26:56,360 --> 00:26:57,700 or about the environment 656 00:26:57,700 --> 00:26:58,950 that we might need to change? 657 00:26:58,950 --> 00:27:01,280 Because none of our students are really doing 658 00:27:01,280 --> 00:27:02,740 all that well yet. 659 00:27:02,740 --> 00:27:04,690 And I don't know, if you've found, 660 00:27:04,690 --> 00:27:05,810 with Check-In/Check-Out, 661 00:27:05,810 --> 00:27:08,850 but students who meet their criteria 662 00:27:08,850 --> 00:27:11,520 generally are successful pretty quickly. 663 00:27:11,520 --> 00:27:13,760 So it's just something for the team to look at 664 00:27:13,760 --> 00:27:16,100 and begin to ask some questions 665 00:27:16,100 --> 00:27:17,143 from what they see. 666 00:27:18,601 --> 00:27:19,434 That makes sense? 667 00:27:21,898 --> 00:27:22,772 Okay. 668 00:27:22,772 --> 00:27:25,100 So now, I'm going to go back to the reports 669 00:27:25,100 --> 00:27:27,600 and we've already looked at school-wide. 670 00:27:27,600 --> 00:27:31,350 Now, we're going to look at average daily reports. 671 00:27:35,139 --> 00:27:36,040 Okay. 672 00:27:36,040 --> 00:27:38,400 So this is pretty cool because 673 00:27:38,400 --> 00:27:41,550 this shows each student 674 00:27:41,550 --> 00:27:44,150 and what their daily report counts are. 675 00:27:44,150 --> 00:27:48,120 And you can see these numbers on top of their names 676 00:27:48,120 --> 00:27:50,145 at the bottom of the bars, 677 00:27:50,145 --> 00:27:51,503 that's the number of days that 678 00:27:51,503 --> 00:27:52,750 particular student has data for. 679 00:27:52,750 --> 00:27:54,620 So it's great, you can see, 680 00:27:54,620 --> 00:27:58,239 like, "Nick Newton's only been 681 00:27:58,239 --> 00:28:00,120 "in the intervention for two days, 682 00:28:00,120 --> 00:28:03,844 "whereas Serena Williams is like 19 days." 683 00:28:03,844 --> 00:28:06,260 So that, you need to take that into account. 684 00:28:06,260 --> 00:28:07,884 On the left-hand side, 685 00:28:07,884 --> 00:28:10,999 you can decide not to show names. 686 00:28:10,999 --> 00:28:12,560 So if I make a change here, 687 00:28:12,560 --> 00:28:13,950 I'm going to generate it 688 00:28:13,950 --> 00:28:15,260 and you won't see their names. 689 00:28:15,260 --> 00:28:16,750 So if you needed to show this 690 00:28:16,750 --> 00:28:18,080 to people who really shouldn't know 691 00:28:18,080 --> 00:28:19,110 what their names are, 692 00:28:19,110 --> 00:28:20,740 you have that opportunity. 693 00:28:20,740 --> 00:28:23,413 And you could also add values to the graph, 694 00:28:25,330 --> 00:28:26,890 which just gives you the number 695 00:28:26,890 --> 00:28:29,690 of points in an easier way. 696 00:28:29,690 --> 00:28:31,290 If I wanted to change the date, 697 00:28:31,290 --> 00:28:33,120 I could change the date and press "generate" 698 00:28:33,120 --> 00:28:35,429 and get a smaller amount of time. 699 00:28:35,429 --> 00:28:38,645 What's really nice about these is that 700 00:28:38,645 --> 00:28:41,266 they also come with tables. 701 00:28:41,266 --> 00:28:44,580 So every time you see a graph, 702 00:28:44,580 --> 00:28:46,240 there's an associated table, 703 00:28:46,240 --> 00:28:48,560 and you can see the data in a different way. 704 00:28:48,560 --> 00:28:49,590 So like, for Mark, 705 00:28:49,590 --> 00:28:51,080 he has five days of data, 706 00:28:51,080 --> 00:28:53,861 his average daily points are 41, 707 00:28:53,861 --> 00:28:56,600 and he's that far from the goal, 708 00:28:56,600 --> 00:29:00,390 38.89% distance from a goal. 709 00:29:00,390 --> 00:29:03,300 So that gives you another way to look at the data, 710 00:29:03,300 --> 00:29:04,593 which is really cool. 711 00:29:05,470 --> 00:29:07,844 - What does the points mean? 712 00:29:07,844 --> 00:29:12,844 - The points go back to that daily progress report. 713 00:29:13,340 --> 00:29:16,340 So give the school that we were looking at, 714 00:29:16,340 --> 00:29:17,470 the point card for a school 715 00:29:17,470 --> 00:29:20,820 that had six intervals throughout the day. 716 00:29:20,820 --> 00:29:23,200 And at each interval 717 00:29:23,200 --> 00:29:25,450 that's predetermined by the team, 718 00:29:25,450 --> 00:29:30,260 let's say it's from entry in the morning 719 00:29:30,260 --> 00:29:34,603 until morning snack is the first interval, 720 00:29:34,603 --> 00:29:38,130 then the teacher at the end of that interval 721 00:29:38,130 --> 00:29:40,967 that has interacted with the student 722 00:29:40,967 --> 00:29:43,320 and the student have a conversation 723 00:29:43,320 --> 00:29:46,900 about how well the student followed the expectations 724 00:29:46,900 --> 00:29:49,010 and what they might want to do differently 725 00:29:49,010 --> 00:29:50,220 to follow them 726 00:29:51,059 --> 00:29:55,500 as you have on your teaching matrix. 727 00:29:55,500 --> 00:29:57,030 So that's how they get the points. 728 00:29:57,030 --> 00:29:58,900 It's a zero, one, or two point. 729 00:29:58,900 --> 00:30:00,513 Does that answer your question? 730 00:30:02,560 --> 00:30:03,830 - Yes. 731 00:30:03,830 --> 00:30:06,247 - Okay, okay. 732 00:30:06,247 --> 00:30:07,400 - And then at the end of the day, 733 00:30:07,400 --> 00:30:09,700 all of the points from the day are totaled 734 00:30:09,700 --> 00:30:12,531 and that's the points you'll see here. 735 00:30:12,531 --> 00:30:13,640 So like... 736 00:30:13,640 --> 00:30:17,400 And then, this graph is percentage of total points. 737 00:30:17,400 --> 00:30:21,868 So let's say Brian Bender is averaging 46% 738 00:30:21,868 --> 00:30:23,620 of his total points, 739 00:30:23,620 --> 00:30:27,151 which might be 30 throughout the day, 740 00:30:27,151 --> 00:30:31,833 he's typically only getting 15%-ish. 741 00:30:32,686 --> 00:30:35,607 (speaking over each other) 742 00:30:35,607 --> 00:30:37,370 - So the total point comes from adding up 743 00:30:37,370 --> 00:30:41,499 all the points, zero, one, two, 744 00:30:41,499 --> 00:30:43,080 from the intervals of the day? 745 00:30:43,080 --> 00:30:43,980 - Correct. 746 00:30:43,980 --> 00:30:45,690 - Okay, all right. 747 00:30:45,690 --> 00:30:50,690 - And you'll see as we go into how to enter the data, 748 00:30:51,970 --> 00:30:55,950 how that fleshes out a little bit more. 749 00:30:55,950 --> 00:31:00,420 Okay, so this is the individual students' different points 750 00:31:00,420 --> 00:31:01,840 over the number of days that they've had 751 00:31:01,840 --> 00:31:03,740 so far in the program. 752 00:31:03,740 --> 00:31:06,480 There's really not much else to show you there. 753 00:31:06,480 --> 00:31:08,900 I'm going to go back and look for some more reports 754 00:31:08,900 --> 00:31:10,100 because now we get into 755 00:31:10,100 --> 00:31:12,350 the individual student. 756 00:31:12,350 --> 00:31:17,350 And here, we're going to find a student 757 00:31:17,860 --> 00:31:20,820 that we want to know how they're doing. 758 00:31:20,820 --> 00:31:22,190 So there's nothing there 759 00:31:22,190 --> 00:31:24,030 because I've got to identify the student, 760 00:31:24,030 --> 00:31:28,630 and I remember that Serena Johnson had 761 00:31:28,630 --> 00:31:30,220 a lot of days in, 762 00:31:30,220 --> 00:31:33,200 so I'm going to choose Serena Johnson. 763 00:31:33,200 --> 00:31:34,330 And again, I just want to show, 764 00:31:34,330 --> 00:31:36,010 you can change the dates here, 765 00:31:36,010 --> 00:31:37,620 but this is a good four weeks. 766 00:31:37,620 --> 00:31:40,150 I like to show a four week chunk of time. 767 00:31:40,150 --> 00:31:42,037 And so, but you would select the dates 768 00:31:42,037 --> 00:31:42,950 you want to see. 769 00:31:42,950 --> 00:31:44,260 Maybe you want to see a week, 770 00:31:44,260 --> 00:31:46,835 maybe you want to see a few months. 771 00:31:46,835 --> 00:31:49,623 So you would do that at this point. 772 00:31:50,470 --> 00:31:54,672 And also, the outcome is 773 00:31:54,672 --> 00:31:56,890 whether I want it to show 774 00:31:56,890 --> 00:32:00,820 if there have been any referrals, 775 00:32:00,820 --> 00:32:03,200 any reports of problem behaviors, 776 00:32:03,200 --> 00:32:04,333 during the time we're looking at 777 00:32:04,333 --> 00:32:06,389 with Check-In/Check-Out. 778 00:32:06,389 --> 00:32:07,970 And I'll show you that, 779 00:32:07,970 --> 00:32:09,380 I think there is one on this. 780 00:32:09,380 --> 00:32:12,160 And then, all these options of showing names or not, 781 00:32:12,160 --> 00:32:13,080 and showing notes, 782 00:32:13,080 --> 00:32:14,974 if notes exists, 783 00:32:14,974 --> 00:32:16,210 from the data entries. 784 00:32:16,210 --> 00:32:19,680 So I got Serena Williams in for the last four weeks, 785 00:32:19,680 --> 00:32:22,190 I'm going to generate her graph. 786 00:32:22,190 --> 00:32:25,180 And so, here we see a very interesting graph 787 00:32:25,180 --> 00:32:27,030 for Serena Williams. 788 00:32:27,030 --> 00:32:29,230 I like how they have the green dots 789 00:32:29,230 --> 00:32:31,920 when the student is over their goal, 790 00:32:31,920 --> 00:32:35,052 and the red dots when it's below the goal 791 00:32:35,052 --> 00:32:37,040 It just helps you see it better, I think. 792 00:32:37,040 --> 00:32:38,540 But there's a lot going on here 793 00:32:38,540 --> 00:32:39,640 on the left axis. 794 00:32:39,640 --> 00:32:43,290 You see, that's the percentage of total points earned, 795 00:32:43,290 --> 00:32:45,300 that black bar is at 80, 796 00:32:45,300 --> 00:32:46,380 which is the default. 797 00:32:46,380 --> 00:32:48,010 We're hoping that students will reach 798 00:32:48,010 --> 00:32:51,600 that 80% of total points possible. 799 00:32:51,600 --> 00:32:55,580 So she's had more successful meeting 800 00:32:55,580 --> 00:32:58,280 of goals than not. 801 00:32:58,280 --> 00:33:00,650 And those bars that you see, 802 00:33:00,650 --> 00:33:02,690 those blue bars coming up, 803 00:33:02,690 --> 00:33:04,490 are office discipline referrals. 804 00:33:04,490 --> 00:33:06,330 So if you look at the right axis, 805 00:33:06,330 --> 00:33:07,840 it says "ODR count," 806 00:33:07,840 --> 00:33:09,957 cause that SWIS still calls it ODR. 807 00:33:09,957 --> 00:33:13,300 And so, she's had several office discipline referrals, 808 00:33:13,300 --> 00:33:16,610 some on days where she's also meeting her goals. 809 00:33:16,610 --> 00:33:18,991 So it makes you curious about what's going on 810 00:33:18,991 --> 00:33:21,830 when she's done so well in her goal, 811 00:33:21,830 --> 00:33:23,550 achieving her goal, 812 00:33:23,550 --> 00:33:26,060 and she's had office discipline referrals. 813 00:33:26,060 --> 00:33:28,130 There's a key there on the right 814 00:33:28,130 --> 00:33:31,990 that you can see some things 815 00:33:31,990 --> 00:33:34,390 that might come from data entry. 816 00:33:34,390 --> 00:33:35,250 If there's no school, 817 00:33:35,250 --> 00:33:36,650 you would see that come up 818 00:33:36,650 --> 00:33:39,220 'cause we put that there in data entry. 819 00:33:39,220 --> 00:33:41,020 And it looks like the question mark means 820 00:33:41,020 --> 00:33:42,580 nobody entered to get something, 821 00:33:42,580 --> 00:33:44,510 so there must have been a problem somewhere 822 00:33:44,510 --> 00:33:47,680 and you might want to further find out that. 823 00:33:47,680 --> 00:33:51,100 So that is the idea behind 824 00:33:51,100 --> 00:33:52,410 the individual graph 825 00:33:52,410 --> 00:33:55,000 and there's a table for her as well. 826 00:33:55,000 --> 00:33:57,490 On each day, you can see her distance 827 00:33:57,490 --> 00:33:58,840 from the goal, 828 00:33:58,840 --> 00:34:02,540 and when, and if, she got office discipline referrals. 829 00:34:02,540 --> 00:34:07,540 So down here, you can see on the seventh, eight, and... 830 00:34:09,310 --> 00:34:11,996 Sixth, seventh, ninth, and 10th, 831 00:34:11,996 --> 00:34:14,070 and a few other days, 832 00:34:14,070 --> 00:34:16,036 there were some things going on. 833 00:34:16,036 --> 00:34:19,334 And she did... 834 00:34:19,334 --> 00:34:21,150 She was also meeting her goal. 835 00:34:21,150 --> 00:34:24,160 So it just allows you to ask some more questions 836 00:34:24,160 --> 00:34:26,500 about what's happening with Serena. 837 00:34:26,500 --> 00:34:29,310 And we can do that in SWIS Check-In/Check-Out 838 00:34:29,310 --> 00:34:30,870 a little bit further 839 00:34:30,870 --> 00:34:33,280 by going to one more report, 840 00:34:33,280 --> 00:34:38,270 which is the student period report. 841 00:34:38,270 --> 00:34:42,774 There's actually two more reports, I apologize. 842 00:34:42,774 --> 00:34:47,050 The period report, which should be coming up 843 00:34:47,050 --> 00:34:49,760 once I put Serena Johnson's name in there. 844 00:34:49,760 --> 00:34:50,900 We'll keep it the same, 845 00:34:50,900 --> 00:34:51,910 with the goal line, 846 00:34:51,910 --> 00:34:54,200 generate the same period of time 847 00:34:54,200 --> 00:34:55,473 for Serena Johnson. 848 00:34:55,473 --> 00:34:57,810 What we see is this is a school 849 00:34:57,810 --> 00:35:00,660 that shows six periods, six intervals, 850 00:35:00,660 --> 00:35:02,768 that they were going to collect the data on 851 00:35:02,768 --> 00:35:04,438 and we can s... 852 00:35:04,438 --> 00:35:05,810 And the 80% goal line is here, 853 00:35:05,810 --> 00:35:08,130 so we can see half of the periods, 854 00:35:08,130 --> 00:35:10,310 first, second, and fourth, 855 00:35:10,310 --> 00:35:11,973 she's exceeded her goal. 856 00:35:11,973 --> 00:35:15,530 And third period, something's going on. 857 00:35:15,530 --> 00:35:18,180 Fifth and six, it looks like there's 858 00:35:18,180 --> 00:35:21,470 something happening in six period, perhaps. 859 00:35:21,470 --> 00:35:24,660 So that gives you some more detail about, 860 00:35:24,660 --> 00:35:26,530 rather than changing our whole program 861 00:35:26,530 --> 00:35:28,667 'cause she's not meeting her overall goal, 862 00:35:28,667 --> 00:35:31,617 "Well, what's going on in a particular period?" 863 00:35:31,617 --> 00:35:35,077 And again, you can see the detail on the graph. 864 00:35:35,077 --> 00:35:40,077 So because sixth period looks like it's... 865 00:35:40,430 --> 00:35:41,753 It is the lowest, 866 00:35:41,753 --> 00:35:45,695 I'm now going to go on to the next report, 867 00:35:45,695 --> 00:35:48,096 which is the single period. 868 00:35:48,096 --> 00:35:51,910 And so, I'm going to look for Serena 869 00:35:54,630 --> 00:35:57,283 and find period six. 870 00:35:59,330 --> 00:36:01,400 And I'm going to generate that graph 871 00:36:01,400 --> 00:36:04,180 and see what happened during period six 872 00:36:04,180 --> 00:36:06,630 over these last several weeks. 873 00:36:06,630 --> 00:36:08,140 Well, that's interesting because 874 00:36:08,140 --> 00:36:11,750 this is where she's had the office discipline referrals 875 00:36:11,750 --> 00:36:14,340 for the concerning behaviors. 876 00:36:14,340 --> 00:36:18,670 So we may not need to revamp her whole program. 877 00:36:18,670 --> 00:36:21,020 We meet might need to talk with 878 00:36:21,020 --> 00:36:22,500 the teacher during period six 879 00:36:22,500 --> 00:36:25,520 and brainstorm some ideas about what might be happening 880 00:36:25,520 --> 00:36:28,000 and what might help her be successful. 881 00:36:28,000 --> 00:36:30,630 So it really does let you narrow it down a bit 882 00:36:30,630 --> 00:36:32,480 and rather than throw out, they say, 883 00:36:32,480 --> 00:36:34,710 the baby with the bath water, 884 00:36:34,710 --> 00:36:37,532 it's a weird thing to say that, 885 00:36:37,532 --> 00:36:41,972 to be able to just focus on period six. 886 00:36:41,972 --> 00:36:42,805 And then, you see a key here. 887 00:36:42,805 --> 00:36:45,900 So I really love SWIS Check-In/Check-Out 888 00:36:45,900 --> 00:36:49,840 for it's just easibility in using it 889 00:36:49,840 --> 00:36:51,699 and understanding it, 890 00:36:51,699 --> 00:36:54,533 and we hope you will like it as much as I like it. 891 00:36:55,780 --> 00:36:57,730 So those are the reports. 892 00:36:57,730 --> 00:37:00,793 Are there any questions about the reports? 893 00:37:05,420 --> 00:37:07,520 - And I'll just add, in case it wasn't obvious, 894 00:37:07,520 --> 00:37:11,550 the ODR count is actually coming directly from SWIS, 895 00:37:11,550 --> 00:37:13,910 so you don't have to enter it specifically 896 00:37:13,910 --> 00:37:15,756 for these students who are 897 00:37:15,756 --> 00:37:16,589 on Check-In/Check-Out. 898 00:37:16,589 --> 00:37:18,610 It pulls their data from SWIS 899 00:37:18,610 --> 00:37:20,653 into SWIS Check-In/Check-Out. 900 00:37:26,060 --> 00:37:29,080 - Okay, so now, 901 00:37:29,080 --> 00:37:32,990 we are gonna go to data entry 902 00:37:34,920 --> 00:37:39,920 by going back to SWIS Check-In/Check-Out, 903 00:37:40,030 --> 00:37:41,950 that's the dashboard, 904 00:37:41,950 --> 00:37:44,640 and then you'll see the data entry icon 905 00:37:44,640 --> 00:37:45,780 below the dashboard. 906 00:37:45,780 --> 00:37:47,480 So in order to get to somewhere else, 907 00:37:47,480 --> 00:37:50,481 you want to go back to the dashboard. 908 00:37:50,481 --> 00:37:52,390 So data entry. 909 00:37:52,390 --> 00:37:55,130 Now, this is all built on 910 00:37:55,130 --> 00:37:58,434 what you have for your daily progress report. 911 00:37:58,434 --> 00:38:02,020 So if that's a little less familiar to you, 912 00:38:02,020 --> 00:38:04,873 it's going to be a little hard to understand it. 913 00:38:06,316 --> 00:38:07,440 Maybe not. 914 00:38:07,440 --> 00:38:10,670 So this school has chosen six intervals 915 00:38:10,670 --> 00:38:11,503 and they actually... 916 00:38:11,503 --> 00:38:12,910 They put the template, 917 00:38:12,910 --> 00:38:15,250 which is the next thing I'm going to show you, 918 00:38:15,250 --> 00:38:16,800 they actually set up the template 919 00:38:16,800 --> 00:38:20,210 in order to do this data entry. 920 00:38:20,210 --> 00:38:22,620 And so, if you have eight periods, 921 00:38:22,620 --> 00:38:24,810 eight periods will show up here 922 00:38:24,810 --> 00:38:26,590 and all the students enrolled are 923 00:38:26,590 --> 00:38:29,110 on this page here, okay? 924 00:38:29,110 --> 00:38:31,880 So it just shows up and Mark Banks is 925 00:38:31,880 --> 00:38:33,558 the first one listed 926 00:38:33,558 --> 00:38:35,570 and it says I'm editing. 927 00:38:35,570 --> 00:38:37,027 The most important thing is, 928 00:38:37,027 --> 00:38:38,957 "what's the status of the school day?" 929 00:38:40,054 --> 00:38:40,887 Is school in? 930 00:38:40,887 --> 00:38:42,130 Is there no data? 931 00:38:42,130 --> 00:38:43,996 And if there's no data, 932 00:38:43,996 --> 00:38:44,829 you'll see... 933 00:38:44,829 --> 00:38:46,341 Won't do it for that. 934 00:38:46,341 --> 00:38:50,220 You won't be able to fill in the points there 935 00:38:50,220 --> 00:38:51,770 if there's no data, 936 00:38:51,770 --> 00:38:54,840 and there's also no school. 937 00:38:54,840 --> 00:38:56,210 So those are your choices. 938 00:38:56,210 --> 00:38:57,720 So school would be in. 939 00:38:57,720 --> 00:38:58,970 If Brian Banks is there, 940 00:38:58,970 --> 00:39:00,581 school is in. 941 00:39:00,581 --> 00:39:04,261 And he, though, could be present, absent. 942 00:39:04,261 --> 00:39:06,250 And if he has no data, 943 00:39:06,250 --> 00:39:07,820 it actually counts against him. 944 00:39:07,820 --> 00:39:10,310 So maybe he's in some sort of in-school suspension 945 00:39:10,310 --> 00:39:12,210 or something like that. 946 00:39:12,210 --> 00:39:13,910 And if there is no school that day, 947 00:39:13,910 --> 00:39:15,300 that gets shown up... 948 00:39:15,300 --> 00:39:17,470 That shows up on his graphs as well. 949 00:39:17,470 --> 00:39:20,279 So that's the important things to start. 950 00:39:20,279 --> 00:39:22,220 You also want to make sure, 951 00:39:22,220 --> 00:39:23,480 over on the right, 952 00:39:23,480 --> 00:39:24,900 that you've got the right day 953 00:39:24,900 --> 00:39:26,260 you're entering data for. 954 00:39:26,260 --> 00:39:28,440 And you can backdate so I can make it 955 00:39:28,440 --> 00:39:30,178 the eighth, if I want, 956 00:39:30,178 --> 00:39:34,138 if I'm saving up DPRs to enter into the system. 957 00:39:34,138 --> 00:39:38,750 So if we remember, it's zero... 958 00:39:38,750 --> 00:39:42,080 They have three expectations 959 00:39:42,080 --> 00:39:45,300 and the points are zero, one, or two. 960 00:39:45,300 --> 00:39:47,330 I know it's like a Wednesday morning, 961 00:39:47,330 --> 00:39:49,113 it's over the hump day, 962 00:39:49,113 --> 00:39:51,040 so doing the math, it's a little hard. 963 00:39:51,040 --> 00:39:52,420 Three expectations. 964 00:39:52,420 --> 00:39:54,080 You can get up to two points 965 00:39:54,080 --> 00:39:56,920 for every expectation during period one, 966 00:39:56,920 --> 00:39:59,490 what's the total number of points 967 00:39:59,490 --> 00:40:02,323 that Mark Banks can earn? 968 00:40:05,280 --> 00:40:06,230 That's a tough one. 969 00:40:08,600 --> 00:40:10,580 Three expectations. 970 00:40:10,580 --> 00:40:13,640 You can get it up to two expectation... 971 00:40:13,640 --> 00:40:18,063 Two points for following every expectation well. 972 00:40:19,827 --> 00:40:21,277 The total points you can get. 973 00:40:23,550 --> 00:40:25,270 - So you're talking about the points, 974 00:40:25,270 --> 00:40:26,880 zero, one, and two? 975 00:40:26,880 --> 00:40:27,713 - Yeah. 976 00:40:27,713 --> 00:40:30,840 - So then that will be one plus two, 977 00:40:30,840 --> 00:40:31,673 three? 978 00:40:32,948 --> 00:40:36,850 - I wish I could go back to my PowerPoint. 979 00:40:36,850 --> 00:40:38,550 During an interval... 980 00:40:38,550 --> 00:40:39,980 Period one, 981 00:40:39,980 --> 00:40:43,705 there's safety, responsibility, and respect. 982 00:40:43,705 --> 00:40:46,800 You can earn up to two points for safety, 983 00:40:46,800 --> 00:40:48,540 two points for responsibility, 984 00:40:48,540 --> 00:40:50,648 and two points for respect 985 00:40:50,648 --> 00:40:52,540 during that interval. 986 00:40:52,540 --> 00:40:54,845 So during that interval, 987 00:40:54,845 --> 00:40:56,650 what's the total number of possible points 988 00:40:56,650 --> 00:40:58,720 that Mark Banks can earn? 989 00:40:58,720 --> 00:40:59,553 - Six. 990 00:40:59,553 --> 00:41:01,207 - Yay, thank you. 991 00:41:02,049 --> 00:41:03,120 And he did. 992 00:41:03,120 --> 00:41:03,953 That's great. 993 00:41:03,953 --> 00:41:05,100 That was really great. 994 00:41:05,100 --> 00:41:06,510 Okay, so then, I mean, 995 00:41:06,510 --> 00:41:09,890 then you're rolling because the DPR is showing you 996 00:41:09,890 --> 00:41:11,300 how he did 997 00:41:11,300 --> 00:41:13,480 and he's doing pretty well here. 998 00:41:13,480 --> 00:41:17,620 As I'm entering this data from his DPR, 999 00:41:17,620 --> 00:41:18,480 it's really cool. 1000 00:41:18,480 --> 00:41:19,820 This thing is changing, 1001 00:41:19,820 --> 00:41:22,920 so you get the total percentage of points earned, 1002 00:41:22,920 --> 00:41:24,890 and it's been a great day. 1003 00:41:24,890 --> 00:41:27,870 He got 86% of his points earned. 1004 00:41:27,870 --> 00:41:30,120 And the nice thing, as they change this, 1005 00:41:30,120 --> 00:41:32,290 is you don't even have to press save 1006 00:41:32,290 --> 00:41:34,504 and go on to next student. 1007 00:41:34,504 --> 00:41:36,977 If you have a plan change, 1008 00:41:36,977 --> 00:41:38,038 you might want to say, 1009 00:41:38,038 --> 00:41:42,553 "Check in with Mr. Humphrey in the morning." 1010 00:41:45,756 --> 00:41:48,399 And then, you can see that on the tables. 1011 00:41:48,399 --> 00:41:53,399 Or there was a substitute in period two. 1012 00:41:55,400 --> 00:41:56,233 So you can do that, 1013 00:41:56,233 --> 00:41:58,730 you can have that additional information. 1014 00:41:58,730 --> 00:42:00,992 And then, you go right to... 1015 00:42:00,992 --> 00:42:01,825 You don't even have to press save, 1016 00:42:01,825 --> 00:42:03,563 you go right to the next person. 1017 00:42:04,597 --> 00:42:07,513 And Brian Bender is already pre-populated 1018 00:42:07,513 --> 00:42:09,107 that there's no data that day. 1019 00:42:09,107 --> 00:42:12,190 He may be in some sort of in-school suspension or something. 1020 00:42:12,190 --> 00:42:13,173 It's black. 1021 00:42:14,075 --> 00:42:16,840 But now, we change it for Chris 1022 00:42:16,840 --> 00:42:18,193 and make it work for him. 1023 00:42:19,370 --> 00:42:21,320 And you just go to the next student, 1024 00:42:21,320 --> 00:42:23,020 the next student, the next student, 1025 00:42:23,020 --> 00:42:25,232 and that's how you enter your points. 1026 00:42:25,232 --> 00:42:26,431 And that gives... 1027 00:42:26,431 --> 00:42:28,440 Then they come out in these reports 1028 00:42:28,440 --> 00:42:29,390 that you get later. 1029 00:42:30,900 --> 00:42:33,120 So that's the data entry, very simple. 1030 00:42:33,120 --> 00:42:34,535 Yes? 1031 00:42:34,535 --> 00:42:37,260 - I'm forgetting exactly what my question is, 1032 00:42:37,260 --> 00:42:40,010 but there's something about no data 1033 00:42:40,010 --> 00:42:41,920 versus a zero. 1034 00:42:41,920 --> 00:42:44,510 Like, if a kid loses their card 1035 00:42:44,510 --> 00:42:47,830 or doesn't get data from a particular teacher 1036 00:42:47,830 --> 00:42:50,290 and they can't go back to them or something. 1037 00:42:50,290 --> 00:42:51,410 - Yeah, yeah. 1038 00:42:51,410 --> 00:42:53,150 You don't want to ever say "no data" 1039 00:42:53,150 --> 00:42:54,430 because it means something else 1040 00:42:54,430 --> 00:42:56,492 to SWIS Check-In/Check-Out 1041 00:42:56,492 --> 00:42:57,325 than it does to you. 1042 00:42:57,325 --> 00:43:00,250 I would leave that blank and then it doesn't have... 1043 00:43:00,250 --> 00:43:01,610 It doesn't show points against them. 1044 00:43:01,610 --> 00:43:03,150 If you put "no data" in, 1045 00:43:03,150 --> 00:43:06,680 it means that he ran away from school that day, 1046 00:43:06,680 --> 00:43:08,270 and so there's no data for a reason 1047 00:43:08,270 --> 00:43:11,866 that shouldn't earn him any points. 1048 00:43:11,866 --> 00:43:15,340 So that's just the distinction here. 1049 00:43:15,340 --> 00:43:17,340 - And you leave it blank, 1050 00:43:17,340 --> 00:43:18,743 you don't give it a zero. 1051 00:43:19,695 --> 00:43:22,830 Oh, we lost your sound, Sherry. 1052 00:43:22,830 --> 00:43:24,380 - Can you hear me now? - Yeah. 1053 00:43:25,560 --> 00:43:27,480 - I'm not touching anything anymore. 1054 00:43:28,610 --> 00:43:31,790 Okay, so let me show you now 1055 00:43:31,790 --> 00:43:34,730 how you would take the DPR from your school 1056 00:43:34,730 --> 00:43:35,840 and enter it in here 1057 00:43:35,840 --> 00:43:38,310 so you have a place to enter the data. 1058 00:43:38,310 --> 00:43:40,863 And this is where you're going to go to tools. 1059 00:43:41,960 --> 00:43:43,694 So if I go to tools, 1060 00:43:43,694 --> 00:43:46,513 and then school settings, 1061 00:43:47,443 --> 00:43:49,940 and then on the left-hand side, 1062 00:43:49,940 --> 00:43:51,360 there's lots of different things. 1063 00:43:51,360 --> 00:43:53,430 I don't know if you guys have ever been in here before, 1064 00:43:53,430 --> 00:43:56,690 but you want to find the Check-In/Check-Out application, 1065 00:43:56,690 --> 00:43:57,533 click that. 1066 00:43:58,420 --> 00:44:00,130 And then, there are some default settings 1067 00:44:00,130 --> 00:44:03,343 for reporting on Saturdays or Sundays. 1068 00:44:03,343 --> 00:44:05,970 And so, they're automatically on "no," 1069 00:44:05,970 --> 00:44:07,590 unless you changed them to "yes." 1070 00:44:07,590 --> 00:44:09,299 If you want to have schools 1071 00:44:09,299 --> 00:44:10,132 on Saturdays and Sunday, 1072 00:44:10,132 --> 00:44:10,965 you would change that. 1073 00:44:10,965 --> 00:44:12,940 And it has your default goal line, 1074 00:44:12,940 --> 00:44:14,080 which you can change. 1075 00:44:14,080 --> 00:44:18,645 You can just click on anywhere in that space 1076 00:44:18,645 --> 00:44:20,624 and it'll show up for you, 1077 00:44:20,624 --> 00:44:22,680 but we're going to keep this one 1078 00:44:22,680 --> 00:44:25,763 at 80% of total possible points, 1079 00:44:25,763 --> 00:44:26,596 and this is the overall. 1080 00:44:26,596 --> 00:44:28,440 You can change it for individual students, 1081 00:44:28,440 --> 00:44:30,250 but this would be the overall. 1082 00:44:30,250 --> 00:44:33,250 And then, here's where you would enter your DPR card. 1083 00:44:33,250 --> 00:44:35,590 And again, it's really simple. 1084 00:44:35,590 --> 00:44:40,582 And so, this last card was entered on 4/13/12. 1085 00:44:40,582 --> 00:44:42,160 We're just going to add a new one 1086 00:44:42,160 --> 00:44:45,798 and give it a start date of today. 1087 00:44:45,798 --> 00:44:50,648 And the next thing you have to do is list the expectations 1088 00:44:50,648 --> 00:44:52,260 because these intervals, 1089 00:44:52,260 --> 00:44:53,430 we're looking at the students, 1090 00:44:53,430 --> 00:44:56,370 following the expectations during these intervals, 1091 00:44:56,370 --> 00:44:59,003 and so it only goes up. 1092 00:45:01,090 --> 00:45:03,610 Actually, it only gives you the choice 1093 00:45:03,610 --> 00:45:06,420 of three, four, or five expectations. 1094 00:45:06,420 --> 00:45:08,510 So you want to check to see 1095 00:45:08,510 --> 00:45:12,710 if your DPR is already compatible with SWIS. 1096 00:45:12,710 --> 00:45:15,600 So this school had three expectations. 1097 00:45:15,600 --> 00:45:17,280 And then, you want to add your intervals, 1098 00:45:17,280 --> 00:45:18,270 and that's really easy, 1099 00:45:18,270 --> 00:45:20,050 and that happens down here. 1100 00:45:20,050 --> 00:45:24,850 You add your interval and you could say "period one," 1101 00:45:24,850 --> 00:45:26,296 and just click. 1102 00:45:26,296 --> 00:45:28,047 "Period two." 1103 00:45:29,366 --> 00:45:30,199 Oopsie. 1104 00:45:32,330 --> 00:45:37,330 Now, they only used to let you enter up to nine 1105 00:45:37,650 --> 00:45:40,258 but now, I guess they allow it 1106 00:45:40,258 --> 00:45:43,661 to accept more periods. 1107 00:45:43,661 --> 00:45:46,517 And then, there's the discussion about, 1108 00:45:46,517 --> 00:45:51,517 "Well, what if we want to call it math, 1109 00:45:51,857 --> 00:45:56,857 "recess, library, specials?" 1110 00:45:57,200 --> 00:45:59,750 Those are decisions your team's going to have to make. 1111 00:45:59,750 --> 00:46:02,860 And especially, if you have a multi-grade school, 1112 00:46:02,860 --> 00:46:05,421 you might want to make generic period names 1113 00:46:05,421 --> 00:46:08,540 that are connected to different times of day. 1114 00:46:08,540 --> 00:46:09,990 And that way, if you're looking at 1115 00:46:09,990 --> 00:46:12,350 a cohort of students from sixth grade, 1116 00:46:12,350 --> 00:46:14,610 you'll know what period three means is 1117 00:46:14,610 --> 00:46:16,705 because you have their schedule. 1118 00:46:16,705 --> 00:46:20,060 It's a little bit more challenging, 1119 00:46:20,060 --> 00:46:21,640 but that's... 1120 00:46:21,640 --> 00:46:23,700 So the general recommendation is 1121 00:46:23,700 --> 00:46:26,440 to just list sort of generic periods, 1122 00:46:26,440 --> 00:46:29,240 but there may be reasons you want to do it differently. 1123 00:46:29,240 --> 00:46:31,633 So once you get all their periods in there, 1124 00:46:33,460 --> 00:46:34,803 four, save, 1125 00:46:36,300 --> 00:46:38,260 and then you save the whole thing, 1126 00:46:38,260 --> 00:46:39,938 and it'll be in there. 1127 00:46:39,938 --> 00:46:42,393 But it won't save it because I'm in the demo account. 1128 00:46:46,064 --> 00:46:48,470 So at 9:48... 1129 00:46:50,052 --> 00:46:52,523 I don't think I went that fast. 1130 00:46:53,650 --> 00:46:56,390 9:48, we're done navigating 1131 00:46:56,390 --> 00:46:58,853 the SWIS Check-In/Check-Out suite. 1132 00:47:00,980 --> 00:47:02,300 Any questions? 1133 00:47:02,300 --> 00:47:06,720 I'm going to try to get my screen here outta here. 1134 00:47:07,680 --> 00:47:09,023 Stop sharing. 1135 00:47:13,930 --> 00:47:14,963 Any questions? 1136 00:47:19,430 --> 00:47:20,630 Alrighty. 1137 00:47:20,630 --> 00:47:24,110 Well then, let's get back to this, 1138 00:47:24,110 --> 00:47:27,583 but not much more left here. 1139 00:47:29,327 --> 00:47:30,233 Share my screen. 1140 00:47:36,520 --> 00:47:37,863 Share screen. 1141 00:47:39,750 --> 00:47:40,583 PowerPoint. 1142 00:47:43,288 --> 00:47:44,121 Okay. 1143 00:47:45,160 --> 00:47:47,593 So we did all that, which is pretty cool. 1144 00:47:53,870 --> 00:47:54,703 Coming. 1145 00:48:06,831 --> 00:48:10,581 It won't let me (indistinct) 1146 00:48:13,712 --> 00:48:14,780 to turn it on, like... 1147 00:48:16,788 --> 00:48:18,202 - You can go up to slideshow, 1148 00:48:18,202 --> 00:48:20,887 in the red up at the top and say, 1149 00:48:20,887 --> 00:48:22,970 "present from current slide." 1150 00:48:22,970 --> 00:48:26,700 - Yeah, it's just not allowing me up there. 1151 00:48:26,700 --> 00:48:28,803 - Oh. - Yeah. 1152 00:48:31,591 --> 00:48:32,424 Oh, okay. 1153 00:48:43,030 --> 00:48:45,080 You guys don't mind it like this, I hope. 1154 00:48:46,748 --> 00:48:48,200 - If you move the notes section 1155 00:48:48,200 --> 00:48:50,770 down at the bottom and make it smaller, 1156 00:48:50,770 --> 00:48:52,370 then it'll be big enough to see. 1157 00:48:55,680 --> 00:48:58,130 Yep. - Okay, all right. 1158 00:48:58,130 --> 00:49:02,340 So I mentioned earlier that I was not going to talk 1159 00:49:02,340 --> 00:49:05,062 about modifications due to COVID. 1160 00:49:05,062 --> 00:49:09,570 I think that this is an intervention 1161 00:49:09,570 --> 00:49:12,130 that would really align well with COVID. 1162 00:49:12,130 --> 00:49:14,040 There's just a lot more thought 1163 00:49:14,040 --> 00:49:15,730 that needs to go into it. 1164 00:49:15,730 --> 00:49:19,842 And I think, with schools still mostly in session, 1165 00:49:19,842 --> 00:49:24,380 to talk about that now might be hard 1166 00:49:24,380 --> 00:49:25,900 as we're all really hoping 1167 00:49:25,900 --> 00:49:28,530 that schools will be mostly in session, 1168 00:49:28,530 --> 00:49:31,130 but there are definitely ways to modify 1169 00:49:31,130 --> 00:49:33,670 and please contact us if you find yourselves 1170 00:49:33,670 --> 00:49:35,280 in that situation, 1171 00:49:35,280 --> 00:49:37,580 and you're implementing Check-In/Check-Out. 1172 00:49:37,580 --> 00:49:40,900 There's also all these publications 1173 00:49:40,900 --> 00:49:44,740 and videos at pbisapps.org 1174 00:49:44,740 --> 00:49:46,320 about Check-In/Check-Out. 1175 00:49:46,320 --> 00:49:48,910 So you can learn about data entry 1176 00:49:48,910 --> 00:49:52,500 or setting your settings, like I just shared with you. 1177 00:49:52,500 --> 00:49:55,870 So there's backup to this presentation. 1178 00:49:55,870 --> 00:49:57,230 And there's the Swift 1179 00:49:57,230 --> 00:50:00,320 at SWIS Check-In/Check-Out user's guide. 1180 00:50:00,320 --> 00:50:01,720 So lots of resources. 1181 00:50:01,720 --> 00:50:04,810 Also, if you don't go on to pbisapps.org, 1182 00:50:04,810 --> 00:50:07,100 it's really great website. 1183 00:50:07,100 --> 00:50:08,700 It's got some great articles 1184 00:50:08,700 --> 00:50:13,610 and forms you can use for database decision-making. 1185 00:50:13,610 --> 00:50:15,518 So if you don't go on there, 1186 00:50:15,518 --> 00:50:18,830 short in your spare time on a Saturday night 1187 00:50:18,830 --> 00:50:21,150 when you want to relax 1188 00:50:21,150 --> 00:50:22,327 and look at data stuff, 1189 00:50:22,327 --> 00:50:24,173 that'd be great thing to do. 1190 00:50:25,580 --> 00:50:27,080 If you've got the... 1191 00:50:28,000 --> 00:50:30,610 If you've got this program now 1192 00:50:30,610 --> 00:50:32,090 within the SWIS suite 1193 00:50:32,090 --> 00:50:34,200 and you're trying to figure something out, 1194 00:50:34,200 --> 00:50:37,630 we recommend that you try to use materials that you have 1195 00:50:39,100 --> 00:50:41,690 to help you figure out the answers 1196 00:50:41,690 --> 00:50:43,840 to any questions that you have. 1197 00:50:43,840 --> 00:50:46,660 But feel free if, after a while, 1198 00:50:46,660 --> 00:50:48,840 you're not finding the answers 1199 00:50:48,840 --> 00:50:49,673 and getting frustrated, 1200 00:50:49,673 --> 00:50:50,970 just contact Anne Doobie 1201 00:50:50,970 --> 00:50:54,550 and you'll hear back from one of us within about 48 hours. 1202 00:50:54,550 --> 00:50:56,396 If you have a real urgent request, 1203 00:50:56,396 --> 00:51:00,760 you can try to contact PBIS Apps' staff, 1204 00:51:00,760 --> 00:51:01,780 which, on their website, 1205 00:51:01,780 --> 00:51:04,560 you'll see a way that you can contact them. 1206 00:51:04,560 --> 00:51:06,500 They generally like the schools 1207 00:51:06,500 --> 00:51:08,740 to go through the state facilitators, 1208 00:51:08,740 --> 00:51:10,597 which Amy and I are, 1209 00:51:10,597 --> 00:51:14,540 but there there's lots of support there out... 1210 00:51:14,540 --> 00:51:16,302 Out there for you, 1211 00:51:16,302 --> 00:51:17,950 and there are a lot of schools that are using... 1212 00:51:17,950 --> 00:51:20,300 Have been using SWIS Check-In/Check-Out for awhile, 1213 00:51:20,300 --> 00:51:22,963 so we could also pair you up with a peer. 1214 00:51:24,080 --> 00:51:25,630 Lots of opportunities. 1215 00:51:25,630 --> 00:51:27,221 And then, here's some resources. 1216 00:51:27,221 --> 00:51:30,477 There is a resource here that is 1217 00:51:30,477 --> 00:51:32,763 a carry over from last year. 1218 00:51:38,140 --> 00:51:40,150 There's directions that we have 1219 00:51:40,150 --> 00:51:43,693 for your application to SWIS Check-In/Check-Out. 1220 00:51:45,060 --> 00:51:49,090 This is the webinar that I was talking about 1221 00:51:49,090 --> 00:51:51,040 that we did last year. 1222 00:51:51,040 --> 00:51:55,000 So that is not happening on September 23rd. 1223 00:51:55,000 --> 00:51:57,570 I apologize, that should have been taken out. 1224 00:51:57,570 --> 00:52:00,440 There's also some resources 1225 00:52:00,440 --> 00:52:02,810 on team-initiated problem solving, 1226 00:52:02,810 --> 00:52:05,237 which is a way to work with your team 1227 00:52:05,237 --> 00:52:07,240 to identify if you have problems, 1228 00:52:07,240 --> 00:52:10,100 create some precise problem statements, 1229 00:52:10,100 --> 00:52:12,740 and do a follow up process for deciding 1230 00:52:12,740 --> 00:52:17,540 how to work through the problems using the data. 1231 00:52:17,540 --> 00:52:19,730 We have a Data Day webinar coming up 1232 00:52:19,730 --> 00:52:21,925 on October 20th, 1233 00:52:21,925 --> 00:52:25,590 which is a great way to look at your data 1234 00:52:25,590 --> 00:52:28,404 with some guidance from us during this webinar. 1235 00:52:28,404 --> 00:52:32,950 Want to make a plug for the Vermont PBIS 1236 00:52:32,950 --> 00:52:34,680 virtual leadership forum 1237 00:52:34,680 --> 00:52:36,560 that's happening on October 7th. 1238 00:52:36,560 --> 00:52:38,760 There's like 19... 1239 00:52:38,760 --> 00:52:41,767 - 17 - 17 different workshops, 1240 00:52:41,767 --> 00:52:44,170 keynote by Kent McIntosh, 1241 00:52:44,170 --> 00:52:46,250 who is the co-director of 1242 00:52:46,250 --> 00:52:49,520 the National Technical Assistance center for PBIS. 1243 00:52:49,520 --> 00:52:50,800 And we're going to celebrate 1244 00:52:50,800 --> 00:52:53,342 and we are going to have some fun. 1245 00:52:53,342 --> 00:52:56,160 So if you can do that, that'd be great. 1246 00:52:56,160 --> 00:53:00,650 It's virtual, this year, again. 1247 00:53:00,650 --> 00:53:02,340 And there's always coaching to help you. 1248 00:53:02,340 --> 00:53:03,810 And if you contact Anne Doobie, 1249 00:53:03,810 --> 00:53:06,913 she can help you connect with a coach. 1250 00:53:08,959 --> 00:53:13,959 That concludes the formal presentation anyway 1251 00:53:15,310 --> 00:53:18,456 of SWIS Check-In/Check-Out. 1252 00:53:18,456 --> 00:53:20,497 Do you have any questions? 1253 00:53:28,304 --> 00:53:29,137 Okay. 1254 00:53:30,460 --> 00:53:32,233 Look at that, 9:55. 1255 00:53:33,810 --> 00:53:36,373 Not bad. - Gift of five minutes. 1256 00:53:38,260 --> 00:53:40,070 - We'll just sit here for five minutes... 1257 00:53:40,070 --> 00:53:41,160 No. 1258 00:53:41,160 --> 00:53:44,290 So thank you for your participation today. 1259 00:53:44,290 --> 00:53:45,840 As I said, it was a bit technical. 1260 00:53:45,840 --> 00:53:48,330 It was not a training on Check-In/Check-Out. 1261 00:53:48,330 --> 00:53:49,800 You're going to hear from Ann Doobie. 1262 00:53:49,800 --> 00:53:51,620 She's going to send an email out 1263 00:53:51,620 --> 00:53:52,790 in a little while, 1264 00:53:52,790 --> 00:53:54,180 asking you how this went for you, 1265 00:53:54,180 --> 00:53:56,810 and if you can just go onto the link 1266 00:53:56,810 --> 00:53:58,860 and let us know how this worked for you. 1267 00:53:58,860 --> 00:54:00,820 In the middle of that process, 1268 00:54:00,820 --> 00:54:03,260 you can also click onto a link 1269 00:54:03,260 --> 00:54:06,060 that will give you your certificate of attendance 1270 00:54:06,060 --> 00:54:08,286 for attending one hour today. 1271 00:54:08,286 --> 00:54:10,910 So put that in your file 1272 00:54:10,910 --> 00:54:13,140 and let us know if you have questions, 1273 00:54:13,140 --> 00:54:15,588 and good luck with Check-In/Check-Out. 1274 00:54:15,588 --> 00:54:16,421 It's my favorite (indistinct). 1275 00:54:17,990 --> 00:54:20,050 - Thank you, that was helpful. 1276 00:54:20,050 --> 00:54:20,883 - Good. 1277 00:54:20,883 --> 00:54:22,565 Alice, where are you from? 1278 00:54:22,565 --> 00:54:25,200 - Mount Abraham Unified School District. 1279 00:54:25,200 --> 00:54:26,080 - Oh, terrific. 1280 00:54:26,080 --> 00:54:26,913 Great. - Yeah. 1281 00:54:27,790 --> 00:54:29,680 (speaking over each other) 1282 00:54:29,680 --> 00:54:32,200 - We do, and I just needed a refresher. 1283 00:54:32,200 --> 00:54:34,150 I'm a special ed coordinator here 1284 00:54:34,150 --> 00:54:35,950 and I just... 1285 00:54:35,950 --> 00:54:37,940 We use it with tons of our kids. 1286 00:54:37,940 --> 00:54:40,410 I just really wanted to kind of go back 1287 00:54:40,410 --> 00:54:42,680 and look over some of the data myself, 1288 00:54:42,680 --> 00:54:44,710 and thought this would be a good opportunity 1289 00:54:44,710 --> 00:54:48,150 to kind of review some of my skills. 1290 00:54:48,150 --> 00:54:50,520 So thank you, I found it helpful. 1291 00:54:50,520 --> 00:54:52,351 - Great, wonderful. 1292 00:54:52,351 --> 00:54:53,688 Thank you. 1293 00:54:53,688 --> 00:54:55,009 - Okay, see you later. 1294 00:54:55,009 --> 00:54:55,842 - Bye-bye. 1295 00:54:58,785 --> 00:54:59,963 There's some messages.