1 00:00:00,000 --> 00:00:05,000 Welcome to this webinar today on Check-In Check-Out SWIS. 2 00:00:05,220 --> 00:00:10,220 We're today gonna navigate how to go through 3 00:00:10,320 --> 00:00:15,320 the SWIS Check-In Check-Out version 4 00:00:15,510 --> 00:00:18,420 of the PBIS SWIS Suite of applications. 5 00:00:18,420 --> 00:00:20,880 So my name is Sherry Schoenberg 6 00:00:20,880 --> 00:00:24,930 and I'm here with Cassandra Townsend and Ann Dubie, 7 00:00:24,930 --> 00:00:27,810 and this will be sort of a brief tutorial, 8 00:00:27,810 --> 00:00:31,980 it will also be recorded so you'll have access to it later. 9 00:00:31,980 --> 00:00:35,130 And we just added the logo 10 00:00:35,130 --> 00:00:39,150 for the PBIS apps web-based system 11 00:00:39,150 --> 00:00:41,340 because that's where you'll find all of this. 12 00:00:41,340 --> 00:00:46,320 And we will go into that application shortly so that you can 13 00:00:46,320 --> 00:00:49,530 see and learn more about it if you haven't already. 14 00:00:49,530 --> 00:00:52,170 And just a few little logistics; 15 00:00:52,170 --> 00:00:54,510 welcome on this Monday morning, 16 00:00:54,510 --> 00:00:57,870 very dark out there, gonna pour any minute. 17 00:00:57,870 --> 00:00:59,550 We're hoping that you will stay muted. 18 00:00:59,550 --> 00:01:00,810 We'd like you to stay muted 19 00:01:00,810 --> 00:01:02,880 unless you have like a burning question, 20 00:01:02,880 --> 00:01:06,030 then please raise your hand and we'll unmute you. 21 00:01:06,030 --> 00:01:08,730 Best way to communicate is through the chat box 22 00:01:08,730 --> 00:01:13,170 and as I said, we will be recording this session 23 00:01:13,170 --> 00:01:15,930 so it will be posted on our website 24 00:01:15,930 --> 00:01:17,400 within the next few days, 25 00:01:17,400 --> 00:01:19,110 and then you'll have access to it later 26 00:01:19,110 --> 00:01:21,270 for others who may not be able to be here 27 00:01:21,270 --> 00:01:23,820 or if you just wanna be reminded of something. 28 00:01:23,820 --> 00:01:28,820 The materials, these slides that have some links in them 29 00:01:30,450 --> 00:01:32,250 can be found at the website here, 30 00:01:32,250 --> 00:01:34,960 and maybe one of you could drop it in the chat box 31 00:01:35,820 --> 00:01:38,550 so that people have access to the slides here. 32 00:01:38,550 --> 00:01:40,500 There are very few slides to this, 33 00:01:40,500 --> 00:01:43,590 which you must like after, 34 00:01:43,590 --> 00:01:47,130 following presentations for so long on Zoom 35 00:01:47,130 --> 00:01:49,780 because mostly we're gonna spend time on the website. 36 00:01:50,670 --> 00:01:52,470 Okay, this what we're gonna cover, 37 00:01:52,470 --> 00:01:54,750 we're gonna talk about Check-In Check-Out. 38 00:01:54,750 --> 00:01:59,100 So every time you see CICO, it's Check-In Check-Out, 39 00:01:59,100 --> 00:02:00,780 which is a targeted intervention, 40 00:02:00,780 --> 00:02:04,920 and I'm just gonna go through the bare bones of what that is 41 00:02:04,920 --> 00:02:09,920 and how it's intended so that you can use, 42 00:02:10,740 --> 00:02:12,750 you can easily and effectively use 43 00:02:12,750 --> 00:02:14,500 SWIS Check-In and Check-Out 44 00:02:15,750 --> 00:02:19,590 'cause it was SWIS Check-In Check-Out was designed the way 45 00:02:19,590 --> 00:02:21,780 Check-In Check-Out as an intervention 46 00:02:21,780 --> 00:02:24,630 was designed based on research. 47 00:02:24,630 --> 00:02:28,140 And then we're gonna go into the demo account 48 00:02:28,140 --> 00:02:31,080 and look at the reports, 49 00:02:31,080 --> 00:02:32,640 the kind of reports that you can get 50 00:02:32,640 --> 00:02:34,803 for SWIS Check-In Check-Out, 51 00:02:35,730 --> 00:02:38,730 show you how the data entry works 52 00:02:38,730 --> 00:02:43,730 and how to install your DPR, which is another acronym 53 00:02:43,860 --> 00:02:46,830 and I apologize I did not spell that out the first time, 54 00:02:46,830 --> 00:02:51,150 your daily progress report, which is the, 55 00:02:51,150 --> 00:02:56,130 the way that students record and teachers record 56 00:02:56,130 --> 00:02:59,160 the points that students receive 57 00:02:59,160 --> 00:03:01,170 on the Check-In Check-Out system. 58 00:03:01,170 --> 00:03:03,330 And then we'll have a chance to answer some questions. 59 00:03:03,330 --> 00:03:07,530 But first we have a poll, a poll. 60 00:03:07,530 --> 00:03:12,530 I'm going to activate a poll launch. 61 00:03:13,290 --> 00:03:15,873 And is anybody else seeing the poll? 62 00:03:17,970 --> 00:03:19,020 Can you see the poll? 63 00:03:21,660 --> 00:03:25,140 What is your experience with Check-In Check-Out SWIS? 64 00:03:26,100 --> 00:03:29,670 Your school is exploring for possible implementation, 65 00:03:29,670 --> 00:03:33,660 you're exploring Check-In Check-Out for implementation. 66 00:03:33,660 --> 00:03:36,510 Your school is currently implementing Check-In Check-Out 67 00:03:36,510 --> 00:03:40,770 but does not have SWIS Check-In Check-Out. 68 00:03:40,770 --> 00:03:43,590 Your school has SWIS Check-In Check-Out, 69 00:03:43,590 --> 00:03:45,960 but you need to learn how to use it. 70 00:03:45,960 --> 00:03:46,920 And that seems to be 71 00:03:46,920 --> 00:03:49,530 where most of the answers are coming from. 72 00:03:49,530 --> 00:03:52,470 And then we have the what is Check-In Check-Out 73 00:03:52,470 --> 00:03:55,410 and SWIS Check-In Check-Out anyway? 74 00:03:55,410 --> 00:03:58,860 And no one is answering that, so you all have some, 75 00:03:58,860 --> 00:04:02,100 I think you're in the right place at the right time today, 76 00:04:02,100 --> 00:04:03,510 this is really helpful. 77 00:04:03,510 --> 00:04:08,490 So a lot of you are getting ready to install 78 00:04:08,490 --> 00:04:10,290 SWIS Check-In Check-Out, that's great, 79 00:04:10,290 --> 00:04:13,203 thank you for sharing. 80 00:04:14,670 --> 00:04:16,830 Oh, I can share these results with you. 81 00:04:16,830 --> 00:04:18,783 Now, does everybody see the results? 82 00:04:20,970 --> 00:04:22,140 I do not know. 83 00:04:22,140 --> 00:04:24,993 Okay, it'll work on our poll situation. 84 00:04:26,460 --> 00:04:28,830 All right, so we, 85 00:04:28,830 --> 00:04:33,830 that was our poll a little bit about Check-In Check-Out. 86 00:04:34,020 --> 00:04:36,570 I think you all in your schools 87 00:04:36,570 --> 00:04:39,390 have used some form of Check-In Check-Out before. 88 00:04:39,390 --> 00:04:42,240 When we provide support and training to schools 89 00:04:42,240 --> 00:04:43,668 around Check-In Check-Out, 90 00:04:43,668 --> 00:04:48,668 we promote the version of Check-In Check-Out 91 00:04:49,110 --> 00:04:51,540 that has been most researched. 92 00:04:51,540 --> 00:04:54,900 So, and that's why I wanna just talk a little bit about 93 00:04:54,900 --> 00:04:59,610 some of the nuances and how Check-In Check-Out SWIS 94 00:04:59,610 --> 00:05:04,590 is really meant to be used with the research-based version 95 00:05:04,590 --> 00:05:06,060 of Check-In Check-Out. 96 00:05:06,060 --> 00:05:09,177 All other versions are very good, but this has the, 97 00:05:09,177 --> 00:05:13,200 the data that says it's most effective and efficient. 98 00:05:13,200 --> 00:05:15,750 One of the things about Check-In Check-Out, 99 00:05:15,750 --> 00:05:19,080 if implemented as intended, 100 00:05:19,080 --> 00:05:21,390 it's easy to put in place in your school, 101 00:05:21,390 --> 00:05:23,610 there are a lot of targeted interventions 102 00:05:23,610 --> 00:05:26,850 and intensive individualized interventions that are really 103 00:05:26,850 --> 00:05:29,460 not as feasible to implement 104 00:05:29,460 --> 00:05:30,780 because they take a lot of time, 105 00:05:30,780 --> 00:05:32,610 there's a lot of steps involved. 106 00:05:32,610 --> 00:05:35,190 So we like that about Check-In Check-Out 107 00:05:35,190 --> 00:05:36,420 and the research shows 108 00:05:36,420 --> 00:05:39,750 there is definitely decreased interfering behavior, 109 00:05:39,750 --> 00:05:41,920 it's considered to be effective for about 110 00:05:41,920 --> 00:05:46,800 60 to 75% of students who need targeted supports, 111 00:05:46,800 --> 00:05:50,400 who have externalizing issues 112 00:05:50,400 --> 00:05:53,040 identified in their motivation of behavior 113 00:05:53,040 --> 00:05:55,530 when you are filling out the 114 00:05:55,530 --> 00:05:58,050 behavior observation data forms. 115 00:05:58,050 --> 00:06:02,370 And also in the last couple of years, especially with COVID, 116 00:06:02,370 --> 00:06:05,610 there's more research being done that shows that 117 00:06:05,610 --> 00:06:08,220 Check-In Check-Out can be effective 118 00:06:08,220 --> 00:06:10,980 for students with internalizing issues as well. 119 00:06:10,980 --> 00:06:13,290 There would need to be some modifications, 120 00:06:13,290 --> 00:06:14,190 but at one time, 121 00:06:14,190 --> 00:06:17,790 all the research was being done on students who, 122 00:06:17,790 --> 00:06:18,810 who were acting out 123 00:06:18,810 --> 00:06:21,420 with the functional behavior of seeking attention. 124 00:06:21,420 --> 00:06:25,380 So it's kind of promising to see that we can now use it for 125 00:06:25,380 --> 00:06:27,153 a lot more students. 126 00:06:29,280 --> 00:06:33,210 Just some things before you implement Check-In Check-Out 127 00:06:33,210 --> 00:06:35,910 is to be really ready. 128 00:06:35,910 --> 00:06:39,360 You wanna make sure the people in your world, 129 00:06:39,360 --> 00:06:42,120 your families, caregivers, students and staff 130 00:06:42,120 --> 00:06:44,160 have enough of an orientation 131 00:06:44,160 --> 00:06:46,980 so that they know what their role is in Check-In Check-Out 132 00:06:46,980 --> 00:06:48,780 if they need to play a role. 133 00:06:48,780 --> 00:06:51,180 So you wanna have some kind of rollout, 134 00:06:51,180 --> 00:06:52,800 like if you're a PBIS school, 135 00:06:52,800 --> 00:06:55,590 you do a rollout for universal intervention. 136 00:06:55,590 --> 00:06:59,280 There needs to be a way to assess whether Check-In Check-Out 137 00:06:59,280 --> 00:07:02,400 might be needed, might really benefit students. 138 00:07:02,400 --> 00:07:07,020 And so a lot of times the PBIS team or leadership team 139 00:07:07,020 --> 00:07:11,400 that supports PBIS at the targeted level will look at 140 00:07:11,400 --> 00:07:15,820 rates of interfering behaviors anywhere from two to five 141 00:07:16,890 --> 00:07:21,183 behavior observation data forms for a student might, 142 00:07:22,140 --> 00:07:26,370 might cause the targeted team to review 143 00:07:26,370 --> 00:07:28,500 and see if the student could benefit from 144 00:07:28,500 --> 00:07:30,030 Check-In Check-Out. 145 00:07:30,030 --> 00:07:33,240 Staff input, there needs to be a process for staff input 146 00:07:33,240 --> 00:07:37,530 and a request for assistance that families and caregivers 147 00:07:37,530 --> 00:07:40,083 can also make from home. 148 00:07:42,120 --> 00:07:43,590 You need a team to manage it 149 00:07:43,590 --> 00:07:45,780 and if you're using Check-In Check-Out, 150 00:07:45,780 --> 00:07:48,300 the pure version of Check-In Check-Out, 151 00:07:48,300 --> 00:07:51,150 you need a Check-In Check-Out coordinator, 152 00:07:51,150 --> 00:07:53,100 somebody at the beginning of the day 153 00:07:53,100 --> 00:07:56,280 to greet the students in a very positive way. 154 00:07:56,280 --> 00:07:59,370 Help them get ready to set off on their day 155 00:07:59,370 --> 00:08:03,090 where they check in at predetermined intervals 156 00:08:03,090 --> 00:08:06,390 with the adult in their lives at the time 157 00:08:06,390 --> 00:08:11,190 and get a score for how they're doing during that interval 158 00:08:11,190 --> 00:08:15,900 around following the behavioral agreements or expectations. 159 00:08:15,900 --> 00:08:20,070 Those three to five broad expectations for the school. 160 00:08:20,070 --> 00:08:22,710 And that's pretty much it, at the end of the day, 161 00:08:22,710 --> 00:08:26,160 the Check-In Check-Out coordinator will help the student 162 00:08:26,160 --> 00:08:31,160 tally the scores for that daily progress report 163 00:08:31,350 --> 00:08:33,480 and then that report goes home 164 00:08:33,480 --> 00:08:36,180 or a note about that report goes home 165 00:08:36,180 --> 00:08:39,240 and the caregiver family member 166 00:08:39,240 --> 00:08:42,420 will make some comments and sign that. 167 00:08:42,420 --> 00:08:46,350 That homeschool connection is really critical 168 00:08:46,350 --> 00:08:50,700 for Check-In Check-Out to be successful. 169 00:08:50,700 --> 00:08:53,430 And sometimes there's ways that teams can think about 170 00:08:53,430 --> 00:08:56,520 modifying who's gonna be doing the comments 171 00:08:56,520 --> 00:08:59,133 if it is not a particular caregiver at home. 172 00:09:00,390 --> 00:09:05,010 So every school that has Check-In Check-Out 173 00:09:05,010 --> 00:09:09,450 has something called a DPR, a daily progress report. 174 00:09:09,450 --> 00:09:12,510 And we're gonna talk about what that looks like 175 00:09:12,510 --> 00:09:17,510 in terms of compatibility for SWIS Check-In Check-Out and, 176 00:09:17,520 --> 00:09:20,220 but basically, it's the same expectations 177 00:09:20,220 --> 00:09:22,440 for all students that are on it. 178 00:09:22,440 --> 00:09:25,590 And as I said a few minutes ago, many of you have used 179 00:09:25,590 --> 00:09:29,100 some version of Check-In Check-Out in the past. 180 00:09:29,100 --> 00:09:32,370 With this particular version of Check-In Check-Out, 181 00:09:32,370 --> 00:09:35,190 it's the default intervention that is the same 182 00:09:35,190 --> 00:09:38,370 for all students that are referred for that intervention. 183 00:09:38,370 --> 00:09:39,960 And that's at first, 184 00:09:39,960 --> 00:09:43,350 it may be that you move toward individualizing, 185 00:09:43,350 --> 00:09:47,610 but research also says that students can be very successful 186 00:09:47,610 --> 00:09:52,610 on a generic daily progress report system and schedule 187 00:09:54,690 --> 00:09:57,840 before stepping it up and individualizing it. 188 00:09:57,840 --> 00:10:00,000 And so that's a little uncomfortable for us. 189 00:10:00,000 --> 00:10:05,000 It's a little manualized actually of an intervention that, 190 00:10:06,021 --> 00:10:10,860 and it is intended so that you can get it in place quickly 191 00:10:10,860 --> 00:10:13,920 and students can start feeling success quickly. 192 00:10:13,920 --> 00:10:15,900 Does that make sense Cassandra? 193 00:10:15,900 --> 00:10:17,250 Thumbs up on that? 194 00:10:17,250 --> 00:10:18,393 Yeah, okay. 195 00:10:19,500 --> 00:10:21,420 So there's a common schedule, 196 00:10:21,420 --> 00:10:24,720 there's certain predetermined periods of the day 197 00:10:24,720 --> 00:10:27,300 where the student's checking in with the adult 198 00:10:27,300 --> 00:10:31,410 and then there's the process of sending that report home 199 00:10:31,410 --> 00:10:33,930 and getting some acknowledgement from home 200 00:10:33,930 --> 00:10:38,100 that they saw the daily progress report 201 00:10:38,100 --> 00:10:42,303 and maybe have some positive comments of support to provide. 202 00:10:43,470 --> 00:10:47,040 This is a DPR, daily progress report. 203 00:10:47,040 --> 00:10:49,530 It's one sample of a DPR. 204 00:10:49,530 --> 00:10:51,810 I would, we could have thrown in a lot more 205 00:10:51,810 --> 00:10:54,480 if this were a training about Check-In Check-Out, 206 00:10:54,480 --> 00:10:58,200 but this particular DPR is compatible 207 00:10:58,200 --> 00:11:00,690 with the SWIS Check-In Check-Out suite. 208 00:11:00,690 --> 00:11:03,180 So what you see is some of the, 209 00:11:03,180 --> 00:11:06,540 information on the top, a rating scale on the top, 210 00:11:06,540 --> 00:11:09,810 the student's information, 211 00:11:09,810 --> 00:11:11,910 this would be a DPR that would go home, 212 00:11:11,910 --> 00:11:15,000 so the parent or caregiver would sign 213 00:11:15,000 --> 00:11:20,000 this particular form in between each day 214 00:11:20,010 --> 00:11:23,670 and the Check-In Check-Out SWIS goal for that student, 215 00:11:23,670 --> 00:11:28,500 which is generally 80% of all points possible 216 00:11:28,500 --> 00:11:30,210 is what we're hoping students would get. 217 00:11:30,210 --> 00:11:32,430 You can change that default line 218 00:11:32,430 --> 00:11:35,490 to help students feel more successful sooner, 219 00:11:35,490 --> 00:11:38,400 so you can change it to 50% or 60%, 220 00:11:38,400 --> 00:11:42,540 it's generally 80% to show that the student's successful. 221 00:11:42,540 --> 00:11:45,240 Then at the end of the day, you put in the points earned 222 00:11:45,240 --> 00:11:47,400 out of the number of points possible, 223 00:11:47,400 --> 00:11:48,930 whether the goal was met, 224 00:11:48,930 --> 00:11:52,110 which is it could be the 80% or not. 225 00:11:52,110 --> 00:11:57,110 And so here the points are either zero, one or two. 226 00:11:58,020 --> 00:12:00,930 So did you completely follow the expectation, 227 00:12:00,930 --> 00:12:04,140 the agreement that everybody made to be safe 228 00:12:04,140 --> 00:12:07,200 and what that looks like from your teaching matrix 229 00:12:07,200 --> 00:12:10,200 in period one, so you would get a two. 230 00:12:10,200 --> 00:12:14,130 Were you respectful and how that plays out 231 00:12:14,130 --> 00:12:16,770 in your teaching matrix, were you successful, 232 00:12:16,770 --> 00:12:19,080 were you respectful in that way? 233 00:12:19,080 --> 00:12:23,430 And that could be where perhaps the student Johnny was 234 00:12:23,430 --> 00:12:26,190 interrupting quite a bit during class 235 00:12:26,190 --> 00:12:29,400 and would not necessarily get a one or a two, 236 00:12:29,400 --> 00:12:31,080 perhaps no points. 237 00:12:31,080 --> 00:12:34,080 And was the student responsible? 238 00:12:34,080 --> 00:12:36,630 We would say, yeah, well he got his work done 239 00:12:36,630 --> 00:12:38,340 but because the respect issue, 240 00:12:38,340 --> 00:12:43,170 maybe that wasn't so responsible, so that was a one. 241 00:12:43,170 --> 00:12:47,550 So a two, zero, one for that period would give you 242 00:12:47,550 --> 00:12:51,843 a total score for that period of three. 243 00:12:52,770 --> 00:12:54,330 Hope that makes sense. 244 00:12:54,330 --> 00:12:58,530 All right, now some people really do not like, 245 00:12:58,530 --> 00:13:00,060 and I can totally understand this, 246 00:13:00,060 --> 00:13:03,420 to have a zero and to give a student a zero, 247 00:13:03,420 --> 00:13:05,490 a sign, a zero for a student, 248 00:13:05,490 --> 00:13:07,590 that has some really bad connotations to that. 249 00:13:07,590 --> 00:13:11,130 So there are a number of modifications you can make 250 00:13:11,130 --> 00:13:13,080 to a Check-In Check-Out form. 251 00:13:13,080 --> 00:13:16,830 This is considered by the developer Rob Horner, 252 00:13:16,830 --> 00:13:21,540 the 0, 1, 2 points as being the most reliable way 253 00:13:21,540 --> 00:13:24,270 to collect data, so there is a reason behind it, 254 00:13:24,270 --> 00:13:27,780 but a lot of schools will just not put a zero in at all. 255 00:13:27,780 --> 00:13:32,780 They'll either circle nothing or circle one or circle two. 256 00:13:33,270 --> 00:13:35,820 Some people have a little turnaround symbol 257 00:13:35,820 --> 00:13:37,170 over by the zero. 258 00:13:37,170 --> 00:13:40,980 So if the zero seems a bit aversive 259 00:13:40,980 --> 00:13:43,140 and I can totally understand why, 260 00:13:43,140 --> 00:13:45,960 there may be some other ways to show that 261 00:13:45,960 --> 00:13:49,740 there are no points for that particular period of time. 262 00:13:49,740 --> 00:13:52,230 Another thing that comes up and I gotta watch my time 263 00:13:52,230 --> 00:13:54,030 because I love Check-In Check-Out. 264 00:13:54,030 --> 00:13:57,600 Another thing that comes up is that, 265 00:13:57,600 --> 00:13:59,790 well Johnny's always safe, 266 00:13:59,790 --> 00:14:01,623 we never have to worry about safe, 267 00:14:02,580 --> 00:14:04,637 so why don't we just take it off? 268 00:14:04,637 --> 00:14:06,780 [Participant] And I try to see that and I just, 269 00:14:06,780 --> 00:14:09,533 they're like, it's so much easier than other inter. 270 00:14:11,280 --> 00:14:12,750 Thank you. 271 00:14:12,750 --> 00:14:13,770 So Johnny's always safe, 272 00:14:13,770 --> 00:14:16,140 Why don't we just have respectful or responsible on there 273 00:14:16,140 --> 00:14:17,640 or just respectful? 274 00:14:17,640 --> 00:14:18,840 Well the whole idea 275 00:14:18,840 --> 00:14:21,900 is this is positive behavioral interventions and supports 276 00:14:21,900 --> 00:14:23,220 and so if Johnny's always safe, 277 00:14:23,220 --> 00:14:25,110 and he's likely gonna get a two on there 278 00:14:25,110 --> 00:14:28,050 and that's a success that you can talk about with him. 279 00:14:28,050 --> 00:14:31,050 So you really want to have the school-wide agreements 280 00:14:31,050 --> 00:14:32,190 that are most important 281 00:14:32,190 --> 00:14:36,780 that your cultural context fits best with. 282 00:14:36,780 --> 00:14:39,300 And you wanna say Johnny's really doing well in this area. 283 00:14:39,300 --> 00:14:44,300 So same expectations or agreements across the DPR 284 00:14:44,760 --> 00:14:48,390 and the number of periods is determined by your team, 285 00:14:48,390 --> 00:14:50,850 how many periods you wanna have. 286 00:14:50,850 --> 00:14:54,480 If you have a whole lot of periods, 287 00:14:54,480 --> 00:14:59,430 it might be less likely that you would get reliable data 288 00:14:59,430 --> 00:15:02,280 'cause it's expecting adults to fill it out 289 00:15:02,280 --> 00:15:04,320 multiple, multiple times. 290 00:15:04,320 --> 00:15:08,550 So one of the general recommendations is maybe to start out 291 00:15:08,550 --> 00:15:10,920 with all students that are on Check-In Check-Out 292 00:15:10,920 --> 00:15:15,873 with fewer intervals or periods throughout the day. 293 00:15:16,890 --> 00:15:18,393 Any questions about that? 294 00:15:26,957 --> 00:15:29,540 I'm gonna pause for a sec here. 295 00:15:31,380 --> 00:15:34,620 Sheri, I'm actually going to, in our targeted handbook, 296 00:15:34,620 --> 00:15:36,960 we have several other examples of DPR. 297 00:15:36,960 --> 00:15:38,940 So I've just pulled them out 298 00:15:38,940 --> 00:15:40,260 and I've put them in a Google doc. 299 00:15:40,260 --> 00:15:42,270 So I'm gonna share that with all of you as well, 300 00:15:42,270 --> 00:15:45,030 So you can see various versions of that. 301 00:15:45,030 --> 00:15:47,226 -So just. -Wonderful. 302 00:15:47,226 --> 00:15:48,559 Great, thanks. 303 00:15:50,610 --> 00:15:52,903 Okay, well feel free to. 304 00:15:52,903 --> 00:15:54,270 I do have a question. 305 00:15:54,270 --> 00:15:55,230 Oh good. 306 00:15:55,230 --> 00:16:00,230 Hi, so regardless of the number of periods, like I, 307 00:16:01,243 --> 00:16:03,180 I hear you saying you could start with fewer 308 00:16:03,180 --> 00:16:06,120 so that it's less burdensome on the adults 309 00:16:06,120 --> 00:16:07,713 who are trying to monitor. 310 00:16:09,060 --> 00:16:13,050 The student just has like one check in with the point person 311 00:16:13,050 --> 00:16:15,660 in the morning and then a Check-Out 312 00:16:15,660 --> 00:16:17,130 at the end of the day, right? 313 00:16:17,130 --> 00:16:21,540 It's not a Check-In for each of the segments of the day. 314 00:16:21,540 --> 00:16:22,380 Am I correct? 315 00:16:22,380 --> 00:16:24,960 It is a Check-In for each segment of the day. 316 00:16:24,960 --> 00:16:29,070 So the Check-In Check-Out coordinator is someone who's, 317 00:16:29,070 --> 00:16:31,920 who's assigned to be in the right spot, 318 00:16:31,920 --> 00:16:34,590 to meet up with the students to start the day, 319 00:16:34,590 --> 00:16:36,330 launch the day, and then end the day 320 00:16:36,330 --> 00:16:39,120 in a very positive supportive kind of way. 321 00:16:39,120 --> 00:16:43,050 And then during those intervals, so say it's math 322 00:16:43,050 --> 00:16:46,350 during period four at the end of math class, 323 00:16:46,350 --> 00:16:48,000 the teacher that was teaching math 324 00:16:48,000 --> 00:16:50,580 would also have this interaction with the student, 325 00:16:50,580 --> 00:16:52,410 which could be up to a minute 326 00:16:52,410 --> 00:16:57,120 of very specific, positive feedback 327 00:16:57,120 --> 00:16:59,550 about how the student did during that interval. 328 00:16:59,550 --> 00:17:04,550 So that's why while everybody in the building needs to know 329 00:17:04,620 --> 00:17:07,590 about Check-In Check-Out and what their role might be, 330 00:17:07,590 --> 00:17:10,290 when they're in it, their role is very small. 331 00:17:10,290 --> 00:17:12,180 It's important, but it's very small. 332 00:17:12,180 --> 00:17:14,880 It's up to a minute of time 333 00:17:14,880 --> 00:17:17,400 connecting with the student at the end of that interval. 334 00:17:17,400 --> 00:17:19,320 Right, but it's not the coordinator 335 00:17:19,320 --> 00:17:22,110 connecting throughout the day, it could be the teacher. 336 00:17:22,110 --> 00:17:22,943 Right. 337 00:17:22,943 --> 00:17:24,690 The coordinator just connects at the beginning of the day 338 00:17:24,690 --> 00:17:27,060 and then tallies it at the end of the day, right? 339 00:17:27,060 --> 00:17:27,975 Correct, correct. 340 00:17:27,975 --> 00:17:29,490 Okay, thank you. 341 00:17:29,490 --> 00:17:30,990 Okay, sure, there are versions 342 00:17:30,990 --> 00:17:35,100 there's something called teacher check connect and expect, 343 00:17:35,100 --> 00:17:37,080 which is the same person 344 00:17:37,080 --> 00:17:39,690 who's checking in with the student throughout the day. 345 00:17:39,690 --> 00:17:43,440 And that's generally for younger grades like kindergarten 346 00:17:43,440 --> 00:17:46,023 where the students really aren't changing. 347 00:17:47,670 --> 00:17:50,160 But the most, the research has been done 348 00:17:50,160 --> 00:17:52,650 on Check-In Check-Out with this coordinator 349 00:17:52,650 --> 00:17:56,550 on the bookmarks of the day with the intervals of staff 350 00:17:56,550 --> 00:17:58,770 checking in with a student throughout the day. 351 00:17:58,770 --> 00:18:03,090 And it's just, it's a greater opportunity for children to 352 00:18:03,090 --> 00:18:06,480 practice the expectation and action 353 00:18:06,480 --> 00:18:08,040 and to get feedback on it. 354 00:18:08,040 --> 00:18:11,250 And if the function of their behavior is seek their, 355 00:18:11,250 --> 00:18:15,510 their interfering behavior is seeking adult attention, 356 00:18:15,510 --> 00:18:19,320 this is a positive way to get adult attention. 357 00:18:19,320 --> 00:18:20,880 So you're meeting their function 358 00:18:20,880 --> 00:18:24,543 and able to help them be successful. 359 00:18:25,680 --> 00:18:30,390 This is just an example of a school to home communication. 360 00:18:30,390 --> 00:18:34,320 Instead, if you decide not to send that very busy DPR 361 00:18:34,320 --> 00:18:35,820 daily progress report home, 362 00:18:35,820 --> 00:18:39,750 this is just another way to send home the note 363 00:18:39,750 --> 00:18:43,710 to the family caregiver and I see this as an old version. 364 00:18:43,710 --> 00:18:47,340 We've really, we're trying to move away from parents parent, 365 00:18:47,340 --> 00:18:50,130 to family slash caregiver 366 00:18:50,130 --> 00:18:53,190 and I see that we still have parent signature here 367 00:18:53,190 --> 00:18:54,723 so we need to fix that. 368 00:18:55,830 --> 00:18:58,560 Just another example, all of these are on our website. 369 00:18:58,560 --> 00:18:59,970 You look at the targeted materials, 370 00:18:59,970 --> 00:19:01,713 there's tons of stuff on there. 371 00:19:03,150 --> 00:19:06,630 Okay, now let's move to the information, 372 00:19:06,630 --> 00:19:09,990 the web-based information system that allows you 373 00:19:09,990 --> 00:19:13,290 to record the data for individual students 374 00:19:13,290 --> 00:19:14,910 to see how your program, 375 00:19:14,910 --> 00:19:17,550 your Check-In Check-Out program is doing overall. 376 00:19:17,550 --> 00:19:20,160 And it produces some really nifty reports. 377 00:19:20,160 --> 00:19:25,160 If you have SWIS, this would be another addition 378 00:19:25,290 --> 00:19:30,290 to your school-wide SWIS and it will also show you 379 00:19:31,590 --> 00:19:33,900 what for a particular student, 380 00:19:33,900 --> 00:19:38,430 whether they have some referrals in their check, 381 00:19:38,430 --> 00:19:40,500 from their Check-In Check-Out report, 382 00:19:40,500 --> 00:19:42,630 you can see that if they have referrals. 383 00:19:42,630 --> 00:19:45,900 You could also purchase SWIS Check-In Check-Out 384 00:19:45,900 --> 00:19:48,123 without having the school-wide version. 385 00:19:49,320 --> 00:19:53,880 So there's lots of options there and let's get into it. 386 00:19:53,880 --> 00:19:58,880 So now what I'm gonna do is downsize this screen 387 00:20:01,260 --> 00:20:05,400 and go to PBIS apps. 388 00:20:05,400 --> 00:20:07,020 Anybody see this? 389 00:20:07,020 --> 00:20:09,303 Does this look familiar to you all? 390 00:20:10,440 --> 00:20:13,170 Okay, great, great, great, great, great. 391 00:20:13,170 --> 00:20:16,110 This is the web-based system and I decided to go 392 00:20:16,110 --> 00:20:20,163 just to the main page just to point out a couple of things. 393 00:20:21,090 --> 00:20:25,380 This PBIS apps houses your SWIS, 394 00:20:25,380 --> 00:20:27,090 whatever you have for SWIS, 395 00:20:27,090 --> 00:20:30,210 but also for all of you that are PBIS schools, 396 00:20:30,210 --> 00:20:32,520 it houses your assessment data, 397 00:20:32,520 --> 00:20:35,100 your tiered fidelity inventory assessment 398 00:20:35,100 --> 00:20:36,990 and your self-assessment survey, 399 00:20:36,990 --> 00:20:41,370 and there's something called an input and feedback survey 400 00:20:41,370 --> 00:20:43,620 that's relatively new if you haven't heard about it. 401 00:20:43,620 --> 00:20:45,060 So there's a lot on here, 402 00:20:45,060 --> 00:20:47,820 but this is where you would go if you were entering SWIS, 403 00:20:47,820 --> 00:20:50,250 and I'll show you check in, check out SWIS. 404 00:20:50,250 --> 00:20:53,280 But first I just wanted to point out like two things. 405 00:20:53,280 --> 00:20:55,830 One is this search bar right here. 406 00:20:55,830 --> 00:20:57,930 When you first enter this search bar, 407 00:20:57,930 --> 00:21:02,930 if you're looking for entering DPR into SWIS, 408 00:21:03,600 --> 00:21:04,830 you can find that, 409 00:21:04,830 --> 00:21:06,900 you can find information about that 410 00:21:06,900 --> 00:21:08,610 by going to your search bar. 411 00:21:08,610 --> 00:21:12,540 It's a very effective search bar and I'm not even that savvy 412 00:21:12,540 --> 00:21:15,300 and I can use the search bar really well here. 413 00:21:15,300 --> 00:21:16,620 The other thing I wanna show you 414 00:21:16,620 --> 00:21:20,040 and then we're gonna go onto it is this box here 415 00:21:20,040 --> 00:21:25,040 that shows demos and that's where we're gonna fool around 416 00:21:25,650 --> 00:21:28,577 with the SWIS Check-In Check-Out 417 00:21:28,577 --> 00:21:33,120 'cause it's been and data has been installed in it. 418 00:21:33,120 --> 00:21:35,910 So anytime you're trying to wonder how something works 419 00:21:35,910 --> 00:21:40,860 and if you don't want to do it on your particular version 420 00:21:40,860 --> 00:21:43,020 of SWIS or SWIS Check-In Check-Out, 421 00:21:43,020 --> 00:21:44,490 you can go to the demo site 422 00:21:44,490 --> 00:21:46,923 and see if what you were planning makes sense. 423 00:21:47,820 --> 00:21:49,740 So I don't know if you've ever been there, 424 00:21:49,740 --> 00:21:51,240 but that's where I'm going now 425 00:21:51,240 --> 00:21:53,910 and hopefully it won't take long, sometimes it's slow. 426 00:21:53,910 --> 00:21:56,190 All right, so if you have SWIS, 427 00:21:56,190 --> 00:21:58,200 this front page should look familiar to you, 428 00:21:58,200 --> 00:22:00,420 this is regular SWIS. 429 00:22:00,420 --> 00:22:03,180 This particular school has Check-In Check-Out 430 00:22:03,180 --> 00:22:04,860 as well as iSWIS. 431 00:22:04,860 --> 00:22:07,230 So to get to your Check-In Check-Out, 432 00:22:07,230 --> 00:22:08,490 you wanna hit that tab, 433 00:22:08,490 --> 00:22:10,500 I kind of think about it like the old time 434 00:22:10,500 --> 00:22:12,060 folders in a file cabinet, 435 00:22:12,060 --> 00:22:15,060 these are like tabs from a file cabinet. 436 00:22:15,060 --> 00:22:17,640 And so you click onto Check-In Check-Out 437 00:22:17,640 --> 00:22:20,493 and now this is the front page of Check-In Check-Out. 438 00:22:21,570 --> 00:22:24,420 And there are many things that you can see here. 439 00:22:24,420 --> 00:22:28,110 The first is on the left you see all the students 440 00:22:28,110 --> 00:22:31,500 that are currently enrolled in Check-In Check-Out, 441 00:22:31,500 --> 00:22:36,030 and all the way to the right of that particular column 442 00:22:36,030 --> 00:22:40,020 is their goal line, so you can preset what goal, 443 00:22:40,020 --> 00:22:41,460 what percentage of points 444 00:22:41,460 --> 00:22:44,220 you think they need to be successful 445 00:22:44,220 --> 00:22:46,170 so that your reports will show 446 00:22:46,170 --> 00:22:48,780 whether they meet their goal or not. 447 00:22:48,780 --> 00:22:51,540 So that just gives you a quick view and most of them, 448 00:22:51,540 --> 00:22:56,540 their goal is 80%, there are a couple that are 70%. 449 00:22:56,550 --> 00:22:57,540 The other thing you could do 450 00:22:57,540 --> 00:22:59,850 is just get a quick snapshot of a student. 451 00:22:59,850 --> 00:23:02,283 So like if I just highlight Mark Banks, 452 00:23:03,240 --> 00:23:08,190 we have all of Mark's Banks' summary data here. 453 00:23:08,190 --> 00:23:12,570 So you can see he does not have an IEP or a 504 plan. 454 00:23:12,570 --> 00:23:17,570 He is also in the iSWIS version of SWIS 455 00:23:18,090 --> 00:23:20,640 and he's got an 8% goal line and it gives you 456 00:23:20,640 --> 00:23:23,010 the days enrolled and all that information 457 00:23:23,010 --> 00:23:25,210 as well as the number of referrals he got 458 00:23:26,370 --> 00:23:28,860 over since he's been in Check-In Check-Out. 459 00:23:28,860 --> 00:23:30,720 So it's a nice summary. 460 00:23:30,720 --> 00:23:34,110 And then the column, all the way over to the right, 461 00:23:34,110 --> 00:23:38,520 will show their average points over the last four weeks. 462 00:23:38,520 --> 00:23:41,340 So whoever your Check-In Check-Out person 463 00:23:41,340 --> 00:23:43,830 who's like leading Check-In Check-Out data 464 00:23:43,830 --> 00:23:46,890 can look and see, okay, how are all these students doing? 465 00:23:46,890 --> 00:23:50,580 A lot of them are kind of low here on Check-In Check-Out, 466 00:23:50,580 --> 00:23:51,990 some of them are doing okay, 467 00:23:51,990 --> 00:23:55,080 might be worth to look further at the program. 468 00:23:55,080 --> 00:23:56,883 So that gives you a snapshot. 469 00:23:57,780 --> 00:24:00,450 On this dashboard, which is what it's called, 470 00:24:00,450 --> 00:24:02,600 it's also a place where you can enroll students 471 00:24:02,600 --> 00:24:04,110 or unenroll students. 472 00:24:04,110 --> 00:24:07,170 So as you can see up here where my cursor is, 473 00:24:07,170 --> 00:24:09,480 these are the students that are enrolled. 474 00:24:09,480 --> 00:24:11,490 If I click on unenrolled, 475 00:24:11,490 --> 00:24:14,550 I can see all the students that have been 476 00:24:14,550 --> 00:24:17,640 in Check-In Check-Out and I see that 477 00:24:17,640 --> 00:24:21,540 maybe I wanna take Theresa Barker who is grayed out, 478 00:24:21,540 --> 00:24:23,163 she's not in it right now. 479 00:24:24,150 --> 00:24:28,350 And here I have an opportunity to re-enroll her. 480 00:24:28,350 --> 00:24:31,830 So you can take someone who's all unenrolled 481 00:24:31,830 --> 00:24:33,990 and re-enroll they were once in, 482 00:24:33,990 --> 00:24:36,150 you wanna re-enroll them by just doing that. 483 00:24:36,150 --> 00:24:39,390 And if I click that on, I get to select the student, 484 00:24:39,390 --> 00:24:43,230 et cetera and then put an enrollment date for today 485 00:24:43,230 --> 00:24:44,823 if that's what I wanna do. 486 00:24:46,110 --> 00:24:50,970 And then if I click on Mark, 487 00:24:50,970 --> 00:24:53,250 I need to update his information, 488 00:24:53,250 --> 00:24:55,290 maybe I wanna change his goal line. 489 00:24:55,290 --> 00:24:57,270 And so there's an update tab, 490 00:24:57,270 --> 00:24:59,580 it's so intuitive, it's really nice. 491 00:24:59,580 --> 00:25:02,730 And perhaps change his goal date here. 492 00:25:02,730 --> 00:25:03,870 So it's really, 493 00:25:03,870 --> 00:25:08,460 it's very easy to enroll and unenroll students 494 00:25:08,460 --> 00:25:10,233 just from this dashboard. 495 00:25:11,490 --> 00:25:15,690 Okay, I think that covers the front page. 496 00:25:15,690 --> 00:25:20,690 On the very bottom of the page is the school-wide report. 497 00:25:21,720 --> 00:25:24,333 And I'm gonna get to, so you always see, 498 00:25:25,800 --> 00:25:28,500 you always see how the whole program is doing 499 00:25:28,500 --> 00:25:31,350 in the school-wide report, but I'm gonna go into reports 500 00:25:31,350 --> 00:25:32,580 and show it to you that way 501 00:25:32,580 --> 00:25:35,490 so it'll be a little bit bigger for you to see. 502 00:25:35,490 --> 00:25:38,370 So now I wanna view reports and Check-In Check-Out 503 00:25:38,370 --> 00:25:40,770 and there's a few ways to do that. 504 00:25:40,770 --> 00:25:44,220 I can do this tab, like a file tab 505 00:25:44,220 --> 00:25:47,160 or I can click on where I clicked on before. 506 00:25:47,160 --> 00:25:48,840 These are your SWIS core reports 507 00:25:48,840 --> 00:25:50,760 and additional reports for SWIS, 508 00:25:50,760 --> 00:25:53,340 these are your Check-In check out reports 509 00:25:53,340 --> 00:25:54,840 and there are five of them, 510 00:25:54,840 --> 00:25:57,450 school-wide, average daily points, 511 00:25:57,450 --> 00:26:00,390 student count, student period. 512 00:26:00,390 --> 00:26:03,570 So how they're doing across the periods of the day. 513 00:26:03,570 --> 00:26:05,940 And then you can go deeper into a single period. 514 00:26:05,940 --> 00:26:09,570 And I'm gonna go over these with you right now. 515 00:26:09,570 --> 00:26:12,480 This was what I was showing you earlier. 516 00:26:12,480 --> 00:26:15,450 It's kind of a weird looking graph 517 00:26:15,450 --> 00:26:20,450 but it's actually quite good once you get to know it. 518 00:26:21,090 --> 00:26:24,870 I'm gonna change the date so that we can look at more data. 519 00:26:24,870 --> 00:26:26,190 I don't know if you saw me do that, 520 00:26:26,190 --> 00:26:27,960 there's a start date and an end date. 521 00:26:27,960 --> 00:26:32,100 You always wanna pick the date range 522 00:26:32,100 --> 00:26:35,490 that you wanna look at for your report. 523 00:26:35,490 --> 00:26:37,500 So I just wanted to go back further 524 00:26:37,500 --> 00:26:40,290 and this must be a school that meets in the summer 525 00:26:40,290 --> 00:26:42,660 because they have data populated in here. 526 00:26:42,660 --> 00:26:46,140 So I'm gonna gonna go back to August 5th and press generate. 527 00:26:46,140 --> 00:26:49,350 And then you can see this in the larger version 528 00:26:49,350 --> 00:26:51,388 and I hope you can see this, 529 00:26:51,388 --> 00:26:56,388 what this shows is for each day since August 5th, 530 00:26:57,390 --> 00:27:00,600 the number on the top of the lines 531 00:27:00,600 --> 00:27:02,340 shows the number of students 532 00:27:02,340 --> 00:27:04,560 that are receiving Check-In Check-Out support, 533 00:27:04,560 --> 00:27:07,080 that there's data on during the given time, 534 00:27:07,080 --> 00:27:09,810 so earlier in the school year they had four students 535 00:27:09,810 --> 00:27:11,820 and three students, there was two 536 00:27:11,820 --> 00:27:14,460 and then they had additional students were added on. 537 00:27:14,460 --> 00:27:17,700 So you can see the number of students there, 538 00:27:17,700 --> 00:27:21,510 the dates are on the bottom and then what you're seeing 539 00:27:21,510 --> 00:27:26,430 is the range of scores from the highest percentage 540 00:27:26,430 --> 00:27:28,470 to the lowest percentage. 541 00:27:28,470 --> 00:27:31,860 And the hash mark is the mean score. 542 00:27:31,860 --> 00:27:33,900 So if you look at the hash marks, 543 00:27:33,900 --> 00:27:38,430 you can see that scores for all the students in the program 544 00:27:38,430 --> 00:27:40,320 are all over the place. 545 00:27:40,320 --> 00:27:45,320 Some seem to be above, not many, 546 00:27:45,960 --> 00:27:50,960 the 80% general default mark and many, many are below. 547 00:27:52,560 --> 00:27:55,710 And I would wager to guess that the team 548 00:27:55,710 --> 00:27:57,960 might look at this and say, huh, 549 00:27:57,960 --> 00:28:00,690 I wonder if it's something about what we're doing 550 00:28:00,690 --> 00:28:03,330 in terms of implementing Check-In Check-Out. 551 00:28:03,330 --> 00:28:08,330 So a lot of students not being automatically successful 552 00:28:09,120 --> 00:28:10,380 and we don't know why. 553 00:28:10,380 --> 00:28:12,630 So we wanna start asking some questions, 554 00:28:12,630 --> 00:28:17,630 what might we be doing to help or enhance their, 555 00:28:17,760 --> 00:28:18,690 their opportunity opportunities 556 00:28:18,690 --> 00:28:20,880 for being successful on this? 557 00:28:20,880 --> 00:28:23,280 Because Check-In Check-Out as an intervention 558 00:28:23,280 --> 00:28:25,980 if implemented with fidelity really will show success 559 00:28:25,980 --> 00:28:27,750 pretty quickly with students. 560 00:28:27,750 --> 00:28:31,410 So this is a good schoolwide report to help you think, huh? 561 00:28:31,410 --> 00:28:35,910 Well not, only very few, very small percentage of students 562 00:28:35,910 --> 00:28:38,493 are seeming to meet their goal line. 563 00:28:40,080 --> 00:28:41,580 And that's just the other date. 564 00:28:41,580 --> 00:28:44,040 Okay, so that's the school-wide report, 565 00:28:44,040 --> 00:28:48,540 very good for the systems level people 566 00:28:48,540 --> 00:28:49,950 on your leadership team 567 00:28:49,950 --> 00:28:52,380 looking at the systems parts of Check-In Check-Out, 568 00:28:52,380 --> 00:28:55,620 you may wanna think about what you need to do to help 569 00:28:55,620 --> 00:28:57,660 Check-in Check-Out be more successful. 570 00:28:57,660 --> 00:29:01,560 Okay, so now I'm going to go back to reports 571 00:29:01,560 --> 00:29:03,960 and look at average daily points. 572 00:29:03,960 --> 00:29:05,757 Okay, I'm gonna click that. 573 00:29:05,757 --> 00:29:10,757 I'm also gonna go back to 8/5/23 and generate again 574 00:29:12,660 --> 00:29:17,250 so that we have a better, more robust data set. 575 00:29:17,250 --> 00:29:20,550 And what you see is the names on the bottom, 576 00:29:20,550 --> 00:29:23,730 the numbers right above the names are the number of the days 577 00:29:23,730 --> 00:29:27,930 that student has data collected on Check-In Check-Out. 578 00:29:27,930 --> 00:29:30,810 Or you can think that the number of students a day, 579 00:29:30,810 --> 00:29:33,180 that number of days the students is in 580 00:29:33,180 --> 00:29:36,570 is experiencing the Check-In Check-Out intervention. 581 00:29:36,570 --> 00:29:41,490 So with the goal line default line of 80% here, 582 00:29:41,490 --> 00:29:43,770 you can see the range, 583 00:29:43,770 --> 00:29:46,530 who's doing what in terms of overall points, 584 00:29:46,530 --> 00:29:47,880 which is really nice. 585 00:29:47,880 --> 00:29:50,250 If you were ever going to use this 586 00:29:50,250 --> 00:29:51,083 in a meeting where you don't, 587 00:29:51,083 --> 00:29:53,460 where you wanna de-identify the names, 588 00:29:53,460 --> 00:29:58,460 you just would click unclick show names here and generate. 589 00:30:01,410 --> 00:30:05,040 And then you just see their district ID numbers. 590 00:30:05,040 --> 00:30:07,500 Also, if you wanna see the values on the graph, 591 00:30:07,500 --> 00:30:09,183 which is something I like to do, 592 00:30:11,400 --> 00:30:14,220 you can see exactly what their number is 593 00:30:14,220 --> 00:30:15,053 'cause it's kind of hard 594 00:30:15,053 --> 00:30:17,636 to go all the way over the left and see so 595 00:30:17,636 --> 00:30:19,470 we do see that this student, 596 00:30:19,470 --> 00:30:23,790 the four student in is definitely meeting their goal 597 00:30:23,790 --> 00:30:25,953 as well as this last student here. 598 00:30:26,850 --> 00:30:29,520 So that again gives you a little bit deeper understanding 599 00:30:29,520 --> 00:30:30,870 of what's happening. 600 00:30:30,870 --> 00:30:35,070 And we go back to Check-In Check-Out reports again 601 00:30:35,070 --> 00:30:36,710 and we go to student counts. 602 00:30:36,710 --> 00:30:39,240 So now we're gonna look at some individual students 603 00:30:39,240 --> 00:30:40,800 experiencing Check-In Check-Out. 604 00:30:40,800 --> 00:30:44,550 So nothing shows up because I have to choose my student 605 00:30:44,550 --> 00:30:49,550 and I'm gonna go back again to 8/5/23 and I'm gonna choose 606 00:30:51,270 --> 00:30:56,270 Serena Johnson because I always choose Serena Johnson, 607 00:30:57,060 --> 00:30:59,133 she's been in this for years. 608 00:31:00,178 --> 00:31:05,178 Serena, where is she? 609 00:31:14,640 --> 00:31:18,390 Serena Johnson, definitely not in alphabetical order, 610 00:31:18,390 --> 00:31:20,310 I'm not sure why. 611 00:31:20,310 --> 00:31:21,660 Apologize for that. 612 00:31:21,660 --> 00:31:24,300 Okay, I'm gonna generate her data 613 00:31:24,300 --> 00:31:27,900 and here we see Serena's kind of all over the place 614 00:31:27,900 --> 00:31:29,010 with her data. 615 00:31:29,010 --> 00:31:32,370 She has an 80% goal default goal line, 616 00:31:32,370 --> 00:31:34,680 and what I kind of like about it is that 617 00:31:34,680 --> 00:31:37,410 when she's met or exceeded her goal, 618 00:31:37,410 --> 00:31:39,520 the little dots are green 619 00:31:40,440 --> 00:31:45,000 and when she has not met her goal, it turns red. 620 00:31:45,000 --> 00:31:50,000 So she's hovering pretty well around the, her goal line, 621 00:31:50,610 --> 00:31:52,620 which is really wonderful. 622 00:31:52,620 --> 00:31:57,160 These bars here, these blue bars show when she's had 623 00:31:58,200 --> 00:32:01,020 behavior observation data forms filled out 624 00:32:01,020 --> 00:32:03,210 for interfering behavior. 625 00:32:03,210 --> 00:32:07,560 So on this day this must have been some kind of day 626 00:32:07,560 --> 00:32:11,730 because she got three office discipline referrals 627 00:32:11,730 --> 00:32:15,330 and they were not even able to collect data 628 00:32:15,330 --> 00:32:17,400 on her Check-In Check-Out that day. 629 00:32:17,400 --> 00:32:20,340 So you can see there's a gap there. 630 00:32:20,340 --> 00:32:23,070 So interestingly though, 631 00:32:23,070 --> 00:32:26,880 she with two office discipline referrals, 632 00:32:26,880 --> 00:32:29,610 you can see that she's hovering around the goal line, 633 00:32:29,610 --> 00:32:30,443 which is great. 634 00:32:30,443 --> 00:32:33,330 She's having some struggles but she's still kind of, 635 00:32:33,330 --> 00:32:36,093 might be a certain time of day we can find that out. 636 00:32:37,140 --> 00:32:38,730 So that's really a nice thing. 637 00:32:38,730 --> 00:32:42,360 And then there's a pretty big key along the right hand side 638 00:32:42,360 --> 00:32:44,710 and I think you may have seen on the bottom 639 00:32:46,151 --> 00:32:48,420 when there's no school, 640 00:32:48,420 --> 00:32:53,133 you'll see a little little key that says NS and, 641 00:32:54,360 --> 00:32:59,280 and if there were a note attached to her data entry, 642 00:32:59,280 --> 00:33:01,260 there would be a circle on that day 643 00:33:01,260 --> 00:33:06,260 and you would see that in the table, in the data table. 644 00:33:06,270 --> 00:33:09,060 So, and if the student's absent, you'll see that. 645 00:33:09,060 --> 00:33:11,940 So there's lots of things that you might see on this graph 646 00:33:11,940 --> 00:33:14,040 that help you interpret it better and you know, 647 00:33:14,040 --> 00:33:16,890 really just ask, help you ask the right questions. 648 00:33:16,890 --> 00:33:21,890 I also wanna show you that every graph has a data table. 649 00:33:22,170 --> 00:33:27,170 So you can see Serena's data in this format too, 650 00:33:28,470 --> 00:33:29,730 which is kind of nice, 651 00:33:29,730 --> 00:33:33,810 you can distance from goal is something I like. 652 00:33:33,810 --> 00:33:35,940 You can see how well she's done 653 00:33:35,940 --> 00:33:38,163 in terms of her distance to the goal. 654 00:33:39,330 --> 00:33:42,120 There was this one day on 8/24 655 00:33:42,120 --> 00:33:46,050 where she was 20% below her goal. 656 00:33:46,050 --> 00:33:48,780 So it's just another nice way to see that 657 00:33:48,780 --> 00:33:51,810 if she had a plan change or a note, 658 00:33:51,810 --> 00:33:55,260 you would be able to see it in this data table as well. 659 00:33:55,260 --> 00:33:57,693 But she doesn't on this particular one. 660 00:33:58,920 --> 00:34:03,920 So now let's look at this a little bit deeper. 661 00:34:05,040 --> 00:34:08,100 So if I go back to Check-In check-out reports, 662 00:34:08,100 --> 00:34:12,750 I'm gonna go to, did I do this one? 663 00:34:12,750 --> 00:34:15,060 Yeah, so I already did this one. 664 00:34:15,060 --> 00:34:17,550 I'm gonna go to student single period. 665 00:34:17,550 --> 00:34:19,890 I'm gonna go back to Serena Johnson, 666 00:34:19,890 --> 00:34:24,890 she's up here and I'm gonna go 8/5/23. 667 00:34:29,820 --> 00:34:31,240 And I'm gonna look at 668 00:34:32,790 --> 00:34:35,580 period six, she was having some difficulty. 669 00:34:35,580 --> 00:34:38,180 We did not do period, excuse me, we have to go back. 670 00:34:39,180 --> 00:34:40,230 Don't worry about me. 671 00:34:41,790 --> 00:34:43,590 Here we go, student period. 672 00:34:43,590 --> 00:34:48,590 Serena Johnson, eight, five, hang in there, Johnson 673 00:34:53,160 --> 00:34:54,600 generate. 674 00:34:54,600 --> 00:34:56,973 Okay, did I show you this one already? 675 00:34:58,350 --> 00:35:03,350 Okay, so what we're seeing is sixth period, 676 00:35:05,280 --> 00:35:07,830 she's the farthest from her goal, 677 00:35:07,830 --> 00:35:11,430 second period of the day and fourth period of the day, 678 00:35:11,430 --> 00:35:13,200 she well exceeds her goal. 679 00:35:13,200 --> 00:35:15,510 First period's looking pretty good too. 680 00:35:15,510 --> 00:35:17,670 So really third, fifth and sixth 681 00:35:17,670 --> 00:35:20,190 are something we might wanna go deeper on. 682 00:35:20,190 --> 00:35:22,980 And so I'm gonna pick sixth period 683 00:35:22,980 --> 00:35:26,220 to see what might be happening and I'll get more detail 684 00:35:26,220 --> 00:35:27,933 on sixth period with her. 685 00:35:29,130 --> 00:35:30,840 Also, here's the data table. 686 00:35:30,840 --> 00:35:33,183 I apologize, I didn't show this one before. 687 00:35:34,140 --> 00:35:38,370 So now, I'm going to show you her single period 688 00:35:38,370 --> 00:35:39,750 and we're gonna go to sixth period 689 00:35:39,750 --> 00:35:43,233 and see what might else be happening in sixth period. 690 00:35:45,450 --> 00:35:47,820 And we're gonna go to Serena Johnson again 691 00:35:47,820 --> 00:35:52,820 who is not in alphabetical order, period six and generate. 692 00:35:57,900 --> 00:36:02,900 Interestingly, period six is where she's had her, the BODFs, 693 00:36:06,017 --> 00:36:08,070 the behavior observation data forms 694 00:36:08,070 --> 00:36:10,020 completed during this particular period. 695 00:36:10,020 --> 00:36:11,820 So that's very interesting 696 00:36:11,820 --> 00:36:14,442 and she's had some success and some real dips. 697 00:36:14,442 --> 00:36:16,710 So it may be 698 00:36:16,710 --> 00:36:19,890 we wanna explore what's happening in period six. 699 00:36:19,890 --> 00:36:22,500 Is it the academic content? 700 00:36:22,500 --> 00:36:24,900 Is it the teacher dynamic it? 701 00:36:24,900 --> 00:36:27,750 We have a lot of questions that we can ask 702 00:36:27,750 --> 00:36:32,220 to help us figure out how to help her be more successful 703 00:36:32,220 --> 00:36:35,430 in period six because for the most part, 704 00:36:35,430 --> 00:36:39,810 four outta six of those periods, she's doing pretty well. 705 00:36:39,810 --> 00:36:43,170 So and then we might wanna do that also for period four 706 00:36:43,170 --> 00:36:45,600 and go a little bit deeper and maybe talk with the teacher 707 00:36:45,600 --> 00:36:48,090 and see if there's any insights to be had there. 708 00:36:48,090 --> 00:36:50,590 So that's where you get to go a little bit deeper. 709 00:36:51,720 --> 00:36:52,770 Does that make sense? 710 00:36:55,200 --> 00:36:56,752 Hope so, it's a lot, 711 00:36:56,752 --> 00:37:01,752 these webinars just like spill out all this content 712 00:37:02,580 --> 00:37:05,460 and hopefully we're walking you through that and I'll, 713 00:37:05,460 --> 00:37:07,740 I'll steer you to some resources 714 00:37:07,740 --> 00:37:11,970 that can help you get into it a little bit better. 715 00:37:11,970 --> 00:37:16,470 Okay, so now let's go back to Check-In check out main page. 716 00:37:16,470 --> 00:37:21,470 And I'd like to show you how to set up your DPR. 717 00:37:22,080 --> 00:37:26,640 So this is all this data is driven by how to put your, 718 00:37:26,640 --> 00:37:30,780 enter what you put on your DPR into the system 719 00:37:30,780 --> 00:37:33,150 so that you'll be able to do the data. 720 00:37:33,150 --> 00:37:38,150 So if you go to tools and you go to school settings 721 00:37:39,810 --> 00:37:44,640 and on the left hand side you see SWIS under applications, 722 00:37:44,640 --> 00:37:47,820 you see SWIS and you see Check-In Check-Out, 723 00:37:47,820 --> 00:37:49,830 you click on Check-In Check-Out 724 00:37:49,830 --> 00:37:52,830 and here the places that you wanna make sure 725 00:37:52,830 --> 00:37:57,570 are in place for you collect data and report for Saturdays. 726 00:37:57,570 --> 00:38:00,420 As far as I know, none of you are 727 00:38:00,420 --> 00:38:02,700 having school in session on Saturdays, 728 00:38:02,700 --> 00:38:04,890 but you never know, you might be a school that does it 729 00:38:04,890 --> 00:38:06,540 and Sundays as well. 730 00:38:06,540 --> 00:38:09,570 So you would probably put no there. 731 00:38:09,570 --> 00:38:14,460 And then you have a default student goal line, 732 00:38:14,460 --> 00:38:18,870 which is for most people it's recommended that that be 80%, 733 00:38:18,870 --> 00:38:21,240 you can change it for individual students 734 00:38:21,240 --> 00:38:24,510 but unless changed, it will default to 80%. 735 00:38:24,510 --> 00:38:29,010 If you're an alternative program, you may want to 736 00:38:29,010 --> 00:38:30,840 think about how helping students 737 00:38:30,840 --> 00:38:34,410 be successful at a lower level. 738 00:38:34,410 --> 00:38:35,460 But that's what we have. 739 00:38:35,460 --> 00:38:37,860 And then the final thing is define 740 00:38:37,860 --> 00:38:40,110 period groups and expectations. 741 00:38:40,110 --> 00:38:44,260 So anywhere in this row you see I can click on 742 00:38:45,600 --> 00:38:48,030 and it will give me the detail I need. 743 00:38:48,030 --> 00:38:49,890 So now I'm gonna click on 744 00:38:49,890 --> 00:38:53,280 define period groups and expectations. 745 00:38:53,280 --> 00:38:58,280 This was last done in 2012. 746 00:38:58,680 --> 00:39:03,033 So here we would put, click onto the add button. 747 00:39:04,320 --> 00:39:06,420 You would enter your start date. 748 00:39:06,420 --> 00:39:09,183 So if it's today it would be the 18th, 749 00:39:10,380 --> 00:39:12,480 your school expectations. 750 00:39:12,480 --> 00:39:13,470 And this is where 751 00:39:13,470 --> 00:39:15,540 when we go back to the beginning of this session, 752 00:39:15,540 --> 00:39:18,450 I was talking about the same number of expectations 753 00:39:18,450 --> 00:39:23,450 for all students that are on Check-In Check-Out. 754 00:39:23,790 --> 00:39:25,710 And those are generally three to five 755 00:39:25,710 --> 00:39:29,670 overarching behavioral agreements or expectations. 756 00:39:29,670 --> 00:39:34,670 So you can enter and it only let you enter three to five 757 00:39:34,800 --> 00:39:39,040 because research says that that number of broadly 758 00:39:41,310 --> 00:39:44,730 overarching expectations is what would be most effective 759 00:39:44,730 --> 00:39:46,890 in terms of reliability in your school. 760 00:39:46,890 --> 00:39:51,090 So we're gonna say this school has three expectations 761 00:39:51,090 --> 00:39:54,510 and then we're gonna add our periods. 762 00:39:54,510 --> 00:39:59,510 So here, I might wanna say period one and add it 763 00:40:01,800 --> 00:40:04,110 and you'll see it over on the left 764 00:40:04,110 --> 00:40:08,220 and then period two and add it. 765 00:40:08,220 --> 00:40:13,220 Now some schools, especially smaller schools can do it, 766 00:40:13,890 --> 00:40:18,750 sorry, they can say map and save it, 767 00:40:18,750 --> 00:40:20,610 they can do it by subject matter, 768 00:40:20,610 --> 00:40:22,230 but that it depends on your school 769 00:40:22,230 --> 00:40:27,230 whether you're able to do that specials, things like that. 770 00:40:27,540 --> 00:40:31,050 But you would want to set what your periods are 771 00:40:31,050 --> 00:40:35,280 and how they're written on your DPR into here. 772 00:40:35,280 --> 00:40:38,370 So here we have four expectations. 773 00:40:38,370 --> 00:40:40,800 We press save, we press save, 774 00:40:40,800 --> 00:40:43,950 but it's not gonna save it because this is a demo account. 775 00:40:43,950 --> 00:40:47,100 I was just showing you where and how to do that. 776 00:40:47,100 --> 00:40:48,720 So you wanna, yes. 777 00:40:48,720 --> 00:40:50,640 We have a quick question in the chat 778 00:40:50,640 --> 00:40:52,770 and I see another person's hand is up. 779 00:40:52,770 --> 00:40:54,780 So let's start with the chat. 780 00:40:54,780 --> 00:40:56,880 So this is a common question. 781 00:40:56,880 --> 00:41:01,230 What do you do if your daily progress report for K2 students 782 00:41:01,230 --> 00:41:03,780 has nine periods compared to maybe 783 00:41:03,780 --> 00:41:07,110 your older students have seven periods? 784 00:41:07,110 --> 00:41:09,660 What's the recommendation there? 785 00:41:09,660 --> 00:41:11,790 Very good question. 786 00:41:11,790 --> 00:41:15,303 I will show you when we get to data entry. 787 00:41:16,230 --> 00:41:20,610 The easy thing is if you have nine periods for a group 788 00:41:20,610 --> 00:41:22,650 and seven periods for a group. 789 00:41:22,650 --> 00:41:26,370 When you're entering the seven, you, you fill it, 790 00:41:26,370 --> 00:41:29,500 you fill in all nine periods here 791 00:41:30,840 --> 00:41:33,030 and then when you do the data entry, 792 00:41:33,030 --> 00:41:36,210 you leave those last two periods blank. 793 00:41:36,210 --> 00:41:39,510 That will not go against the student's scores. 794 00:41:39,510 --> 00:41:43,290 So that's how you get around that, you don't put no school, 795 00:41:43,290 --> 00:41:45,120 you don't put no data, you don't put it, 796 00:41:45,120 --> 00:41:47,160 you just leave it blank for that student 797 00:41:47,160 --> 00:41:50,640 and then you'll see that they'll still get the points. 798 00:41:50,640 --> 00:41:53,670 But for here and when you're entering your DPR, 799 00:41:53,670 --> 00:41:56,610 you wanna enter it with the most periods. 800 00:41:56,610 --> 00:41:58,890 And so, you know, our hope is, 801 00:41:58,890 --> 00:42:00,270 well if you're a K 12 school, 802 00:42:00,270 --> 00:42:04,170 you're probably gonna have different numbers of intervals 803 00:42:04,170 --> 00:42:06,660 for the different age ranges, 804 00:42:06,660 --> 00:42:09,750 but for the most part, you're not tweaking it too much 805 00:42:09,750 --> 00:42:12,060 because the general thinking is that 806 00:42:12,060 --> 00:42:14,060 once students have more intervals of, 807 00:42:14,060 --> 00:42:15,900 of being able to interact with a student 808 00:42:15,900 --> 00:42:18,330 because the functional behavior is attention, 809 00:42:18,330 --> 00:42:19,770 that this is gonna be successful 810 00:42:19,770 --> 00:42:22,020 and I know we always wanna go that next step and say, 811 00:42:22,020 --> 00:42:25,050 but Susie needs this, this and this. 812 00:42:25,050 --> 00:42:27,935 I encourage you to consider having Susie on this 813 00:42:27,935 --> 00:42:32,520 regular general version of Check-In Check-Out 814 00:42:32,520 --> 00:42:34,110 before you individualize. 815 00:42:34,110 --> 00:42:37,200 And then by all means, you can certainly go 816 00:42:37,200 --> 00:42:39,360 do lots of things with Check-In Check-Out 817 00:42:39,360 --> 00:42:42,270 beyond this in particular, okay, you good? 818 00:42:42,270 --> 00:42:43,380 Thanks Sherry. 819 00:42:43,380 --> 00:42:47,040 One more question, how do you change a period's name? 820 00:42:47,040 --> 00:42:49,263 So once you've created a period. 821 00:42:52,170 --> 00:42:57,170 Okay, so I pretty sure I know the answer to that. 822 00:43:00,480 --> 00:43:04,410 You have to actually begin again. 823 00:43:04,410 --> 00:43:07,800 So if you have something in there for the periods 824 00:43:07,800 --> 00:43:11,250 and they're called 1, 2, 3, 4, 5 and you wanna change it, 825 00:43:11,250 --> 00:43:13,590 you have to have a new start date. 826 00:43:13,590 --> 00:43:18,150 So you just do it again and then you have the chance to make 827 00:43:18,150 --> 00:43:20,820 a new card and you'll see that there's a new start date, 828 00:43:20,820 --> 00:43:23,043 I can't show you that on the demo account. 829 00:43:24,300 --> 00:43:25,440 Okay, thank you. 830 00:43:25,440 --> 00:43:28,350 And then Judy, I thought I saw your hand up. 831 00:43:28,350 --> 00:43:30,441 Did you have a question? 832 00:43:30,441 --> 00:43:33,540 I did and it's kind of along the same lines, I wondered, 833 00:43:33,540 --> 00:43:35,670 because people have different things at different times. 834 00:43:35,670 --> 00:43:38,370 Is that why it's named period 1, 2, 3 835 00:43:38,370 --> 00:43:40,470 like so that you could hand write in 836 00:43:40,470 --> 00:43:43,590 whatever that student is doing at that time? 837 00:43:43,590 --> 00:43:46,380 So the form, yeah, I just wanna be understand, 838 00:43:46,380 --> 00:43:50,183 the form needs to look the same for the whole school 839 00:43:50,183 --> 00:43:55,183 but you can individualize each kid's thing just by hand. 840 00:43:55,200 --> 00:43:57,183 You can't individualize it here. 841 00:43:58,500 --> 00:44:00,000 You can't individualize it here. 842 00:44:00,000 --> 00:44:05,000 However you can say 8:15 to 9:30, 9:30 to 10:15. 843 00:44:06,360 --> 00:44:08,130 So you can do it by time 844 00:44:08,130 --> 00:44:10,440 and it doesn't have to be period 1, 2, 3, 4, 845 00:44:10,440 --> 00:44:11,883 it could be modules. 846 00:44:14,160 --> 00:44:18,993 So that will take some thought for you. 847 00:44:21,300 --> 00:44:24,210 Having to write it for each student 848 00:44:24,210 --> 00:44:27,000 that it's a different kind of interval 849 00:44:27,000 --> 00:44:31,800 will certainly be less efficient in terms of time 850 00:44:31,800 --> 00:44:35,190 but maybe necessary in your situation. 851 00:44:35,190 --> 00:44:39,060 But I think you could do time of day, that kind of matches. 852 00:44:39,060 --> 00:44:42,153 I think there's generally a similar schedule in the day. 853 00:44:43,290 --> 00:44:44,290 Would that be right? 854 00:44:45,603 --> 00:44:47,610 I, for different grade levels, 855 00:44:47,610 --> 00:44:49,440 they all do different things at different times 856 00:44:49,440 --> 00:44:52,660 and I'm just thinking about like sharing the information out 857 00:44:53,760 --> 00:44:55,410 like for families, right? 858 00:44:55,410 --> 00:44:57,630 Period one isn't gonna mean anything to them, 859 00:44:57,630 --> 00:45:01,080 reading would or math or that sort of thing 860 00:45:01,080 --> 00:45:03,720 and I just didn't know how generic it had to be 861 00:45:03,720 --> 00:45:06,525 to fit the whole school. 862 00:45:06,525 --> 00:45:08,040 Right, right, 863 00:45:08,040 --> 00:45:10,230 I think if you can make the number of intervals 864 00:45:10,230 --> 00:45:12,183 as closely aligned as possible, 865 00:45:13,110 --> 00:45:16,770 if they all have some of the same things, put that in there. 866 00:45:16,770 --> 00:45:20,460 And if you have to write in for a student, you can do that. 867 00:45:20,460 --> 00:45:25,460 Or you can say something like special or I don't know, 868 00:45:26,130 --> 00:45:29,310 Cassandra, you got another example? 869 00:45:29,310 --> 00:45:30,676 Recess. 870 00:45:30,676 --> 00:45:33,428 -Yeah, I think it's- -Non instruction time. 871 00:45:33,428 --> 00:45:36,630 Yeah and I think the key here is what we tend to see is 872 00:45:36,630 --> 00:45:38,580 we are really good at individualizing, 873 00:45:38,580 --> 00:45:40,440 we want to individualize, right? 874 00:45:40,440 --> 00:45:44,070 So I think it's sort of counterintuitive at times 875 00:45:44,070 --> 00:45:47,880 when check in check out because it's period one, period two, 876 00:45:47,880 --> 00:45:50,280 knowing that we know what 877 00:45:50,280 --> 00:45:53,400 Cassandra Townsend is in for period one, right? 878 00:45:53,400 --> 00:45:55,200 So there are certainly opportunities 879 00:45:55,200 --> 00:45:56,550 to individualize as well 880 00:45:56,550 --> 00:45:59,430 and come up with whatever names work for you. 881 00:45:59,430 --> 00:46:02,130 But the idea is to really think about how to 882 00:46:02,130 --> 00:46:03,617 get a bunch of students on this 883 00:46:03,617 --> 00:46:05,667 'cause it's so supportive for them 884 00:46:05,667 --> 00:46:07,140 and their individual needs. 885 00:46:07,140 --> 00:46:11,010 And then we can always individualize if we need later on. 886 00:46:11,010 --> 00:46:15,090 But certainly, I've seen people use timeframes, 887 00:46:15,090 --> 00:46:20,090 different subjects, different periods throughout the day, 888 00:46:20,340 --> 00:46:22,500 lots of ways to differentiate it based, 889 00:46:22,500 --> 00:46:23,727 based on what works for your school 890 00:46:23,727 --> 00:46:25,170 and your school schedule. 891 00:46:25,170 --> 00:46:26,730 Yeah, and when you think about it, 892 00:46:26,730 --> 00:46:28,920 it really is a time interval 893 00:46:28,920 --> 00:46:32,373 that you want the student to check in with the adult. 894 00:46:33,810 --> 00:46:36,540 If you're a small school and you're able to say 895 00:46:36,540 --> 00:46:39,830 English or Literacy and Math, lunchtime, 896 00:46:42,510 --> 00:46:45,540 recess and what else do you do? 897 00:46:45,540 --> 00:46:50,540 Maybe special, that will give you some rich data 898 00:46:52,230 --> 00:46:55,590 but doesn't always work out that way. 899 00:46:55,590 --> 00:46:58,290 And, but you can name anything you want. 900 00:46:58,290 --> 00:47:01,560 You can say what is it? 901 00:47:01,560 --> 00:47:04,113 TA in the morning, morning TA. 902 00:47:05,790 --> 00:47:08,913 And that will become your interval. 903 00:47:10,020 --> 00:47:12,210 So that takes a little bit of planning 904 00:47:12,210 --> 00:47:14,010 to figure out how you wanna do that. 905 00:47:15,810 --> 00:47:20,010 Okay, I'm gonna quickly show you how to enter your data. 906 00:47:20,010 --> 00:47:24,180 This has a pre, this demo count 907 00:47:24,180 --> 00:47:27,840 has a DPR already entered into it, 908 00:47:27,840 --> 00:47:30,000 you saw the one that was on the demo. 909 00:47:30,000 --> 00:47:34,140 And so this is set up to mimic that 910 00:47:34,140 --> 00:47:36,210 and the students that are enrolled 911 00:47:36,210 --> 00:47:39,360 will show up as soon as you hit the data entry screen. 912 00:47:39,360 --> 00:47:43,710 Most important is to identify you've got the right date 913 00:47:43,710 --> 00:47:45,990 and whether the student is present, absent 914 00:47:45,990 --> 00:47:47,490 no data or no school. 915 00:47:47,490 --> 00:47:51,840 If you say no data, it does count against the student. 916 00:47:51,840 --> 00:47:55,750 So no data means that there was something so badly wrong 917 00:47:56,700 --> 00:48:01,410 that or something happened where they're not, 918 00:48:01,410 --> 00:48:03,000 it's counting against them 919 00:48:03,000 --> 00:48:06,090 but present absent and no school does not. 920 00:48:06,090 --> 00:48:09,570 So that's just a little important safety tip there. 921 00:48:09,570 --> 00:48:11,940 And then for Mark, 922 00:48:11,940 --> 00:48:15,090 you will enter from the DPR what his score was. 923 00:48:15,090 --> 00:48:17,940 You can get up to six points, three expectations, 924 00:48:17,940 --> 00:48:21,390 zero, one, two are the scores for each expectation. 925 00:48:21,390 --> 00:48:24,330 So we're gonna say that Mark got six, 926 00:48:24,330 --> 00:48:29,190 he got four, period three, he got two, period four, 927 00:48:29,190 --> 00:48:33,030 he got four, period five, he got four, 928 00:48:33,030 --> 00:48:38,030 period six, I hope you're seeing that it totals it for you. 929 00:48:39,390 --> 00:48:42,450 So by the end of filling in all these intervals, 930 00:48:42,450 --> 00:48:44,040 you can see what his score is. 931 00:48:44,040 --> 00:48:48,153 Now if I took period six and just left it blank, 932 00:48:50,910 --> 00:48:54,333 you see it doesn't count against his total score. 933 00:48:55,800 --> 00:48:57,450 Remember you were talking about seven intervals 934 00:48:57,450 --> 00:49:00,450 or nine intervals, you just leave those intervals blank 935 00:49:00,450 --> 00:49:03,690 and he still has the score of 67%. 936 00:49:03,690 --> 00:49:05,790 If there's a plan change, 937 00:49:05,790 --> 00:49:09,400 you wanna put sort of check out with 938 00:49:11,818 --> 00:49:14,080 para educator 939 00:49:16,950 --> 00:49:20,760 was not feeling well today. 940 00:49:20,760 --> 00:49:24,810 That will show up in the detail of the data table 941 00:49:24,810 --> 00:49:28,023 of all the reports that you see for the individual. 942 00:49:28,950 --> 00:49:30,600 So that's done. 943 00:49:30,600 --> 00:49:35,130 And then I press save and you have that data 944 00:49:35,130 --> 00:49:38,010 and then I can go onto the next student. 945 00:49:38,010 --> 00:49:40,680 That's Brian Bender, same kind of thing. 946 00:49:40,680 --> 00:49:45,333 It shows that I'm editing here and I can fill in his scores. 947 00:49:46,350 --> 00:49:49,380 It's like somebody's already done that. (laughs) 948 00:49:49,380 --> 00:49:50,213 And we have, 949 00:49:50,213 --> 00:49:51,900 and these are scores that are already filled in, 950 00:49:51,900 --> 00:49:52,893 that's fascinating. 951 00:49:55,380 --> 00:49:57,390 So on and on like that, it's very, 952 00:49:57,390 --> 00:49:58,890 you don't even have to press save, 953 00:49:58,890 --> 00:50:00,780 which is a nice thing these days. 954 00:50:00,780 --> 00:50:02,340 It used to be if you didn't press save, 955 00:50:02,340 --> 00:50:04,440 you would lose your data that you entered. 956 00:50:05,490 --> 00:50:09,750 So that concludes what you do for Check-In Check-Out SWIS. 957 00:50:09,750 --> 00:50:12,240 It really is rather intuitive. 958 00:50:12,240 --> 00:50:15,150 And I'm just gonna go back and share some resources with you 959 00:50:15,150 --> 00:50:18,573 if I can find the right presentation. 960 00:50:23,790 --> 00:50:24,753 Here we go. 961 00:50:28,470 --> 00:50:33,470 There are so many wonderful resources on PBIS apps. 962 00:50:35,040 --> 00:50:38,880 If you put in Check-In Check-Out SWIS, sorry about that, 963 00:50:38,880 --> 00:50:40,770 sorry about that slideshow. 964 00:50:40,770 --> 00:50:41,603 There we go. 965 00:50:42,810 --> 00:50:47,340 You will find all these videos that are really short, 966 00:50:47,340 --> 00:50:49,440 they're like five minutes. 967 00:50:49,440 --> 00:50:52,590 But I also wanna point out your manual. 968 00:50:52,590 --> 00:50:55,320 That is a wonderful thing to get answers to 969 00:50:55,320 --> 00:50:59,010 just by going through the table of contents around what, 970 00:50:59,010 --> 00:51:00,870 if you're trying to enter your DPR, 971 00:51:00,870 --> 00:51:02,520 you can get some more of the detail 972 00:51:02,520 --> 00:51:03,570 like we talked about today. 973 00:51:03,570 --> 00:51:05,280 Everybody's got a different way of learning 974 00:51:05,280 --> 00:51:06,720 how to do something new. 975 00:51:06,720 --> 00:51:09,270 And for me, I would have to hear it and read it. 976 00:51:09,270 --> 00:51:12,030 So this is your user manual right here. 977 00:51:12,030 --> 00:51:16,570 Again, use the search function of PBIS apps and you can find 978 00:51:18,300 --> 00:51:21,900 all of these resources, how to enter the data, 979 00:51:21,900 --> 00:51:24,183 it's all really helpful. 980 00:51:25,140 --> 00:51:29,400 And if that's not the way you roll, that's okay too. 981 00:51:29,400 --> 00:51:33,000 If you start out to look for answers to your questions 982 00:51:33,000 --> 00:51:36,390 and you spend a few minutes doing that and it's just you, 983 00:51:36,390 --> 00:51:39,450 it's like not gonna work for you. 984 00:51:39,450 --> 00:51:41,340 Contact Anne Dubie 985 00:51:41,340 --> 00:51:43,950 and we try to respond within a day or two. 986 00:51:43,950 --> 00:51:46,950 We're really working on it this time of year 987 00:51:46,950 --> 00:51:49,560 and we're pretty responsive. 988 00:51:49,560 --> 00:51:51,750 But if you have an immediate question, 989 00:51:51,750 --> 00:51:55,830 you can contact PBIS Apps support 990 00:51:55,830 --> 00:51:58,680 and there you can find their contact on the, 991 00:51:58,680 --> 00:52:03,660 it's like PBISappssupport@gmail.com 992 00:52:03,660 --> 00:52:05,730 to find an immediate answer. 993 00:52:05,730 --> 00:52:07,980 This is out of the University of Oregon. 994 00:52:07,980 --> 00:52:11,460 They have trained some of us in Vermont 995 00:52:11,460 --> 00:52:13,560 to be facilitators of SWIS. 996 00:52:13,560 --> 00:52:16,500 So they like us to be the intermediary 997 00:52:16,500 --> 00:52:18,960 and then we will on a regular basis 998 00:52:18,960 --> 00:52:21,600 need to contact them with questions we can't answer. 999 00:52:21,600 --> 00:52:23,730 And they're developing new things all the time. 1000 00:52:23,730 --> 00:52:26,940 So I really encourage you to spend a little bit of time 1001 00:52:26,940 --> 00:52:30,960 on that website, there's also articles and forms 1002 00:52:30,960 --> 00:52:34,560 and different things that could be of real interest. 1003 00:52:34,560 --> 00:52:36,960 So if you like data, which I'm hoping you do 1004 00:52:36,960 --> 00:52:39,310 because you just spend an hour talking about it 1005 00:52:40,800 --> 00:52:43,260 and you wanna get SWIS Check-In Check-Out, 1006 00:52:43,260 --> 00:52:46,110 the first thing to do would be to go to this webpage 1007 00:52:46,110 --> 00:52:48,600 on our website under evaluation 1008 00:52:48,600 --> 00:52:52,140 to get the licensing forms you need to fill out 1009 00:52:52,140 --> 00:52:53,760 to send to Ann Dubie. 1010 00:52:53,760 --> 00:52:55,500 So that would be one of the next steps, 1011 00:52:55,500 --> 00:52:59,310 unless you're already in the process or you already have it. 1012 00:52:59,310 --> 00:53:01,530 We also have a video that's a little bit old, 1013 00:53:01,530 --> 00:53:03,330 but I watched it yesterday 1014 00:53:03,330 --> 00:53:06,840 and it's about a problem solving process, 1015 00:53:06,840 --> 00:53:11,040 a way to look at data to determine what maybe 1016 00:53:11,040 --> 00:53:14,160 the problem might be to create precise problem statements 1017 00:53:14,160 --> 00:53:17,430 and do some database decision making around that. 1018 00:53:17,430 --> 00:53:19,020 That's a short video. 1019 00:53:19,020 --> 00:53:22,260 Also, our coaches and TAs are trained 1020 00:53:22,260 --> 00:53:24,990 in this particular problem solving process 1021 00:53:24,990 --> 00:53:29,430 and it's called TIPS or team initiated problem solving, 1022 00:53:29,430 --> 00:53:31,230 so that's pretty cool. 1023 00:53:31,230 --> 00:53:36,230 And then please, please think about coming to the forum, 1024 00:53:36,240 --> 00:53:39,870 the Vermont, oh there's a little typo here. 1025 00:53:39,870 --> 00:53:44,870 We, our leadership forum is in person October 12th 1026 00:53:45,450 --> 00:53:49,680 at Killington, Vermont and it's our annual PBIS conference. 1027 00:53:49,680 --> 00:53:53,670 So it really highlights all that's new in PBIS. 1028 00:53:53,670 --> 00:53:56,970 It allows us to network with each other and get all ideas, 1029 00:53:56,970 --> 00:53:59,280 we're gonna celebrate accomplishments, 1030 00:53:59,280 --> 00:54:04,230 have some great keynotes and a lot digging into deeper 1031 00:54:04,230 --> 00:54:05,700 about what's new in PBIS. 1032 00:54:05,700 --> 00:54:08,850 So we really encourage you to register for that. 1033 00:54:08,850 --> 00:54:10,500 This would be the one day a year 1034 00:54:10,500 --> 00:54:11,760 to try to go to a conference. 1035 00:54:11,760 --> 00:54:14,490 And this is the conference we would like to recommend. 1036 00:54:14,490 --> 00:54:17,190 There's some more on data in particular. 1037 00:54:17,190 --> 00:54:19,650 Also there is a webinar coming up 1038 00:54:19,650 --> 00:54:23,010 on understanding social emotional behavior data. 1039 00:54:23,010 --> 00:54:28,010 There's also a day, there's a day long event for a team 1040 00:54:28,170 --> 00:54:32,940 that helps we facilitate a process for your team 1041 00:54:32,940 --> 00:54:35,790 to do a data dive and review 1042 00:54:35,790 --> 00:54:38,070 using a lot of these great tools. 1043 00:54:38,070 --> 00:54:41,707 And we also wanted to add the link for coaching 1044 00:54:41,707 --> 00:54:43,740 that there are coaches. 1045 00:54:43,740 --> 00:54:48,740 We have 10 highly valued, vetted coaches in the state 1046 00:54:50,310 --> 00:54:52,830 that you can contact and have, 1047 00:54:52,830 --> 00:54:56,100 if you have some financial resources to support a coach, 1048 00:54:56,100 --> 00:54:59,040 that can help you with some of the database decision making 1049 00:54:59,040 --> 00:55:00,990 that you'll be involved with. 1050 00:55:00,990 --> 00:55:04,260 And that's all I got. 1051 00:55:04,260 --> 00:55:09,260 If you have any questions, comments, feel free to stay on. 1052 00:55:09,930 --> 00:55:12,360 You'll also be receiving an email 1053 00:55:12,360 --> 00:55:14,850 from Ann Dubie later today, 1054 00:55:14,850 --> 00:55:17,400 this morning asking you how this went for you. 1055 00:55:17,400 --> 00:55:20,610 So you fill out a little evaluation 1056 00:55:20,610 --> 00:55:25,610 and then you can see a place to click on 1057 00:55:27,090 --> 00:55:29,550 to get your certificate of attendance. 1058 00:55:29,550 --> 00:55:30,990 So you can keep that, 1059 00:55:30,990 --> 00:55:33,990 print that out and have that for your records. 1060 00:55:33,990 --> 00:55:36,870 And yeah, we hope to see you at other events 1061 00:55:36,870 --> 00:55:39,663 that we have because it's one big family. 1062 00:55:46,680 --> 00:55:49,420 I'm gonna exit the slide show 1063 00:55:50,340 --> 00:55:55,340 and stop sharing my screen and here we are. 1064 00:55:57,780 --> 00:55:59,073 Thank you very much.