Hi everybody, welcome to this webinar on Navigating SWIS.
My name's Sherry Schoenberg and I'm here
with Cassandra Townsend and Anne Dubie.
And we are your facilitators/moderators
for this two hour session today.
Kind of hard to believe we're doing this for two hours.
We may end our early if we are able to.
There's so much to cover in SWIS,
but there's so much to try to retain in one sitting
that it may not really be the best use of our time.
But we really wanna show you the depth and the breadth
of what SWIS has to offer and we'll go as long
as makes sense for the group.
Okay, so we are part of the best PBIS state team
and we offer webinars on a calendar that I hope a lot
of you have seen somehow you found
out about this particular session.
And this is kind of how we usually do it.
We ask everybody to stay muted
during the session.
Especially, we're supposed
to have 20 some odd people, but we'll see.
And you can either show your video
or hide it, whatever is most comfortable for you.
And we are recording this session so
that later on, especially during that weekend when you're
so bored and have nothing else
to do, you might wanna watch it again.
But seriously we are recording it and you have access
to going back and hearing some of the things
that you wanna learn more about.
But you know, like
if you really have a question you can raise your hand
and we'll be glad to fit you and call you.
This session has been for years presented
by Amy Wheeler-Sutton who is busy.
She just had a baby less than a week ago.
So we are taking over and doing the SWIS webinar.
So here we go.
There are materials on the website and Anne is going
to put the link to the materials in the chat pod and they're
on our website and I just wanna let you know what they are.
These slides that you're seeing today will be,
are posted on the webinar.
The other really handy dandy thing is a SWIS users manual
that I find extremely helpful as facilitator
in providing TA to schools.
I don't know, something I just look up in the topic,
in the table of contents.
And it's just a really great resource for answering most
of the questions that you might have.
There's also posted something called,
the SWIS Drill Down worksheet.
And it's a great way to do problem solving with the data.
And we're gonna talk about drill down a bit in this session.
And another very handy document,
I don't even think it belongs
to PBISApps is something called the motivation guidelines.
So when people enter reports of behaviors
into SWIS, they're asked
to enter what the possible motivation
of the interfering behavior is.
So this gives some really nice guidelines that you could use
with staff when they're not sure what motivation is
and then a little uncomfortable trying
to guess these guidelines would be really helpful.
And you'll see that on our website.
Another useful resource
that we'll talk about a little bit more
at the end is the actual website, www.pbisapps.org.
And there's a search function, so if you wanna know how
to import staff lists, you put that in the function
and all, everything they have about it will come up for you.
So it's a really great resource for you to use.
And as I said, we are recording this session
so you'll have access to it later.
We're gonna talk about what SWIS is
and probably a little bit about what it isn't
and how it connects with database decision making
around interfering behavior schoolwide.
I think that's sort of the theme here.
We're looking at the schoolwide portion of the SWIS suite
and then we'll do a demo that exists
on the PBISApp's account with fake data
to show you how to navigate the site.
We're gonna talk about managing the account and the reports
and something relatively new is the equity reports
that you can get.
We have a guest speaker coming from BRSU
to talk about her experience looking
at disproportionality and equity.
So she'll be coming later.
Caitlyn, I cannot pronounce her last name
without feeling uncertain.
And talk a little bit about paperless referrals
as we go along and end with some resources and supports
and any questions and answers you have.
But please feel free to type any questions you have
into the chat box.
We're pretty informal here and we're gonna start
with a little poll that Annes gonna activate just
to get a sense of what your familiarity is with SWIS.
Anne's gonna activate this poll
and it'll help us sort of hone in on what we need to.
I haven't done a webinar in a long time,
so I don't know if I'll see the poll.
Will I see the poll?
I just launched it.
Oh, okay.
Can everybody else see it?
'Cause I haven't seen any responses.
-I see responses. -No.
Yep. I see about 90% participation.
Oh. I'm not getting that part-
Which is wonderful. Yeah, thank you so much.
And we have some results, a little split here.
We've got about 36%
of the folks are saying they've used it occasionally.
About 30% use it frequently.
About 20% also have never used it before.
Okay.
So, we've got a nice balance here of newbies
and also some folks with probably some more experience.
So this will be a great opportunity for us
as Sherry mentioned, to collaborate and ask questions
and learn from each other.
Wonderful.
Those of you who said that you use it frequently,
please feel free to add correct and help us with this.
Yes.
As we are not in schools currently
and we know a bit about the backend,
but you may have some practical things we're not aware of.
So thank you. Thank you all for participating in the poll.
Okay.
-So that's gone down now? -Yes.
The poll? Okay.
So schoolwide information system,
that would be one s at the end.
Sometimes you see Swiss as in Swiss cheese,
but this is one S, SWIS and it was actually designed
in correlation with PBIS and what's unique about it is
that it's a schoolwide way to look at what's happening
around the school in different contexts so
that you have accurate information,
accurate data about interfering behavior
that you can use for making decisions.
So it's really very, very functional, it's very efficient
and that's what we're gonna talk about today.
And I just wanna emphasize it's more
than just record keeping.
You know, sometimes you'll have to submit a report,
but this is really recording that you use
for decision making.
So it's not like your SLDS where you're needing
to input data into the state longitudinal data system.
It's more about your team being able
to functionally use it on a regular basis.
So some of the big ideas about using data in SWIS is
that you're able to look at the patterns of behavior
across the school.
There have been some other web-based systems
that have come up recently and that are trying
to getting really close to catching up
to being able to do this.
But it does more about your schoolwide approach
than it does around the individual student.
You can drill down
and get information about the individual student
and what's happening with that student, but you're also able
to get things like patterns of behavior across
so many contexts like location, grade level, time of day.
And so you can see where issues might be popping up
and you wanna explore more with your data
to do some problem solving and decision making.
So it's really wonderful for a schoolwide
at the universal level in particular way
to make some decisions.
Also, it talks about why problem behaviors continue.
So as I said, perceived motivation is asked
of everyone who is entering a referral
or an observation, behavior observation data form
is what Vermont calls it.
There is a question for you
to say what do you think the motivation
of the behavior the interfering behavior is?
And it helps you hone in on some of your proactive
or more intense interventions to support meeting
that function while demonstrating the expectations
in the school.
So the why, the function of the behavior is pretty big
in PBIS and in and it's used in SWIS
to help with decisions.
We also have the capacity in SWIS
to look at disproportionality
by race, ethnicity, gender, disability
and other characteristics.
And you can look at risk ratios and we're excited to talk
to you about the ethnicity, race ethnicity reports today
and how you can see the risk ratios between certain people
in different groups compared to others.
So we'll get to that a little bit later.
And that's a relatively new feature in SWIS
that we're just getting to know a bit ourselves and
so we're excited about our guest speaker
to come who's been using that.
The best thing about SWIS is it really gives people the
right information at the right time
to make the most effective decisions.
And so SWIS, the system, the web-based system really pairs
really well with database decision making.
One thing to say or a few things
to say about what SWIS is not, it's not a replacement
for your longitudinal data system, which requires you
to report on a lot of information that is not part of SWIS.
You may be able to export some parts of that,
but that's a little bit more involved
then we'll probably get to in this webinar.
And it's designed to keep the information about
what's happening in the school in one place
so your behavior team can use it.
And the other thing that's not, that it's not
on the slide is it's not an intervention.
When people are using SWIS, when they're entering
a referral into the DWS SWIS,
the DWS data system, it's not an intervention.
They're recording the information so that the team can look
at the data and make some decisions about whether there's a
problem, whether what to do to be proactive in teaching
and reinforce the alternative behavior and what to do
if the behavior persists?
So from here on out we're gonna talk
about entering referrals in SWIS
as you're recording it, you're not writing it up,
you're writing it down or you're entering it
but you're not writing it up and it's really the information
that goes back to the team where you make some decisions.
So not an intervention, we're not writing
up students, we're writing down information.
Ooh, that felt good to be able to say.
As I said, SWIS is all about database decision making
and the value of the data.
If you have really good data, you're gonna be able
to do some analysis that's gonna help you come up
with interventions and supports
to be proactive before they get worse.
So it's, again, the right information
at the right time.
So the big ideas are that you go from, we're going
from problem solution in the old days where we would say,
let's say the kids are wild on the playground
and the solution might've been, okay, well maybe
that means we need to shorten recess so
that we don't have as much wild time.
We don't know what that means, wild
on the playground and we don't know whether
that intervention is gonna decrease wild on the playground.
So we're moving to this place of saying, ah, some
of the eighth grade students, a proportion
of eighth grade students are being defiant
on the playground.
We believe the motivation is for peer attention and
that gives us a lot more information
to do some problem solving and maybe come up
with something we wanna try maybe reteach.
Maybe provide some real positive feedback
for seeing the behavior
that replaces the behaviors you're concerned about
and you make a plan and you review that plan.
So that's what this is all about instead
of problem solution, sort of, yep, this is what we gotta do,
we gotta define the problem and we've got
to understand it well enough to gather in order
to come up with the some potential ideas for change.
And that's pretty much what this slide says.
It's defining the problem is gonna get you really close
to understanding what might work to make a difference.
So with SWIS, you'll have the capacity
to identify who is demonstrating the behavior?
What is the behavior? Where's it happening?
When's it happening? How often we see it?
And the why?
what do we think the possible motivation is
behind the behavior?
And you can see that all in one place.
So it allows you to pick the parts
within your school, the context within your school
that you can make some environmental changes around.
And that's pretty exciting.
And with this precise problem statement,
with this precise who, what, when, where,
how often you, your team has an equal shared understanding
of what the problem is.
Because if we say wild, some people might've said kids
are wild on the playground, that sounds like a blast.
Wild is a very, you know,
that could be really a very positively understood term,
but wild could also mean physical aggression.
It could mean defiance, et cetera.
So really good to think about how useful SWIS can be
for database decision making and defining problems
and coming up with some solutions.
This is just a photo of an image
of the front page of the pbisapps.org website.
And if you're using SWIS at all or if you're in PBIS
in Vermont, you've likely been to this website before
and it contains the SWIS suites,
which is SWIS Check In Check Out and I-SWIS.
We're gonna be just talking about SWIS today.
It also has a whole other section of the website
that is your assessments.
You are able to take these web-based fidelity assessments.
You may have heard of the tiered fidelity inventory
or the school climate survey.
And again, this is something
that your team will be administering, collecting
that data on and comparing your fidelity assessments
with your SWIS data as well.
And seeing, okay,
if Fidelity is high, our student outcomes should be high.
If our fidelity is high
and our student outcomes are not, what is going on here?
Let's see if we can make a difference.
So anyway, this website's great and maybe we'll get a chance
to talk about it a little bit later,
but I don't wanna forget to mention
that once a month there's an article
that comes out called Teach by Design
and it's just like, it's really succinct.
I mean I even like to read and I don't like
to read that much.
It's really, it's got some very useful ideas
and strategies and they're short
and they've got memes, they're very good.
Teach by Design articles and also, again, lots of resources
for you to query about to help you do this work
of database decision making.
And so from now, pretty much until the end
of this session, we're going to be going
through the demo site at PBISApps.
In fact, I'm probably gonna show it
to you where you can find it yourself
and you might wanna follow along.
But I'm gonna talk with you about your account settings,
your school settings, some
of the core settings, the applications, the IEP information
and custom fields, user management and person management
and how to update and modify and delete staff
and student records.
So that's like a whole section on,
it's that called the back end.
So the front end is what you see the back end so
that your front end works more effectively.
That's gonna be my role.
And then Cassandra is going to be sharing
with you all the reports that you can see in SWIS.
Talk specifically about the equity reports where
Caitlyn will also be joining us
and letting us know her experience
with using the equity data for her schools.
Other reports, there's a drill down, how
to get sort of deeper into understanding the data
into a more accurate and precise problem statement.
And I think I'm gonna be talking about data integrity
so we'll probably that'll be closer
to the front of this part of the agenda.
Any questions so far?
[Anne] There was a question
in the chat about where do you access,
the Teach by Design articles?
-So I included a link as well. -Great.
[Anne] You can also see archived articles
as well as new articles and
oftentimes the articles are sometimes
on a banner at the front end of the pbisapps.org website.
Great resource.
Yeah, and they have podcasts too,
like monthly podcasts and I haven't gotten
to the last one yet,
but it's sort of like dispelling some
of the myths about PBIS.
So if you're looking
for some new hot content, I'm certainly gonna be looking
at it myself.
Okay, so now we're gonna leave this PowerPoint
and go to the demo site.
I actually wanna show you how to get there.
I hope we are not gonna have too much
of a slow situation here.
Let me just go home.
Okay, so there's the face of the website
and whatever you have access to, you will be logging in.
Let me log in and you'll see what you have access to.
And I don't know what to call this.
The circle with the squares in it.
If you're a user in any of these areas, it will show
in your dropdown menu, so likely you're a SWIS user.
So you'll see SWIS suite and it's quite possible you
also have access to the assessments part of the website.
And these others, you would probably not see,
but this is me and I see that stuff.
So I just wanted to show you that.
Is there anything else on this front page
that's worth looking at before I switch to demos?
As I said, there's resources, there's trainings
that they have, products that they share
and maybe we'll have a little time at the end
to do a little exploration.
But, if you wanna go to the demos yourself, you could go
and you don't have to log in with a username
and password, you can go to pbisapps.org and you'll see up
in the right hand corner where it says demos
and you go to demos.
And this training is about SWIS suite.
There's an early childhood section, PBIS demo,
assessment demo on PBIS eval. demo.
But we're going to SWIS suite
and this is gonna be populated with all kinds of data
and I'm gonna share (chuckles) with you as many of the parts
and pieces of information that I can and with my hope is
that some of these things will, you might not know it
to fluency, but you'll be familiar and
like, oh, I know where I might be able
to find what I'm looking for.
That would be my hope for the end of this session.
So I'm gonna talk about tools.
Oh, all right, so when you get
onto your front page of SWIS, it looks like this.
You'll see this, the SWIS dashboard which has these tabs
right on top here, SWIS Check In, Check Out and I-SWIS.
If your school has and you're a user in any
of these other tabs, you'll see them come up.
So this school has Check In, Check Out
and it has I-SWIS 'cause it's the demo site.
But if your school doesn't, you'll try to click on a tab
and that will be blank.
And then you have these little squares
that you'll be using quite often in your work with SWIS
and we're gonna go over them in a moment.
I'm gonna spend most of our time in the tools section
'cause it's really kind of like about setup.
And then below that you have a snapshot
of what we call the big seven reports.
So you have referrals by month, by time, by location, days
of week referrals by behavior, grade
and referrals by student.
Over to the right, you have a snapshot
of the most recent referrals.
So you can click one on and you get the detail about
that referral, which is kind of a nice feature.
You get a sense of that .
If you put in your settings to have the student's name in
that little latest referrals box, you can see that.
So this school chose not to show the student's name on the
front page of their, on their dashboard there.
So this little notice says
that you have some referrals requiring your attention,
which means that you've likely had a people entering
referrals with paperless referrals and sent
to a default reviewer who needs to look at them.
But that's a nice notice to get
that they're calling your attention when you see
the yellow box there, they're calling your attention
to something and these yellow boxes come up
around other things as well that I will share with you.
So that's your front page, that's your dashboard.
There's quite a lot there.
So now we're gonna go, any questions?
Okay, let me know 'cause I can't see the chat box.
Now we're gonna go into tools and I'm just gonna run you
through a number of these settings and Dutch and such.
So again this is dummy data so we won't be able
to save anything or see the result of it.
But here this is your account setting
and it's really personal to you as a user.
It's how you want to see things
in SWIS when you open them up.
It's not necessarily connected to your school
and it just has your name and your password
and all that stuff that you'll see.
It'll come up for you if you've become a user
through a license agreement and it tells you what level
of access you have.
But if you're wondering whether
you might want a different level
of access, I just found this out,
you can actually press more information here
and you should see this.
This shows you the different levels of access you can have
in SWIS and sort of what you have access to.
So if you're ever wondering whether you've got the
right level of access, you could actually click
that on, which I just found
out about I think is pretty cool.
So there's not much to know about in profiles.
In fact this whole account settings, there's really not much
for you to worry about or think about.
I want you to know it's there
because there are some times
when you might need to access it.
So it's not like a good time for a nap,
but it's okay if you know it's okay. (chuckles)
Whatever you need to do.
This particular notifications thing will let you know
if there are some referrals that need your attention.
And that was that yellow box I was showing you.
You see the user demo,
you have five referrals requiring your attention.
If you don't wanna know, you can check, no,
I don't want notifications, I can find that myself.
So you can change that to no.
And every time you're in one of these settings pages,
that little blue circle with the pencil allows you to change
from, yeah, I want notifications or I don't
or whatever that section might was saying.
I can't change it to no
because it won't save that data, this is dummy data.
Okay, so that's your account notifications on your profile.
And here's some general information if you want it
in a different language you can let them know.
I'd rather have it in a different language.
This one just has English.
If you wanna go this, this starts out, these are defaults,
it defaults to the last name first.
So if you wanted the first name first, you can switch
that out for yourself.
You see do that.
And this is about
like different sizes you might wanna print graphs at.
So you can always do that.
You can change this too when you're
in the middle of doing something in SWIS.
These are just the default settings.
So as I said, they're not essential.
And my recommendation if you're new to SWIS is
like maybe just leave your default where they are for now
and then if you like it a different style later
then you'll know where to go.
So this is account settings, not school settings.
Again, the way you see the referrals
in order is you have some choices there.
You can see it alphabetically or the order that SWIS uses.
You can show student names on
that dashboard, which is right here.
That dashboard that I was showing you,
the student names can show up
and this is where you would be able to say yes, I would
like the student names to show up
on the SWIS dashboard when I open the page.
Sometimes when you're in a public setting,
you might not want the student names to show up,
like if you're flashing SWIS on a screen
because that's the opening page.
So that's definitely gonna take some thoughts.
This would be for you, for your part
of the account, you can see them.
But if you're the one flashing it up,
then you don't wanna be able to see it, perhaps.
This defaults to major behaviors
but you can change it to staff managed behaviors.
You have the capacity to look
at all behaviors when you're looking at reports,
but this is just the default.
And then how you sort behaviors
and select them, those are just other ways to be able
to look at your data from your user status.
Okay, so that's it for account settings.
It's not that exciting but it's important to know.
Okay, now we're getting into school settings
and there's a lot here.
Some of it more important to pay attention to than others.
It's all important though.
In your school profile you'll have your district name,
your district, your school name, mailing address.
Several schools in the last year actually had
to change their addresses or they separated
from their districts and we had
to help them know to go to make some of these changes.
Also, I'll just click on one mailing address.
It allows you to change your mailing address
if it's a different location.
Grade range, so maybe you were a pre-K to eight
and now you're a pre-K to six.
This is where you would change this in school settings.
And let me say a little bit more about school settings.
The first tab under tools I showed you was account settings.
And that's for you.
School settings requires your team to have some level
of agreement about what you want
in the whole school setting situation.
But you do wanna have an accurate grade level there.
So if there have been some changes to your grades
in your school, this is where you would go
under school profile information
and you would make that change.
Phone number, fax number, contact information.
Who's your administrator?
We have a lot of different administrators this year.
This gives you a chance to change that.
Right now, if you wanna change your administrator
but she wasn't at he or she was not added
as a staff person yet.
You might have to take the extra step
of adding your new administrator into this
before you can have that person added as the contact.
It's pretty intuitive as you get into it.
The billing contact person, same thing, have
to add that person.
And it doesn't necessarily have
to be identified as a school person.
You could have a dropdown for non step person,
but that's a very important person to have listed correctly
because I'll tell you now, invoices
to the University of Oregon, we have nothing to do
with invoices and we're not trying
to sell SWIS or anything, we're just facilitators
for the state.
They invoices come out October 1st.
So they may go to someone who worked there three years ago
because we haven't changed the billing contact and all
of a sudden you lose your access to your SWIS account.
So we don't want that.
If you are a SWIS admin user, these are places to go
to make sure that they're up to date and accurate as well
as the paying institution.
But you would have to contact PBISApps
to say it's this person now,
but it's a different district office that's paying.
So yeah, you just do this
and you give them the information, you send the request
and they get back to you within 48 hours.
So that's the contact information within school settings.
Now this next part, core data that gets pretty exciting.
So here is where you want
to enter, how many school days you have
in the year broken down by month.
When you enter it in events
of the year, you're gonna be able to access reports
like average referrals per day, per month.
And so you want this, otherwise you miss some really data
that could be really useful to you.
So I'm just gonna click on '23-24 and
as you can see, you look at your school calendar
and you can add the number of school days
in session for each month.
Well so this school has 179 days
but who knows what happened?
We know a lot of things can happen where school
is not happening and not in session
in Vermont, let's just be mild and say it's snow
and you have a snow day or something like that.
I would say once you set your school days,
unless it's gonna be like more than five, 6% of difference
that you're still getting some pretty accurate data.
But you could go back and change your days
to be most accurate.
But start out with what the planned number
of school days are for each month.
That make sense?
And then you always press save once you do that.
But it's not gonna do that because this is a demo account
and won't save anything.
And you can see in 2009, 2010 they didn't enter their data.
It looks like it was their first year.
They never realized that they were supposed
to enter their school days and their school enrollment.
And you'll get a notice, it'll look
like this yellow notice here.
If you can see it on your main page, look
for those yellow notices and it'll prompt you to try
to go back and fix anything that might need adjusting.
So now we're moving on to school enroll.
You're all retaining this, right? Okay.
School enrollment is another very exciting feature
and is again important to set up so
that you have access again to the reports
that you really want for making decisions.
And so in this school seems like every year, except
for a few, they have about 504 students.
So that's pretty cool. They didn't enter in 2009-10.
Thank you Adam. Good to know.
It's hard to know.
And in school enrollment, if you click
that on, this is where you add your race ethnicity so
that you can get the really valuable reports
to determining whether you've got some disproportionality
behavior issues going on, behavior reports going on.
So the total enrollment is 504.
And then when you get to race ethnicity and click
that on, you could either
or I'll show you a minute, this is a broken down
by the number of students by their race ethnicity.
So somebody who's entering this needs to have access
to the information about the student's race or ethnicity.
Same thing with gender.
So I'm gonna close that back up, right?
And then gender, in this case there were 247 males
and 247 females and 10 non-binary transgender,
other gender students.
That's a new tab that they have added
in the recent couple years.
So now you have gender information, you can compare boys
to females and see if there's a disproportionate number
of behaviors being reported for one
or the other group as an example.
And the same thing with ethnicity.
You know, I'll show you momentarily how you can set
that up to be looking for certain reports
around disproportionality.
IEP status, kids with an IEP, students without an IEP.
And this would be you enter it at the beginning of the year.
You can make changes on individual students
if they come off or go into an IEP.
But this is where you put the total number here.
English, total English language learner you would put here
and then you would press save.
So now you have the backend populated.
So somebody's gotta have that data for you to do that.
Okay, moving right along, that was the core data.
School days and school enrollment.
And I guarantee you if you have an account now
and go onto your account, if no one else has added
that, you'll see these big yellow notices saying still need
to add school days, still need to add school enrollment.
So you'll get a lot of those kinds of prompts
from PBISApps and they're very polite about it.
Okay, so now there's some general settings that you
also wanna have in place at the beginning of each year.
Not sure when your schools are starting, most schools
in Vermont start in August.
But if you start month is September, you have the option
of saying when that starts.
Do you want to use 504 status as a piece
of data to collect on each student?
So that means the list of the student needs to say whether
that student has a 504 plan or not.
Do you wanna use the race ethnicity settings?
Okay, so you put the race ethnicity into your enrollment
but then you need to activate it so you can use the reports
in this section under school general settings.
So once you do that, then you can ask it or tell it
to compare whichever group comes up
with another population in the school.
So it could be Asian Indian, Alaska Natives compared
to all other students, it could be compared
to White students.
So you can determine your risk ratios
and I think until you get used to it
and see what the reports look
like, which Cassandra's gonna talk
to you a little bit about, you might wanna stick
with all other students
'cause then you'll see what the reports look like
and you decide, wait, I think I wanna know compared
to White, what's Black compared to White?
That will be a decision, again, your team would make.
English language learner.
Do you wanna check that off for something
that you'll be looking at?
They have an IEP again,
if you say no, then that won't show up on the referral form.
Do you want to add the additional gender groups?
'Cause non-binary is now included and
that would be all other use person import.
Okay, so there is a way, when I started SWIS,
you couldn't do this.
But now you can in the last several years you can
upload your rosters to SWIS and that's great.
In order to do that you have to have some
of this data set up in a certain way to do that.
And I wonder if I press save.
No, if you want student import, you say yes.
And then in another section it will tell you where
to find the directions for how to do it.
It's basically setting up an Excel spreadsheet
that provides all the information
that SWIS uses for each student.
So you may have to manipulate what your district
is already using for its spreadsheets.
And it's been, it's relatively easy.
I can't say I've done it myself
'cause I'm not in that type of position.
But I've supported districts
in importing lists to PBISApps SWIS.
The alternative way to have students and staff entered
into SWIS is one by one when a referral comes up,
when a office behavior discipline BODF,
behavior observation data form is being filled out,
you can enter that data yourself.
So those are two choices you have. Preload the list or not.
And if you're preloading the list, we'll get
to a place where you'll find out the information
on how to do that.
But we're not gonna talk about that at this webinar.
Then you wanna decide whether in their reports,
in the student reports, whether you wanna have
the student ID or district ID staff or student.
These next two sections attached
to the student, which is nice when you wanna show graphs
in public, you could just show it by their district ID
and you can also switch back and forth to getting the name
and just having the ID.
So those are all these decision points
that your team wants to make in the beginning of the year.
Oh that made sense.
Okay, now we're still in applications and we're moving
to the SWIS preferences here that you wanna preset as well.
So for your data entry you have the option
to determine how many actions the person entering
the referral can list.
Do you want just one intervention
or do you want more than one intervention?
This school has chosen three actions taken per referral.
I'm gonna go right now and switch us
to what the online referral form looks like.
So you can see what I mean for this school.
And then we're gonna come back, we might go like toggle back
and forth, but we're gonna just move.
I have to go back to this is again the dashboard
and this is the add referral section.
So if you're adding a referral, whether it's everybody
in your school's adding referrals
or certain select people are adding referrals,
this is where they go.
This is default to just showing majors,
which you could change in the settings that I showed you
because I'm sure you remember that.
This is where you would add the student and the grade.
And so the dropdown list of the students,
if the roster's preloaded is already there
for you, et cetera, the grade you would put in
for the student, the staff person
that's making the referral would be putting it in.
The date of the incident, not the date
that you're filling it out, but the date
of the actual behavior that you observed would go here.
The time of that day is kind of important, you go there.
Where it happened, there's a dropdown menu for that.
All behaviors are preloaded into SWIS.
So you really can't do anything about changing behaviors.
But you could add custom fields
and I'm gonna get to that shortly.
And you could add location, there's lots
of locations to choose from.
What the behavior is?
Perceived motivation, when you have some choices,
some schools disallow you
from recording unknown, they want you
to take your best guess.
So it will help them in making some decisions.
Others involved actions taken
and where you see actions taken, let's see.
Parent contact, parent contact.
Oh I don't see it. Okay, so you put your action taken.
I think what these stars are saying is
that there are these fields
over here, these custom fields over here.
So I think that's all that is, whether there was a seclusion
or a straight restraint involved.
And we're gonna talk about paperless referrals
and this is where you have preset where
the referral will get sent to.
And I'm gonna get to that.
But over here you have custom fields.
So while you can't preset the behaviors,
you can modify them.
So for here in this school, when you go location, let's see
if hallway shows up here, hallway, okay here.
When you go to hallway you can select,
which hallway you're referring to,
to be more specific if that's a concern.
So you can preset some
of these custom fields, parent contact, intervention.
You can also preset these fields.
So it's adding a little bit more information,
technology information type
of technology violation can also be here.
So I just wanted to give you a sense of that
and we'll go back to tools
and show you where the other parts and pieces of are
to make up what you see on the referral form.
Okay, so I think I'm still in general, no I'm in SWIS.
So for actions taken, you'll be able to see on
that referral form that you can list up
to three, four behaviors for a student on
that referral form you can see up
to two your time range is preset.
You can't say 6:45 AM 'cause
that's not a choice on your dropdown list.
And you have these custom fields.
So these were preset custom fields
that your team has agreed.
Well, hallway's not gonna be enough information for us.
So they did east, west, north, south or other hallway.
And for parent contact, they had a nice dropdown list
to get more information, dig a little deeper
on what the referral was and technology violation.
Some of the typical things you'll see
on a technology violation, you add them yourself.
I've seen them where it's been, what did you try first?
That's a really nice thing to have as a custom field
if you're trying to see what you know, sort of
like what happened before the referral was made?
So there's lots of things you can do with custom fields.
Again, you know, it's not as intuitive,
but let us know, we'll give you a hand best we can.
And then it asks you if you wanna track different types
of harassment, technology, weapons use, I'll open
up weapons use.
If you are tracking the type, the subtypes,
you would see these that would come up.
Whoopsie and data integration.
That is where if your district would like the list the data
from SWIS put into their information system.
There's a whole process involved in exporting that
and it's something called SDEX access.
I'll bet a lot of people
on the phone call know what that means.
I don't really know, but I do know
that the directions are really good on how to do it.
So there is a way to export your data.
It just involves a slightly few more steps
that are very, very well described on PBISApps.
Okay, I know this gets a little all over the place,
but this is the way it's organized.
So I hope you're following well enough.
Now I wanna talk about referral workflow.
So if you decide that you would like some staff
or all your staff or just a couple staff to be able
to enter the referral information, behavior information
into SWIS themselves, you can invite them
to be referral entry only users.
They don't have access to hardly anything else
but they can actually enter the referral.
The way it was
in the past is people had paper, they were called ODR forms,
but now they're observational data forms,
student observation data forms.
They would write them up
and give them to someone probably in the main office.
And when that person had time, there was a lot
of entering of data going on.
But now you have the capacity for all of your staff
to enter the referrals themselves.
And a great way to check on that is also
to list people who would review them
before they actually get submitted
into the whole schoolwide system.
So you select one, two, perhaps three reviewers
for people who have this sort
of paperless workflow invitation as a user.
So if you can't use it unless you enable it.
So here you'd have to say that you want it enabled.
And here's so that SWIS separates out the behaviors
to be those that are considered minor and those
that are considered major and I think it's a default setup
that if it's a minor behavior
or what they're now calling staff managed behaviors,
they don't have to be reviewed.
You can say if it's a minor don't worry,
I don't need to review it.
But if you say no,
that means all referrals will be reviewed.
And I keep playing with my words because we're trying
to update our language and I'm using the word referral.
It's really not really the right term because if we go back
to the beginning in the webinar and we say,
oh well we're not really doing an intervention here.
Referral sounds like we're doing something
around that student.
We're collecting information.
So we try to say it's our behavior observation data
information, it's a mouthful and I apologize
for not using the correct language part of the time here.
But if you have behavior that you feel okay about excluding
from being reviewed before they enter it
in the system, this is where you would put it.
And here is where you would identify who
the reviewers might be.
Sometimes that's the assistant principal
or the behavior consultant
or the school counselor, who's gonna look
at all the referrals that go into the system?
And you can set it up so that you know
if it's a large school you can have five reviewers, one
per grade level.
And when the person entering the data is finished,
it says who they send it to, okay?
So that's all preset for you.
But if you wanna add reviewers you would do it here
and then you would select someone your names are funny
over here and save it and then
that person would be a reviewer.
So that's how you do paperless referrals and we recommend
that you start it with a small group first
so you can work out any bugs in your process and
that you take some time thinking about the process.
But once you get it going, people are really loving
this paperless, what they call referral workflow process
because it happens quick and it's efficient
and you get the data faster and likely it's more usable
because the, you know, the person's filling it out
right away on their computer.
So that's information about that.
So the school settings really kind of require your team
to make some decisions how you wanna do that
in the beginning of the year.
Probably a good idea to make this an agenda item
for your team to decide how you wanna set this up so
that people can make the kind of referrals
that will be useful for your schoolwide data.
There's also a tab in applications called Check In, CheckOut
and we're not gonna talk about that today,
but there is a webinar coming up on Check In, Check Out SWIS
and it will walk you through some of the decision points
around setting up your account for Check In, Check Out
if you have it.
And the final tab here is data integrity.
So SWIS has this amazing capacity to let you know
if there are like potential mistakes and here it allows you
to say, you know, don't tell me about mistakes
that happened before 9/1/11.
So it's like setting up what your data integrity cues
are gonna be or not be.
And I see there's a question here.
So I'm moving this in with the paperless versus all online.
Paperless is online only the subs and paras use paper.
All teachers are going to be able to log in
and do the inputting that way.
Once a hard copy is made, it comes to the principal
or SEO to input that info.
The question is, does that make sense
or should it all be online?
No, that could make sense that absolutely could make sense.
I don't know as if everybody has the capacity
to do online referrals or that it's more efficient
for some people who are roving around the school all day.
So it might be better if they had the piece of paper
in their hand.
So subs and paras use...
I think that makes a lot of sense
because they're not as familiar with what's going on.
I don't see any problems with it, Adam.
Anybody else has something to say? Definitely.
[Anne] Okay. No.
Yeah, I was just gonna just reiterate, I think
that makes a lot of sense, Adam.
And I think part of that is just thinking about the whole
system of how to train folks in either version, right?
So if you have a new sub come in, are there sub folders
with instructions on what to do and all of that.
But I think that's a great idea. Absolutely.
One other thought that I had was always thinking
about perhaps having one point person where
the hard copies go to just so
that they know there's consistency
in that and then recording.
Okay great, great to have a question.
Thank you for asking.
Okay, we're still back in the tools section.
We haven't even gotten
to reports yet, which is much more exciting but we're still
in the tools section and I'm gonna talk
to you about person management, don't worry, I'm not going
over all of these.
Person management is where you go
and you see all the students that are in SWIS
in this school, they have obviously imported their school
list and you can see on top whether they're active, inactive
or archived.
So, and when students move up a grade,
SWIS automatically does that for you, which is really nice.
You've got a lot of questions about that.
And if students are, they've moved away
but you have a feeling they might be coming back,
that's when you wanna put them in archive status.
So you would go to, let's say Tim has moved
but we heard that maybe he's gonna come back
and live with his aunt.
We might wanna edit him and put him
into a inactive at the moment and it won't save.
But there you have it, it says it won't save it.
So that's your inactive and archive means
that they're likely not coming back.
So you can clean that up yourselves.
This roster has gotten all the data it needs
around race, ethnicity, English learner, disability.
So this team, this is all set to go.
Not much more to say about this. You can edit any student.
You can click on Rhonda, Abigail
and get a little information about her at a larger detail.
You can add a student comes in the middle
of the year, this is where you would add a student
and you provide all the information you can about
that student and save it and then
that person becomes part of the roster.
Same with staff and non-staff.
So you can see these are like folder tabs up here.
I love how you can do that.
You can go to staff, it's the same thing there.
Rosters already in there.
You can make changes to their status or you can add someone.
And there's non-staff, like ancillary staff
that may be consultants in the school
that come couple times a week.
So you can add them here and they have access
to entering referrals
or whatever access level you give them.
So that's kind of cool. That's person management.
And I mentioned data integrity, oh wait, I'll go back.
I mentioned data integrity, gonna change it.
You can go to your data integrity setting and just see
if there are any problems that SWIS notices
that you might wanna fix.
So it looks like this particular school doesn't
have any concerns in all of the areas up here.
Otherwise you would see the number of problems detected.
Oh, except for school enrollment.
I didn't see that one when I looked at this earlier.
Oh, school enrollment, there were several years
they did not add their enrollment data.
So you could either enter it back, enter it,
or just ignore it.
And then the only other data integrity issue here is
that it looks like maybe somebody entered
the same referral twice using a wrong referral ID.
So the idea is to take a look
and see what the issue might be
and then you might wanna delete one of them
because it's the same referral but somebody put
in the wrong number somehow.
So that's how you kind of clean up your data,
which is really nice to do like a two, three times a year,
make sure you really got the best data you can.
Okay, so that's data integrity. Back to tools.
Person import.
Oh this is where I was saying
like you can import your list in advance.
So if I can look up at these tabs up here
and I can say import student list
and it's gonna say you got a bunch of stuff to learn about
in order to do that, but it's right here.
SWIS suite import specification stuff, student data,
you click on that, it's gonna give you a whole manual.
Really easy to read but it's got some details there on how
to import your list and,
but once you import your list, you're pretty good to go.
So it's definitely worth it. Now how do I get outta that?
I don't know.
All right, so that's how student import will give you
the information you need to import
at the beginning of the year.
Back to tools.
You can get an end of year report, which is really neat.
It's like all the referrals that happened in that year.
But here we're just in the beginning of '23-24.
So you would look at '22-23, I hope you saw me do that.
And all these reports tell you about referrals
per a hundred per year.
The type of referral, what the highest behaviors were
and how many.
Referral by behavior, what percentage
of the total referrals they were.
That's all referrals.
And this is administrator major referrals.
And then staff manage referrals. I'm just scrolling down.
So you really get a good sense of wow location.
You always expect to see Cassandra, you'll probably talk
about this class is the highest number of referrals in class
'cause students spend more time in class.
So you wanna look at the next two by time something happens
at one o'clock, don't know what it is.
But by time and you scroll down you get a lot
of information.
This one's got suspension information so
that's might be useful to you.
What I like is, oh, it has the ethnicity groups,
the risk index is this one, this triangular data report.
'Cause you know theoretically, you know 85%
of the students will have maybe zero
to one interfering behaviors that are noted.
And then up to 15% of students might have a few more
and they need additional support.
And then about 5%
of students might need a little bit more and that.
So it's a good sense to get a look at your triangle.
And here it is in a graph form where you've got zero
to one, your percentage of students
that are zero to one, two to five and six plus.
That's kind of neat. So that's an end of year report.
Great for an administrator to use when providing a report
to school board or others.
I would definitely use it when the school year's over though
so that it's fully populated.
So that's the other thing that you'll see in tools.
Student dashboard. This is kind of neat.
So you can find out about a student this way
and it's pretty nifty.
So I'm gonna select the first student here, Rhonda.
And it's gonna tell me over the course
that she's been in school.
What she's had for referrals,
what her suspension expulsion was.
Looked like she was on Check In, Check Out,
but that's not a graph you're worrying about right now.
Some of the things are not populated,
but it can give you a snapshot of Rhonda
and her latest referrals would show up here.
So that's kind of nice.
The student dashboard and that you would find
that in tools as well.
Referral management, this would be
if you're using paperless referrals.
Oh, excuse me, no, anybody who has entered data might see
that there's some, you would go here
and you would say, oh there's some problems
with my referral.
So under referral management,
this student, the action taken wasn't filled out.
So you can edit it and add what the action was to it
and then the referral would be complete.
So that's a nice thing around referral management.
If I can get out of referral management.
You guys still here? Okay, good.
Again, cancel. Okay, cancel.
And then almost done with my part.
And then the next best, most wonderful thing
is user management.
This is the place
that shows you what all the different users are
in your SWIS account.
So you have different users
like schoolwide read only users.
You have SWIS admins, you have data entry people,
and you have some people that are referral entry only users.
So this allows you to invite them
to have a different level of access.
So if you want to, let's see, Amy Arnolds is a user and
if I want to make her a referral entry only,
which is the paperless referral, I can do that right here.
I could even make her a SWIS admin.
This, it's like only been a week that you
as a SWIS admin, only the SWIS admins can change the status
of the users and now you can change them all.
It used to be you could only add the referral entry,
only the paperless referral people,
but now you can change them and edit them
and delete them any way you want and this is how you do it.
So it looks like this school really only has one person
as a referral entry, only a paperless referral person.
So you may wanna be inviting others to play that role
as well, which keeps it, you know, quick and easy.
So that is a really good feature of the tools
and I think that's all I have to say about that.
[Cassandra] Awesome. Thank you so much, Sherry.
I am planning to keep my video off.
Unfortunately, I'm having a little bit of wifi issues.
I'm at UVM and I think all the students arrived
and they're all Googling and chatting online I think.
So bear with me.
I am certainly here and I am going to share my screen now
and walk you through some of the reports.
Sherry did a nice job of giving a little bit of a highlight,
so if I could just see a thumbs up that you're able
to see this screen here.
You should just see the launching pad for PBISApps.
Y'all see that? Awesome, thank you so much.
So before I get into the reports, I wanted
to bring your attention to amazing videos
that you have access to.
Sherry had mentioned this,
but just wanted to show this to all of you.
One, because unfortunately our guest, Caitlyn, is unable
to join us today and she was very excited
as we were very excited
to have her talk a little bit
about her lived experience using SWIS as well
as the the equity reports.
So in lieu of that, here are, if you go on the main page,
if you go to resources and you click on videos, you'll see
that SWIS PBISApps has done a host of very brief tutorials.
And so anything that we sort of glance
over cover today briefly, if you wanna dive in a little bit,
into a little bit more depth,
would certainly recommend these videos.
And so if you click SWIS, you'll see tons of SWIS videos.
You'll also see a bunch of series videos
around data integrity
that Sherry just discussed, the equity report in particular.
So oftentimes our first go,
if folks do need technical assistance is we bring them right
back here to the videos
because they're such a valuable resource.
And so wanted to point that out.
Should you have questions that come up
after today's webinar, you know exactly where
to look at those and find them.
So I'm gonna launch right into the demo again
and then we'll get started with the reports.
All right, so you've seen this before.
Thanks again Sherry, for going through all the nuts
and bolts because in order
to generate reports it's really important
to attend to the tools.
In particular, number of days as well
as demographic information for your students because
if you're not able to enter
that information, what you will see often when you look
at this dashboard, no data.
And so we wanna make sure we're really pre-populating,
do all that administrivia ahead of time
so we're able to get the data that we need.
Because why collect data if we're not looking
at it frequently and are able to share it with folks
in a really accessible way?
So, and that's exactly what SWIS does.
Again, we don't work for SWIS at all.
There's lots of other programs out there
that schools are using.
However, we have found SWIS to be the most user friendly
for schools in a really responsive way.
So if you're running to a meeting an IEP meeting,
you can pull the student individual student report.
If you're doing a staff meeting
and wanna get global information
around where some hot spots might be
for planning purposes, you're able to do that.
And so here are, when you click
on SWIS, you'll see the SWIS up here, you'll see lots
of reports.
And so what I wanna go through very briefly
is you'll see the course, there's seven core reports
that you'll get.
And so first one that I'll show all
of you is average referrals per day, per month.
Now this is the one that's very important for you to enter
in the actual student enrollment numbers
that Sherry was showing earlier, as well as the number
of school days per month.
If you happen to get this graph
and there's no data, then you're not gonna,
if there's no data, it's most likely
because you haven't pre-populated SWIS
in the tool section with that information.
So if you were to play around
with this, it would certainly recommend going
to the previous school year.
So we're gonna go
to the previous school year, we're gonna click generate.
And what you should see
at first glance is average referrals per day, per month.
Let me see if I can zoom out a little bit. There we go.
That might be a little bit better for you folks.
And so what you'll see is literally
how many referrals your school has had across the month.
One thing you'll note in this little section here where it's
options you can select to view all referrals.
You can also select majors only or minors.
So if we were to go to majors
and then actually the values on the graph.
And then one thing that's interesting
that SWIS will do is they've compiled all of the schools
that are using SWIS and has have generated
some national sort of trend lines and sort of averages.
And so what you'll do is if you wanted to click
that one again, you'll click it, nothing's changed yet.
You always have to go up here to click generate.
And what you'll see here is where your school is
at, sort of looking at other like schools
that are using SWIS.
So when you sign up for SWIS based
on your grade level, you're placed in a certain category.
And so really you, when you see this, you're being compared
to where you might fit compared to other schools nationally
around either the median score
in terms of number of referrals per month
and then 75th percentile and 25th percentile.
If you scroll down in any
of the core reports, you'll have two options here.
You'll be able to see it in graph form,
but if you like lists like I do
as well, you'll see it in data in a table.
And so you'll be able to see
across the years, the different months, the days,
how many days were there, how many counts you had,
and you're able to explore that way.
Another feature is if you go
to, you can print the data here, which I think is important.
So if you ever needed to print, there's a print button.
And so again, there's lots of different ways to play around
with the graphs as you continue to use it.
So there's also several ways to navigate SWIS
in terms of getting back to where you are.
So there's this little home button here,
you can maybe see my cursor circulating
around it, and then you'll be able
to see all of your graphs that you want.
Behavior is often a popular choice for us
to have team level conversations around
or school level conversations around.
Again, you can select your start date,
you can select your end date, you can select whether
it's majors or minors only.
So for the purpose of this, I'll just do majors
and then I always like to show your values on the graph.
You can also select
to show all the behaviors or just the ones
that actually have data associated with them.
So if I wanted to click all the graphs
or have all the data displayed
on this graph, all the behavior, excuse me, displayed
on this graph, I could click that.
And then what you'll see, this is about a month of data
and you'll be able to see, here we go.
So there's various, you know, data points you can see here
on the table as well.
So it looks like there's been, you know, abusive language,
inappropriate language eight.
To dive into it a little bit more,
there's several ways you can view this.
You can also look, there's always these little down arrows.
So if you click a down arrow,
I could change what I wanna see in this data table.
If I wanted to, I could sort
by ascending, right, alphabetical order or not.
So if I just wanted to look at just the behavior
in this column, I would just click this.
So behavior and frequency.
This is really I think more exciting when we get
to student data and I'll show you that graph in a second.
So if we go over here,
this is how you would look more globally at the students
in your system and what referrals and frequency
and how many students are engaged
in certain types of behavior.
Again, as you're looking for patterns of behavior.
So I'm going to, let's see if this'll work. Minimize that.
Okay, here we go.
So in the demo site, again
if you wanna play around, this is just one month
of data, I can certainly make it three months perhaps.
I don't know if the demo site will allow me to do that.
Again, looking at the outcome, let's do major referrals.
You can then select by how many referrals you're interested
in identifying for each student.
This comes in really handy if you are going
to a team meeting and you are really concerned
or having conversations around students
that might have received two
or more referrals within a month.
Perhaps you're noticing an uptick
in multiple students receiving multiple referrals.
Really cool ways that you can change and identify.
So minimum referrals or maximum referrals.
And then you'll be able to get different data graphs.
You can also and show values on the graph
by clicking these two buttons here.
So I'm gonna go ahead and do that.
And what I like about SWIS, it's got this friendly reminder
when we're talking about students
and their names, it gives us
that friendly, red confidential word.
Again, really thinking about students right to privacy
and making sure we are really being thoughtful about
who has access to this and how we're sharing this.
So what's really great is you can see the students' names
that are on the bottom of the graph.
You can also see that there's about five students
so far within this particular month
that have received two referrals.
Again, a starting point to have a larger conversation.
We always say that when we're looking at data
at any point we're not just making decisions based
on one data point, we're really triangulating the data,
but at least this data graph
by student will allow us, that will allow us
to see how our students are doing globally.
You can also, if you click down here, actually I'll do it
on the other one.
There's a way for you to do it by grade
as well, which is really helpful too.
So you can then break it out by grade.
So I'm gonna go back and Sherry or Anne feel free
to jump in as well if I'm missing anything.
I was just thinking it might be really cool to mention
that in October when you look at that graph
that we were just looking at.
[Cassandra] Let me pull it back up.
Yeah, the student. Yep.
So that's one.
I can't see what the half one and two, any students
that have two to five office discipline
or observation data forms by October research says
that unless we take a look and see
if they might need something, they're gonna have a lot more
by the end of the year.
So it's really good.
It's called the October catch
and it's a really good idea to have your team look
at how many students have more than two referrals
and maybe do some proactive planning early
before the continues the trajectory.
[Cassandra] Yeah, absolutely.
Good, good point. Sherry, thanks for bringing that up.
I believe if you go into, there's an
Teach by Design article about the October catch as well.
So if you just Google that, you'll be able
to see information that Sherry just referenced.
But absolutely the idea with SWIS and any
of our data systems, whether you're talking about academics,
is we certainly want to catch our kiddos early
and put in those really positive,
proactive preventative strategies earlier on.
And we know that when we're talking about literacy math
and we certainly know
that when we're talking about social, emotional
and behavioral learning and support.
So absolutely.
So going back to our other core reports, day a week, day
of the week is great as well.
Again, these are the big seven graphs,
so there's a lot more drill down that we can do,
but if you're looking for a quick snapshot
of something, I'll show you how to get
a little bit more detail when we go into the drill downs.
But again, if you're looking for days
of the week, you're wondering what's happening
on a Wednesday for most of our kiddos.
I don't know, is it an early release day?
Is this structure different?
So again, it really gives you
that nice sort of 36,000 foot view of how kiddos are doing
in your school by day of the week.
You can also look at by grade.
Again not necessarily drilling down
right now, however, I'll show you
in a second how SWIS will allow you to really dive in deep
in particular what's happening in sixth grade, right?
So again, we certainly recommend that you frequently look
at those big seven core graphs that SWIS will allow you
to generate as a launching point for a conversation so
that you can start problem solving
and then do a little bit more data diving into
to help you really understand what
that precise problem statement is.
Certainly with, if we were to look at this one, six screens
to be popping, but again, we don't have enough information
to make any plan as of yet regarding what's going on
in sixth grade, right?
Let me go into the drill down now 'cause I just launched
into that and then I'll go talk a little bit about
the additional reports.
So up here,
if you go back again, I just talked about the graphs
that are on the front page of your dashboard.
If you wanted to dive
down a little deeper, let's say though sixth grade,
what's going on in sixth grade, it allows you
to really select specific criteria and different variables
so you can really further investigate what you know
for your teaming and so you can start problem solving.
So for just for an example here again,
I'm gonna use last year's data
in the demo, they change the demo every now and then.
So bear with me if I do something
and nothing pops up, you might have to play around
with a little bit.
But let's say we were looking at last school year
and we were really looking at, let's say physical aggression
for an example.
You can either double click it
or you can drag it into the data set.
And again, we're really looking
at what we wanna include in this data set.
So last year, physical aggression really
if it's the primary in SWIS, those stars
that you notice when you do the referral
that Sherry had mentioned, that those stars,
if you hover over them, you'll see a little note
that says select primary behavior.
So again, we know that often when we're recording
and observing behavior, we know
that there's multiple behaviors
that can happen within one incident.
And so with SWIS, those stars really indicate
to please highlight the most,
you know, significant what's the primary behavior.
And again, that'll be up for you all to decide
and operationally define what that is.
But again, you can also add other behaviors as well.
But let's, for the purpose
of just this demonstration last school year,
physical aggression, primary behavior only.
And let's look at, let me do one more.
Let's look at, let's see, cafeteria.
Okay, so one of our big graphs mentions something
about possibly the cafeteria.
Again, I'm hoping this will generate something and it does.
So this is really, really cool.
So if you're a data junkie
like me, this is where I get really excited
because you have access to lots of different data here.
So again, what I've just done is looking specifically
at the cafeteria last year, I always like
to show values on the graph here.
So there were 20 incidents.
I did not necessarily specify
if you noticed whether if it was a major
or minor, I could certainly disaggregate the data by that.
But right now we're just looking
at any observed behavior last year in the cafeteria.
And what we're seeing is
we have 20 behavior observation data forms, right?
So I love this little summary over here,
if you can see me highlight that, you'll be able
to see how many referrals there were in that time period.
You can also see
at a quick glance how many students contributed
to those 20 referrals, right?
You can also see how many staff are reporting
or recording these observations, right?
So 16 staff are observing, 20 referrals, 13 of them
of those are from students.
So this is where I think it gets really exciting
for you to have a really deeper dive into the data.
So you're able to, yeah, Sherry, go for it.
No, it's just if you go up, you can also now look
at those behaviors that other criteria originally
and look across grade level.
You can change the graph type to be any of those
and see, oh wow, okay, a lot
of those were from eighth grade.
So you can drill down even further
with the use of, once you get your dataset,
your querying about look at it
across all the other categories, which is really cool.
[Cassandra] Yeah, that is really cool.
So this is really, again, we're looking at cafeteria, right?
But now you're saying cafeteria and what grade, right?
So you're taking 20 and then being able to see the grade.
Another way to do
that, again, there's multiple ways to do that.
You certainly can go here where the graph type is,
but you can also, if you go down here,
if I wanted to sort of do organize the grades, right?
I could sort ascending and I could then see two, you know,
we've got two forms for kindergarten, but guess what?
It's the same kiddo, right?
So again, you can really be creative
in how you interpret and view this data.
You can sort also by last name, you can sort
by staff member, right?
Again, we've already said the location and action taken
and what's really cool is you have access
to all checking off really what you wanna see in this table.
So if you really are just interested in looking at students
that are on let's say a 504, let's say I need the...
I don't really not care about the date right now.
I don't really care about the behavior, other action taken.
I've really minimized the pool that I'm looking at, right?
So it's a kind of a cool way to do this as well.
So it certainly doesn't look like there's many students.
Here we go has 504 grade, staff and the location,
so lots to play around with.
One thing, for those
of you who had mentioned data integration,
there's certainly SDEX as Sherry had mentioned earlier,
and there's a great video I imagine about it,
but you can also export the data into an Excel spreadsheet.
So if you're more handy and facile
at generating different graphs
or really wanna pull information, you have that option
as well under the export, okay?
So that certainly is drilled down
and again, I could spend probably two days really diving
into this.
I'm mindful of time and wanna get
to the other graphs as well.
So again, feel free to chat in the box
if I'm not seeing it right now.
But, if there's a question, don't hesitate to let me know.
Alright, so that's drill down.
And then wanna look very quickly
at the additional reports, Sherry, you can see all
of these, many of them
at the year end report, which is Sherry had recommended.
Definitely do that at the end of the year.
That's your more comprehensive information.
But let's say you're prepping for you're planning
for this coming year and you wanna look
at your average referrals
across the year, you're able to do that as well.
So I'm gonna grab a little bit further down
in terms of the year.
Let's say I wanna look at more than just two years.
I have this ability to really look
at what are our trends, average referrals per day, per month
across the years.
I found when I was working
in schools, this was certainly an opportunity
to not only problem solve, but to celebrate successes.
It's a wonderful thing to be able to see
that what you're implementing is really having some positive
outcomes for your kiddos and your staff.
And so if you're finding that there's been a decrease
in referrals in December or observation data
because you've implemented a really cool practice,
a universal practice for everyone,
or even a targeted intervention
for those students who may need a little bit more support,
this is a really great way to show
and celebrate that as well.
So again, you can think of it as both problem solving,
but you know, thinking about strengths,
where are your pockets of success?
Were referrals not happening?
That's a question I would always ask my team.
What's working well
in this location where we're not seeing high, high rates
of students engaging in not the best behavior, right?
So again, you've got several options here.
Location, multi-year behavior, multi-year.
You also have this one, this is your staff,
this is referrals by staff.
I always like to say when we get
to this one, certainly would not want to generate this
or display this in the first five minutes
of a staff meeting.
Again, there's a lot of assumptions that could be made
and it's information for you and your teams
to have a conversation about it.
You know, it could be perhaps that staff,
Seth Martin certainly has had
to create a few more behavior
or complete a few more behavior observation forms
than perhaps Jason.
So again, it might be looking, drilling down again
to see what's really going on.
This should never be used as an evaluative, it's more
of just a point in time and perhaps even an opportunity
to provide professional development to staff.
Maybe there's a misunderstanding around how
to actually use your behavior observation.
So again, really calibrating your staff on that.
I also wanna go into, we have a few more closing slides,
so I wanna go into the equity model.
When we start thinking about one your systems,
I just wanna mention
that when we think about the additional reports
and the other reports, it's really important for you
to put data conversations on your meeting agendas
and determine your frequency in when you're going
to start, you know, when you're going to review the data.
Six to every six to eight weeks is often something
that we hear schools are getting together
and really reviewing certainly more frequently as well.
I've, having been
in a school, I think this is really powerful
and again, we wanna catch kiddos doing the right thing,
and if they're not, we wanna get ahead of it
as quickly as possible.
So that'll also be something you
and your teams wanna consider is what is the frequency
in which you are reviewing your data?
And what graphs and what data reports you're reviewing?
So, so equity Sherry had mentioned this,
and again, there's a lot of videos on how to use this,
but certainly this is a new feature
and an incredibly important feature that SWIS has added,
as we know with disproportionality in referrals
and suspension and expulsion and restraint and seclusion.
It's all over the news and how are we getting ahead of that?
And how are we monitoring that in our own systems, right?
And so it's really important for us to attend to this.
And so SWIS has created these opportunities for you to look
at what's referred to as the risk index.
And so again, quickly, quick nuts
and bolts, you will not be able
to generate this data unless you enter
in your student's race ethnicity, okay?
You also wanna make sure you wanna look
at your IEP status, so make sure you have lists,
whoever's the data entry person,
if you have someone identified, it's really helpful for
to have that, to have accessible information right
at the ready so they could be timely
in putting certain demographic information in.
Okay, so I'm gonna go back a year again
for the demo, hopefully it'll show us a little bit more.
I'm just gonna do majors for the purpose of this one.
And what you'll see here is you'll get sort
of a description here, a real graph of what we're seeing
in terms of the risk index, right?
So if you scroll further down,
what you'll see is there's the ratio, right?
By race and ethnicity. Rates by group, okay?
So there's three.
What I find really helpful is after you look
at this graph, you'll see the data table.
And what it does is the risk ratio.
It really looks at the number of students
that are enrolled in your school
that are based on a certain race or ethnicity, right?
Then it compares that with the number
of students who have had majors, right?
And so it'll also, and how many
of those students have had majors
and it'll give you a percent of that population
and then it creates this level of risk index.
What I also find really helpful
with this is the interpretations.
So based on what you've entered into your system
and what we're seeing right now,
of the six students identified as African or American Indian
and Alaskan Native, 50% have at least one major referral.
So again, these are, again, it's again, starting points
to have conversations, but what we know is there's been
certain disproportionate reporting
for our black and brown kiddos.
And so it gives you this opportunity to really dive into
that, to have some conversations, right?
Sherry, is there anything else you'd like
to add regarding the equity reports?
No, not really.
I was so impressed by Caitlyn's presentation last time
and how useful these comparisons were
in terms of population size and proportion
of subpopulations having more referrals
and what they did about it
and how the process that she followed.
So maybe we could send them her contact information
if anybody has questions about using the equity reports,
I think she'd be a really good person to tap into.
[Cassandra] Yeah, absolutely.
I did send her an email seeing if it was okay for us
to give out her contact information.
I'm sure it would be fine.
However, another resource, she did attend
this webinar last year
and it's recorded, it's also on our website,
so you could actually go to that.
We can actually drop it into the chat in a minute.
I can do that for you or if Anne, if you get to that.
But you can certainly see her talk a little bit about
in the previously recorded webinar to get a sense
of how she uses this.
I think it's really important.
I love how, you know, you can also,
the various student groups IEP status, right?
There's lots of research right now.
Lots of talk about disproportionality
in students with disabilities.
You can also look at gender, you can also look
at English language learners.
So again, you have lots of really cool information.
Certainly look at the videos that are available
on SWIS PBISApps and we'll certainly link
that other video into it from last year.
Let's see, I think that's it.
I mean, I can certainly go into other things.
Sherry mentioned the triangle report.
I think that's really wonderful as well.
And finally the year end report,
but certainly lots of options for you
to see sort of the 36,000 foot view, schoolwide view.
Certainly opportunities for you
to really drill down into your data as well,
and really, really great opportunities
for you to use the data to problem solve.
All right, are there any questions while I'm here
before I stop sharing and we'll transition
to Sherry, did you wanna share your screen?
Oh, am I up?
[Cassandra] Well, any questions, friends out there?
(Sherry laughs)
And thanks Anne for posting that.
Okay, I'm not seeing any questions,
so again, this is a lot of information.
Certainly would be happy to shoot us an email,
let us know what questions crop up.
I find it's one of those things where you start using it
and then you are like, "Oh, how do I do that?"
So certainly we've all been there. Thank you, Sherry.
Yeah, I mean I think this is just a list of resources.
Looks like if you're interested
in Check In, Check Out, they have lots of resources here.
Cassandra showed you where to find them on the website.
So that's a lot here. And they do trainings too.
If Cassandra and Amy and I are considered SWIS facilitators
and so we support your schools in anything kind of in
between, you know, you figuring it out yourself
and PBISApps at the University of Oregon.
But you also have the capacity to become SWIS facilitators
for your districts, especially
if you're a district or SU person.
That's something that would allow your schools
to have a lot more directed support.
I think we talked about Teach by Design a bit.
Here's some activities coming up.
There's a process to follow for organizing your team to look
at the data and do some problem solving and action planning.
In fact, when Cassandra is going
through the drill down, it helps you look at your data
through the drill down process to really hone in
on the who, what, when, where, why.
So that you can build a plan
around who, what, when, where, why,
and what you want the outcome to be
for the solution finding.
But team initiated problem solving is one way
to go about that.
We don't have any training scheduled on that right now.
There are a few workshops coming up that you can see
on this slide here where we'll be talking
about team initiated problem solving
and just really great easy way to analyze data
and sort of demystify what you might need
to do to make a plan for change.
So those are the dates that you can see.
We have a professional development calendar
where these are listed as well.
So our advice or suggestion is to use the web,
the resources that we shared with you and you know,
if you're trying to find the answer
to question, don't spend more than 10, 15 minutes
before reaching out to one of us.
Could be Anne Dubie or me.
And we will try
to answer any concerns, questions you have within 48 hours.
I think we've been kind of true to that.
If you have like a question
that's really an emergency, you can go
to PBISApps yourself.
We serve as the go between,
but that would be also an option for you.
You can go to their support@pbisapps.org.
So that would be the process we recommend
for like, "Oh my God, how do I do this?
Where do I find this?" Is there anything else Cassandra?
[Cassandra] No, I think that's it.
I think there's lots, certainly lots of resources.
We'd be happy to answer any questions you folks have.
Just think it's a really great, great tool. (chuckles)
So yeah, if there aren't any questions,
we are certainly getting you out a little early,
which is maybe, (chuckles) you know,
which is always exciting.
Just appreciate you all joining.
Anne will be sending you a survey,
so please let us know how this went
for you this afternoon on a Monday.
And after you complete your survey you'll be prompted
to see your certificate of attendance.
So thanks again everyone for taking the time
and look forward to seeing you
at another event soon and we'll-
Yeah, we're happy to stay on a few minutes
for anybody wants to unmute and ask questions.
[Student] Thank you all.
Thank you for coming.
Okay.