Welcome to this webinar today on Check-In Check-Out SWIS.
We're today gonna navigate how to go through
the SWIS Check-In Check-Out version
of the PBIS SWIS Suite of applications.
So my name is Sherry Schoenberg
and I'm here with Cassandra Townsend and Ann Dubie,
and this will be sort of a brief tutorial,
it will also be recorded so you'll have access to it later.
And we just added the logo
for the PBIS apps web-based system
because that's where you'll find all of this.
And we will go into that application shortly so that you can
see and learn more about it if you haven't already.
And just a few little logistics;
welcome on this Monday morning,
very dark out there, gonna pour any minute.
We're hoping that you will stay muted.
We'd like you to stay muted
unless you have like a burning question,
then please raise your hand and we'll unmute you.
Best way to communicate is through the chat box
and as I said, we will be recording this session
so it will be posted on our website
within the next few days,
and then you'll have access to it later
for others who may not be able to be here
or if you just wanna be reminded of something.
The materials, these slides that have some links in them
can be found at the website here,
and maybe one of you could drop it in the chat box
so that people have access to the slides here.
There are very few slides to this,
which you must like after,
following presentations for so long on Zoom
because mostly we're gonna spend time on the website.
Okay, this what we're gonna cover,
we're gonna talk about Check-In Check-Out.
So every time you see CICO, it's Check-In Check-Out,
which is a targeted intervention,
and I'm just gonna go through the bare bones of what that is
and how it's intended so that you can use,
you can easily and effectively use
SWIS Check-In and Check-Out
'cause it was SWIS Check-In Check-Out was designed the way
Check-In Check-Out as an intervention
was designed based on research.
And then we're gonna go into the demo account
and look at the reports,
the kind of reports that you can get
for SWIS Check-In Check-Out,
show you how the data entry works
and how to install your DPR, which is another acronym
and I apologize I did not spell that out the first time,
your daily progress report, which is the,
the way that students record and teachers record
the points that students receive
on the Check-In Check-Out system.
And then we'll have a chance to answer some questions.
But first we have a poll, a poll.
I'm going to activate a poll launch.
And is anybody else seeing the poll?
Can you see the poll?
What is your experience with Check-In Check-Out SWIS?
Your school is exploring for possible implementation,
you're exploring Check-In Check-Out for implementation.
Your school is currently implementing Check-In Check-Out
but does not have SWIS Check-In Check-Out.
Your school has SWIS Check-In Check-Out,
but you need to learn how to use it.
And that seems to be
where most of the answers are coming from.
And then we have the what is Check-In Check-Out
and SWIS Check-In Check-Out anyway?
And no one is answering that, so you all have some,
I think you're in the right place at the right time today,
this is really helpful.
So a lot of you are getting ready to install
SWIS Check-In Check-Out, that's great,
thank you for sharing.
Oh, I can share these results with you.
Now, does everybody see the results?
I do not know.
Okay, it'll work on our poll situation.
All right, so we,
that was our poll a little bit about Check-In Check-Out.
I think you all in your schools
have used some form of Check-In Check-Out before.
When we provide support and training to schools
around Check-In Check-Out,
we promote the version of Check-In Check-Out
that has been most researched.
So, and that's why I wanna just talk a little bit about
some of the nuances and how Check-In Check-Out SWIS
is really meant to be used with the research-based version
of Check-In Check-Out.
All other versions are very good, but this has the,
the data that says it's most effective and efficient.
One of the things about Check-In Check-Out,
if implemented as intended,
it's easy to put in place in your school,
there are a lot of targeted interventions
and intensive individualized interventions that are really
not as feasible to implement
because they take a lot of time,
there's a lot of steps involved.
So we like that about Check-In Check-Out
and the research shows
there is definitely decreased interfering behavior,
it's considered to be effective for about
60 to 75% of students who need targeted supports,
who have externalizing issues
identified in their motivation of behavior
when you are filling out the
behavior observation data forms.
And also in the last couple of years, especially with COVID,
there's more research being done that shows that
Check-In Check-Out can be effective
for students with internalizing issues as well.
There would need to be some modifications,
but at one time,
all the research was being done on students who,
who were acting out
with the functional behavior of seeking attention.
So it's kind of promising to see that we can now use it for
a lot more students.
Just some things before you implement Check-In Check-Out
is to be really ready.
You wanna make sure the people in your world,
your families, caregivers, students and staff
have enough of an orientation
so that they know what their role is in Check-In Check-Out
if they need to play a role.
So you wanna have some kind of rollout,
like if you're a PBIS school,
you do a rollout for universal intervention.
There needs to be a way to assess whether Check-In Check-Out
might be needed, might really benefit students.
And so a lot of times the PBIS team or leadership team
that supports PBIS at the targeted level will look at
rates of interfering behaviors anywhere from two to five
behavior observation data forms for a student might,
might cause the targeted team to review
and see if the student could benefit from
Check-In Check-Out.
Staff input, there needs to be a process for staff input
and a request for assistance that families and caregivers
can also make from home.
You need a team to manage it
and if you're using Check-In Check-Out,
the pure version of Check-In Check-Out,
you need a Check-In Check-Out coordinator,
somebody at the beginning of the day
to greet the students in a very positive way.
Help them get ready to set off on their day
where they check in at predetermined intervals
with the adult in their lives at the time
and get a score for how they're doing during that interval
around following the behavioral agreements or expectations.
Those three to five broad expectations for the school.
And that's pretty much it, at the end of the day,
the Check-In Check-Out coordinator will help the student
tally the scores for that daily progress report
and then that report goes home
or a note about that report goes home
and the caregiver family member
will make some comments and sign that.
That homeschool connection is really critical
for Check-In Check-Out to be successful.
And sometimes there's ways that teams can think about
modifying who's gonna be doing the comments
if it is not a particular caregiver at home.
So every school that has Check-In Check-Out
has something called a DPR, a daily progress report.
And we're gonna talk about what that looks like
in terms of compatibility for SWIS Check-In Check-Out and,
but basically, it's the same expectations
for all students that are on it.
And as I said a few minutes ago, many of you have used
some version of Check-In Check-Out in the past.
With this particular version of Check-In Check-Out,
it's the default intervention that is the same
for all students that are referred for that intervention.
And that's at first,
it may be that you move toward individualizing,
but research also says that students can be very successful
on a generic daily progress report system and schedule
before stepping it up and individualizing it.
And so that's a little uncomfortable for us.
It's a little manualized actually of an intervention that,
and it is intended so that you can get it in place quickly
and students can start feeling success quickly.
Does that make sense Cassandra?
Thumbs up on that?
Yeah, okay.
So there's a common schedule,
there's certain predetermined periods of the day
where the student's checking in with the adult
and then there's the process of sending that report home
and getting some acknowledgement from home
that they saw the daily progress report
and maybe have some positive comments of support to provide.
This is a DPR, daily progress report.
It's one sample of a DPR.
I would, we could have thrown in a lot more
if this were a training about Check-In Check-Out,
but this particular DPR is compatible
with the SWIS Check-In Check-Out suite.
So what you see is some of the,
information on the top, a rating scale on the top,
the student's information,
this would be a DPR that would go home,
so the parent or caregiver would sign
this particular form in between each day
and the Check-In Check-Out SWIS goal for that student,
which is generally 80% of all points possible
is what we're hoping students would get.
You can change that default line
to help students feel more successful sooner,
so you can change it to 50% or 60%,
it's generally 80% to show that the student's successful.
Then at the end of the day, you put in the points earned
out of the number of points possible,
whether the goal was met,
which is it could be the 80% or not.
And so here the points are either zero, one or two.
So did you completely follow the expectation,
the agreement that everybody made to be safe
and what that looks like from your teaching matrix
in period one, so you would get a two.
Were you respectful and how that plays out
in your teaching matrix, were you successful,
were you respectful in that way?
And that could be where perhaps the student Johnny was
interrupting quite a bit during class
and would not necessarily get a one or a two,
perhaps no points.
And was the student responsible?
We would say, yeah, well he got his work done
but because the respect issue,
maybe that wasn't so responsible, so that was a one.
So a two, zero, one for that period would give you
a total score for that period of three.
Hope that makes sense.
All right, now some people really do not like,
and I can totally understand this,
to have a zero and to give a student a zero,
a sign, a zero for a student,
that has some really bad connotations to that.
So there are a number of modifications you can make
to a Check-In Check-Out form.
This is considered by the developer Rob Horner,
the 0, 1, 2 points as being the most reliable way
to collect data, so there is a reason behind it,
but a lot of schools will just not put a zero in at all.
They'll either circle nothing or circle one or circle two.
Some people have a little turnaround symbol
over by the zero.
So if the zero seems a bit aversive
and I can totally understand why,
there may be some other ways to show that
there are no points for that particular period of time.
Another thing that comes up and I gotta watch my time
because I love Check-In Check-Out.
Another thing that comes up is that,
well Johnny's always safe,
we never have to worry about safe,
so why don't we just take it off?
[Participant] And I try to see that and I just,
they're like, it's so much easier than other inter.
Thank you.
So Johnny's always safe,
Why don't we just have respectful or responsible on there
or just respectful?
Well the whole idea
is this is positive behavioral interventions and supports
and so if Johnny's always safe,
and he's likely gonna get a two on there
and that's a success that you can talk about with him.
So you really want to have the school-wide agreements
that are most important
that your cultural context fits best with.
And you wanna say Johnny's really doing well in this area.
So same expectations or agreements across the DPR
and the number of periods is determined by your team,
how many periods you wanna have.
If you have a whole lot of periods,
it might be less likely that you would get reliable data
'cause it's expecting adults to fill it out
multiple, multiple times.
So one of the general recommendations is maybe to start out
with all students that are on Check-In Check-Out
with fewer intervals or periods throughout the day.
Any questions about that?
I'm gonna pause for a sec here.
Sheri, I'm actually going to, in our targeted handbook,
we have several other examples of DPR.
So I've just pulled them out
and I've put them in a Google doc.
So I'm gonna share that with all of you as well,
So you can see various versions of that.
-So just. -Wonderful.
Great, thanks.
Okay, well feel free to.
I do have a question.
Oh good.
Hi, so regardless of the number of periods, like I,
I hear you saying you could start with fewer
so that it's less burdensome on the adults
who are trying to monitor.
The student just has like one check in with the point person
in the morning and then a Check-Out
at the end of the day, right?
It's not a Check-In for each of the segments of the day.
Am I correct?
It is a Check-In for each segment of the day.
So the Check-In Check-Out coordinator is someone who's,
who's assigned to be in the right spot,
to meet up with the students to start the day,
launch the day, and then end the day
in a very positive supportive kind of way.
And then during those intervals, so say it's math
during period four at the end of math class,
the teacher that was teaching math
would also have this interaction with the student,
which could be up to a minute
of very specific, positive feedback
about how the student did during that interval.
So that's why while everybody in the building needs to know
about Check-In Check-Out and what their role might be,
when they're in it, their role is very small.
It's important, but it's very small.
It's up to a minute of time
connecting with the student at the end of that interval.
Right, but it's not the coordinator
connecting throughout the day, it could be the teacher.
Right.
The coordinator just connects at the beginning of the day
and then tallies it at the end of the day, right?
Correct, correct.
Okay, thank you.
Okay, sure, there are versions
there's something called teacher check connect and expect,
which is the same person
who's checking in with the student throughout the day.
And that's generally for younger grades like kindergarten
where the students really aren't changing.
But the most, the research has been done
on Check-In Check-Out with this coordinator
on the bookmarks of the day with the intervals of staff
checking in with a student throughout the day.
And it's just, it's a greater opportunity for children to
practice the expectation and action
and to get feedback on it.
And if the function of their behavior is seek their,
their interfering behavior is seeking adult attention,
this is a positive way to get adult attention.
So you're meeting their function
and able to help them be successful.
This is just an example of a school to home communication.
Instead, if you decide not to send that very busy DPR
daily progress report home,
this is just another way to send home the note
to the family caregiver and I see this as an old version.
We've really, we're trying to move away from parents parent,
to family slash caregiver
and I see that we still have parent signature here
so we need to fix that.
Just another example, all of these are on our website.
You look at the targeted materials,
there's tons of stuff on there.
Okay, now let's move to the information,
the web-based information system that allows you
to record the data for individual students
to see how your program,
your Check-In Check-Out program is doing overall.
And it produces some really nifty reports.
If you have SWIS, this would be another addition
to your school-wide SWIS and it will also show you
what for a particular student,
whether they have some referrals in their check,
from their Check-In Check-Out report,
you can see that if they have referrals.
You could also purchase SWIS Check-In Check-Out
without having the school-wide version.
So there's lots of options there and let's get into it.
So now what I'm gonna do is downsize this screen
and go to PBIS apps.
Anybody see this?
Does this look familiar to you all?
Okay, great, great, great, great, great.
This is the web-based system and I decided to go
just to the main page just to point out a couple of things.
This PBIS apps houses your SWIS,
whatever you have for SWIS,
but also for all of you that are PBIS schools,
it houses your assessment data,
your tiered fidelity inventory assessment
and your self-assessment survey,
and there's something called an input and feedback survey
that's relatively new if you haven't heard about it.
So there's a lot on here,
but this is where you would go if you were entering SWIS,
and I'll show you check in, check out SWIS.
But first I just wanted to point out like two things.
One is this search bar right here.
When you first enter this search bar,
if you're looking for entering DPR into SWIS,
you can find that,
you can find information about that
by going to your search bar.
It's a very effective search bar and I'm not even that savvy
and I can use the search bar really well here.
The other thing I wanna show you
and then we're gonna go onto it is this box here
that shows demos and that's where we're gonna fool around
with the SWIS Check-In Check-Out
'cause it's been and data has been installed in it.
So anytime you're trying to wonder how something works
and if you don't want to do it on your particular version
of SWIS or SWIS Check-In Check-Out,
you can go to the demo site
and see if what you were planning makes sense.
So I don't know if you've ever been there,
but that's where I'm going now
and hopefully it won't take long, sometimes it's slow.
All right, so if you have SWIS,
this front page should look familiar to you,
this is regular SWIS.
This particular school has Check-In Check-Out
as well as iSWIS.
So to get to your Check-In Check-Out,
you wanna hit that tab,
I kind of think about it like the old time
folders in a file cabinet,
these are like tabs from a file cabinet.
And so you click onto Check-In Check-Out
and now this is the front page of Check-In Check-Out.
And there are many things that you can see here.
The first is on the left you see all the students
that are currently enrolled in Check-In Check-Out,
and all the way to the right of that particular column
is their goal line, so you can preset what goal,
what percentage of points
you think they need to be successful
so that your reports will show
whether they meet their goal or not.
So that just gives you a quick view and most of them,
their goal is 80%, there are a couple that are 70%.
The other thing you could do
is just get a quick snapshot of a student.
So like if I just highlight Mark Banks,
we have all of Mark's Banks' summary data here.
So you can see he does not have an IEP or a 504 plan.
He is also in the iSWIS version of SWIS
and he's got an 8% goal line and it gives you
the days enrolled and all that information
as well as the number of referrals he got
over since he's been in Check-In Check-Out.
So it's a nice summary.
And then the column, all the way over to the right,
will show their average points over the last four weeks.
So whoever your Check-In Check-Out person
who's like leading Check-In Check-Out data
can look and see, okay, how are all these students doing?
A lot of them are kind of low here on Check-In Check-Out,
some of them are doing okay,
might be worth to look further at the program.
So that gives you a snapshot.
On this dashboard, which is what it's called,
it's also a place where you can enroll students
or unenroll students.
So as you can see up here where my cursor is,
these are the students that are enrolled.
If I click on unenrolled,
I can see all the students that have been
in Check-In Check-Out and I see that
maybe I wanna take Theresa Barker who is grayed out,
she's not in it right now.
And here I have an opportunity to re-enroll her.
So you can take someone who's all unenrolled
and re-enroll they were once in,
you wanna re-enroll them by just doing that.
And if I click that on, I get to select the student,
et cetera and then put an enrollment date for today
if that's what I wanna do.
And then if I click on Mark,
I need to update his information,
maybe I wanna change his goal line.
And so there's an update tab,
it's so intuitive, it's really nice.
And perhaps change his goal date here.
So it's really,
it's very easy to enroll and unenroll students
just from this dashboard.
Okay, I think that covers the front page.
On the very bottom of the page is the school-wide report.
And I'm gonna get to, so you always see,
you always see how the whole program is doing
in the school-wide report, but I'm gonna go into reports
and show it to you that way
so it'll be a little bit bigger for you to see.
So now I wanna view reports and Check-In Check-Out
and there's a few ways to do that.
I can do this tab, like a file tab
or I can click on where I clicked on before.
These are your SWIS core reports
and additional reports for SWIS,
these are your Check-In check out reports
and there are five of them,
school-wide, average daily points,
student count, student period.
So how they're doing across the periods of the day.
And then you can go deeper into a single period.
And I'm gonna go over these with you right now.
This was what I was showing you earlier.
It's kind of a weird looking graph
but it's actually quite good once you get to know it.
I'm gonna change the date so that we can look at more data.
I don't know if you saw me do that,
there's a start date and an end date.
You always wanna pick the date range
that you wanna look at for your report.
So I just wanted to go back further
and this must be a school that meets in the summer
because they have data populated in here.
So I'm gonna gonna go back to August 5th and press generate.
And then you can see this in the larger version
and I hope you can see this,
what this shows is for each day since August 5th,
the number on the top of the lines
shows the number of students
that are receiving Check-In Check-Out support,
that there's data on during the given time,
so earlier in the school year they had four students
and three students, there was two
and then they had additional students were added on.
So you can see the number of students there,
the dates are on the bottom and then what you're seeing
is the range of scores from the highest percentage
to the lowest percentage.
And the hash mark is the mean score.
So if you look at the hash marks,
you can see that scores for all the students in the program
are all over the place.
Some seem to be above, not many,
the 80% general default mark and many, many are below.
And I would wager to guess that the team
might look at this and say, huh,
I wonder if it's something about what we're doing
in terms of implementing Check-In Check-Out.
So a lot of students not being automatically successful
and we don't know why.
So we wanna start asking some questions,
what might we be doing to help or enhance their,
their opportunity opportunities
for being successful on this?
Because Check-In Check-Out as an intervention
if implemented with fidelity really will show success
pretty quickly with students.
So this is a good schoolwide report to help you think, huh?
Well not, only very few, very small percentage of students
are seeming to meet their goal line.
And that's just the other date.
Okay, so that's the school-wide report,
very good for the systems level people
on your leadership team
looking at the systems parts of Check-In Check-Out,
you may wanna think about what you need to do to help
Check-in Check-Out be more successful.
Okay, so now I'm going to go back to reports
and look at average daily points.
Okay, I'm gonna click that.
I'm also gonna go back to 8/5/23 and generate again
so that we have a better, more robust data set.
And what you see is the names on the bottom,
the numbers right above the names are the number of the days
that student has data collected on Check-In Check-Out.
Or you can think that the number of students a day,
that number of days the students is in
is experiencing the Check-In Check-Out intervention.
So with the goal line default line of 80% here,
you can see the range,
who's doing what in terms of overall points,
which is really nice.
If you were ever going to use this
in a meeting where you don't,
where you wanna de-identify the names,
you just would click unclick show names here and generate.
And then you just see their district ID numbers.
Also, if you wanna see the values on the graph,
which is something I like to do,
you can see exactly what their number is
'cause it's kind of hard
to go all the way over the left and see so
we do see that this student,
the four student in is definitely meeting their goal
as well as this last student here.
So that again gives you a little bit deeper understanding
of what's happening.
And we go back to Check-In Check-Out reports again
and we go to student counts.
So now we're gonna look at some individual students
experiencing Check-In Check-Out.
So nothing shows up because I have to choose my student
and I'm gonna go back again to 8/5/23 and I'm gonna choose
Serena Johnson because I always choose Serena Johnson,
she's been in this for years.
Serena, where is she?
Serena Johnson, definitely not in alphabetical order,
I'm not sure why.
Apologize for that.
Okay, I'm gonna generate her data
and here we see Serena's kind of all over the place
with her data.
She has an 80% goal default goal line,
and what I kind of like about it is that
when she's met or exceeded her goal,
the little dots are green
and when she has not met her goal, it turns red.
So she's hovering pretty well around the, her goal line,
which is really wonderful.
These bars here, these blue bars show when she's had
behavior observation data forms filled out
for interfering behavior.
So on this day this must have been some kind of day
because she got three office discipline referrals
and they were not even able to collect data
on her Check-In Check-Out that day.
So you can see there's a gap there.
So interestingly though,
she with two office discipline referrals,
you can see that she's hovering around the goal line,
which is great.
She's having some struggles but she's still kind of,
might be a certain time of day we can find that out.
So that's really a nice thing.
And then there's a pretty big key along the right hand side
and I think you may have seen on the bottom
when there's no school,
you'll see a little little key that says NS and,
and if there were a note attached to her data entry,
there would be a circle on that day
and you would see that in the table, in the data table.
So, and if the student's absent, you'll see that.
So there's lots of things that you might see on this graph
that help you interpret it better and you know,
really just ask, help you ask the right questions.
I also wanna show you that every graph has a data table.
So you can see Serena's data in this format too,
which is kind of nice,
you can distance from goal is something I like.
You can see how well she's done
in terms of her distance to the goal.
There was this one day on 8/24
where she was 20% below her goal.
So it's just another nice way to see that
if she had a plan change or a note,
you would be able to see it in this data table as well.
But she doesn't on this particular one.
So now let's look at this a little bit deeper.
So if I go back to Check-In check-out reports,
I'm gonna go to, did I do this one?
Yeah, so I already did this one.
I'm gonna go to student single period.
I'm gonna go back to Serena Johnson,
she's up here and I'm gonna go 8/5/23.
And I'm gonna look at
period six, she was having some difficulty.
We did not do period, excuse me, we have to go back.
Don't worry about me.
Here we go, student period.
Serena Johnson, eight, five, hang in there, Johnson
generate.
Okay, did I show you this one already?
Okay, so what we're seeing is sixth period,
she's the farthest from her goal,
second period of the day and fourth period of the day,
she well exceeds her goal.
First period's looking pretty good too.
So really third, fifth and sixth
are something we might wanna go deeper on.
And so I'm gonna pick sixth period
to see what might be happening and I'll get more detail
on sixth period with her.
Also, here's the data table.
I apologize, I didn't show this one before.
So now, I'm going to show you her single period
and we're gonna go to sixth period
and see what might else be happening in sixth period.
And we're gonna go to Serena Johnson again
who is not in alphabetical order, period six and generate.
Interestingly, period six is where she's had her, the BODFs,
the behavior observation data forms
completed during this particular period.
So that's very interesting
and she's had some success and some real dips.
So it may be
we wanna explore what's happening in period six.
Is it the academic content?
Is it the teacher dynamic it?
We have a lot of questions that we can ask
to help us figure out how to help her be more successful
in period six because for the most part,
four outta six of those periods, she's doing pretty well.
So and then we might wanna do that also for period four
and go a little bit deeper and maybe talk with the teacher
and see if there's any insights to be had there.
So that's where you get to go a little bit deeper.
Does that make sense?
Hope so, it's a lot,
these webinars just like spill out all this content
and hopefully we're walking you through that and I'll,
I'll steer you to some resources
that can help you get into it a little bit better.
Okay, so now let's go back to Check-In check out main page.
And I'd like to show you how to set up your DPR.
So this is all this data is driven by how to put your,
enter what you put on your DPR into the system
so that you'll be able to do the data.
So if you go to tools and you go to school settings
and on the left hand side you see SWIS under applications,
you see SWIS and you see Check-In Check-Out,
you click on Check-In Check-Out
and here the places that you wanna make sure
are in place for you collect data and report for Saturdays.
As far as I know, none of you are
having school in session on Saturdays,
but you never know, you might be a school that does it
and Sundays as well.
So you would probably put no there.
And then you have a default student goal line,
which is for most people it's recommended that that be 80%,
you can change it for individual students
but unless changed, it will default to 80%.
If you're an alternative program, you may want to
think about how helping students
be successful at a lower level.
But that's what we have.
And then the final thing is define
period groups and expectations.
So anywhere in this row you see I can click on
and it will give me the detail I need.
So now I'm gonna click on
define period groups and expectations.
This was last done in 2012.
So here we would put, click onto the add button.
You would enter your start date.
So if it's today it would be the 18th,
your school expectations.
And this is where
when we go back to the beginning of this session,
I was talking about the same number of expectations
for all students that are on Check-In Check-Out.
And those are generally three to five
overarching behavioral agreements or expectations.
So you can enter and it only let you enter three to five
because research says that that number of broadly
overarching expectations is what would be most effective
in terms of reliability in your school.
So we're gonna say this school has three expectations
and then we're gonna add our periods.
So here, I might wanna say period one and add it
and you'll see it over on the left
and then period two and add it.
Now some schools, especially smaller schools can do it,
sorry, they can say map and save it,
they can do it by subject matter,
but that it depends on your school
whether you're able to do that specials, things like that.
But you would want to set what your periods are
and how they're written on your DPR into here.
So here we have four expectations.
We press save, we press save,
but it's not gonna save it because this is a demo account.
I was just showing you where and how to do that.
So you wanna, yes.
We have a quick question in the chat
and I see another person's hand is up.
So let's start with the chat.
So this is a common question.
What do you do if your daily progress report for K2 students
has nine periods compared to maybe
your older students have seven periods?
What's the recommendation there?
Very good question.
I will show you when we get to data entry.
The easy thing is if you have nine periods for a group
and seven periods for a group.
When you're entering the seven, you, you fill it,
you fill in all nine periods here
and then when you do the data entry,
you leave those last two periods blank.
That will not go against the student's scores.
So that's how you get around that, you don't put no school,
you don't put no data, you don't put it,
you just leave it blank for that student
and then you'll see that they'll still get the points.
But for here and when you're entering your DPR,
you wanna enter it with the most periods.
And so, you know, our hope is,
well if you're a K 12 school,
you're probably gonna have different numbers of intervals
for the different age ranges,
but for the most part, you're not tweaking it too much
because the general thinking is that
once students have more intervals of,
of being able to interact with a student
because the functional behavior is attention,
that this is gonna be successful
and I know we always wanna go that next step and say,
but Susie needs this, this and this.
I encourage you to consider having Susie on this
regular general version of Check-In Check-Out
before you individualize.
And then by all means, you can certainly go
do lots of things with Check-In Check-Out
beyond this in particular, okay, you good?
Thanks Sherry.
One more question, how do you change a period's name?
So once you've created a period.
Okay, so I pretty sure I know the answer to that.
You have to actually begin again.
So if you have something in there for the periods
and they're called 1, 2, 3, 4, 5 and you wanna change it,
you have to have a new start date.
So you just do it again and then you have the chance to make
a new card and you'll see that there's a new start date,
I can't show you that on the demo account.
Okay, thank you.
And then Judy, I thought I saw your hand up.
Did you have a question?
I did and it's kind of along the same lines, I wondered,
because people have different things at different times.
Is that why it's named period 1, 2, 3
like so that you could hand write in
whatever that student is doing at that time?
So the form, yeah, I just wanna be understand,
the form needs to look the same for the whole school
but you can individualize each kid's thing just by hand.
You can't individualize it here.
However you can say 8:15 to 9:30, 9:30 to 10:15.
So you can do it by time
and it doesn't have to be period 1, 2, 3, 4,
it could be modules.
So that will take some thought for you.
Having to write it for each student
that it's a different kind of interval
will certainly be less efficient in terms of time
but maybe necessary in your situation.
But I think you could do time of day, that kind of matches.
I think there's generally a similar schedule in the day.
Would that be right?
I, for different grade levels,
they all do different things at different times
and I'm just thinking about like sharing the information out
like for families, right?
Period one isn't gonna mean anything to them,
reading would or math or that sort of thing
and I just didn't know how generic it had to be
to fit the whole school.
Right, right,
I think if you can make the number of intervals
as closely aligned as possible,
if they all have some of the same things, put that in there.
And if you have to write in for a student, you can do that.
Or you can say something like special or I don't know,
Cassandra, you got another example?
Recess.
-Yeah, I think it's- -Non instruction time.
Yeah and I think the key here is what we tend to see is
we are really good at individualizing,
we want to individualize, right?
So I think it's sort of counterintuitive at times
when check in check out because it's period one, period two,
knowing that we know what
Cassandra Townsend is in for period one, right?
So there are certainly opportunities
to individualize as well
and come up with whatever names work for you.
But the idea is to really think about how to
get a bunch of students on this
'cause it's so supportive for them
and their individual needs.
And then we can always individualize if we need later on.
But certainly, I've seen people use timeframes,
different subjects, different periods throughout the day,
lots of ways to differentiate it based,
based on what works for your school
and your school schedule.
Yeah, and when you think about it,
it really is a time interval
that you want the student to check in with the adult.
If you're a small school and you're able to say
English or Literacy and Math, lunchtime,
recess and what else do you do?
Maybe special, that will give you some rich data
but doesn't always work out that way.
And, but you can name anything you want.
You can say what is it?
TA in the morning, morning TA.
And that will become your interval.
So that takes a little bit of planning
to figure out how you wanna do that.
Okay, I'm gonna quickly show you how to enter your data.
This has a pre, this demo count
has a DPR already entered into it,
you saw the one that was on the demo.
And so this is set up to mimic that
and the students that are enrolled
will show up as soon as you hit the data entry screen.
Most important is to identify you've got the right date
and whether the student is present, absent
no data or no school.
If you say no data, it does count against the student.
So no data means that there was something so badly wrong
that or something happened where they're not,
it's counting against them
but present absent and no school does not.
So that's just a little important safety tip there.
And then for Mark,
you will enter from the DPR what his score was.
You can get up to six points, three expectations,
zero, one, two are the scores for each expectation.
So we're gonna say that Mark got six,
he got four, period three, he got two, period four,
he got four, period five, he got four,
period six, I hope you're seeing that it totals it for you.
So by the end of filling in all these intervals,
you can see what his score is.
Now if I took period six and just left it blank,
you see it doesn't count against his total score.
Remember you were talking about seven intervals
or nine intervals, you just leave those intervals blank
and he still has the score of 67%.
If there's a plan change,
you wanna put sort of check out with
para educator
was not feeling well today.
That will show up in the detail of the data table
of all the reports that you see for the individual.
So that's done.
And then I press save and you have that data
and then I can go onto the next student.
That's Brian Bender, same kind of thing.
It shows that I'm editing here and I can fill in his scores.
It's like somebody's already done that. (laughs)
And we have,
and these are scores that are already filled in,
that's fascinating.
So on and on like that, it's very,
you don't even have to press save,
which is a nice thing these days.
It used to be if you didn't press save,
you would lose your data that you entered.
So that concludes what you do for Check-In Check-Out SWIS.
It really is rather intuitive.
And I'm just gonna go back and share some resources with you
if I can find the right presentation.
Here we go.
There are so many wonderful resources on PBIS apps.
If you put in Check-In Check-Out SWIS, sorry about that,
sorry about that slideshow.
There we go.
You will find all these videos that are really short,
they're like five minutes.
But I also wanna point out your manual.
That is a wonderful thing to get answers to
just by going through the table of contents around what,
if you're trying to enter your DPR,
you can get some more of the detail
like we talked about today.
Everybody's got a different way of learning
how to do something new.
And for me, I would have to hear it and read it.
So this is your user manual right here.
Again, use the search function of PBIS apps and you can find
all of these resources, how to enter the data,
it's all really helpful.
And if that's not the way you roll, that's okay too.
If you start out to look for answers to your questions
and you spend a few minutes doing that and it's just you,
it's like not gonna work for you.
Contact Anne Dubie
and we try to respond within a day or two.
We're really working on it this time of year
and we're pretty responsive.
But if you have an immediate question,
you can contact PBIS Apps support
and there you can find their contact on the,
it's like PBISappssupport@gmail.com
to find an immediate answer.
This is out of the University of Oregon.
They have trained some of us in Vermont
to be facilitators of SWIS.
So they like us to be the intermediary
and then we will on a regular basis
need to contact them with questions we can't answer.
And they're developing new things all the time.
So I really encourage you to spend a little bit of time
on that website, there's also articles and forms
and different things that could be of real interest.
So if you like data, which I'm hoping you do
because you just spend an hour talking about it
and you wanna get SWIS Check-In Check-Out,
the first thing to do would be to go to this webpage
on our website under evaluation
to get the licensing forms you need to fill out
to send to Ann Dubie.
So that would be one of the next steps,
unless you're already in the process or you already have it.
We also have a video that's a little bit old,
but I watched it yesterday
and it's about a problem solving process,
a way to look at data to determine what maybe
the problem might be to create precise problem statements
and do some database decision making around that.
That's a short video.
Also, our coaches and TAs are trained
in this particular problem solving process
and it's called TIPS or team initiated problem solving,
so that's pretty cool.
And then please, please think about coming to the forum,
the Vermont, oh there's a little typo here.
We, our leadership forum is in person October 12th
at Killington, Vermont and it's our annual PBIS conference.
So it really highlights all that's new in PBIS.
It allows us to network with each other and get all ideas,
we're gonna celebrate accomplishments,
have some great keynotes and a lot digging into deeper
about what's new in PBIS.
So we really encourage you to register for that.
This would be the one day a year
to try to go to a conference.
And this is the conference we would like to recommend.
There's some more on data in particular.
Also there is a webinar coming up
on understanding social emotional behavior data.
There's also a day, there's a day long event for a team
that helps we facilitate a process for your team
to do a data dive and review
using a lot of these great tools.
And we also wanted to add the link for coaching
that there are coaches.
We have 10 highly valued, vetted coaches in the state
that you can contact and have,
if you have some financial resources to support a coach,
that can help you with some of the database decision making
that you'll be involved with.
And that's all I got.
If you have any questions, comments, feel free to stay on.
You'll also be receiving an email
from Ann Dubie later today,
this morning asking you how this went for you.
So you fill out a little evaluation
and then you can see a place to click on
to get your certificate of attendance.
So you can keep that,
print that out and have that for your records.
And yeah, we hope to see you at other events
that we have because it's one big family.
I'm gonna exit the slide show
and stop sharing my screen and here we are.
Thank you very much.