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Hi everybody, welcome to this
webinar on Navigating SWIS.

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My name's Sherry Schoenberg and I'm here

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with Cassandra Townsend and Anne Dubie.

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And we are your facilitators/moderators

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for this two hour session today.

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Kind of hard to believe we're
doing this for two hours.

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We may end our early if we are able to.

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There's so much to cover in SWIS,

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but there's so much to try
to retain in one sitting

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that it may not really be
the best use of our time.

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But we really wanna show you
the depth and the breadth

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of what SWIS has to offer
and we'll go as long

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as makes sense for the group.

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Okay, so we are part of
the best PBIS state team

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and we offer webinars on a
calendar that I hope a lot

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of you have seen somehow you found

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out about this particular session.

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And this is kind of how we usually do it.

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We ask everybody to stay muted

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during the session.

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Especially, we're supposed

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to have 20 some odd people, but we'll see.

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And you can either show your video

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or hide it, whatever is
most comfortable for you.

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And we are recording this session so

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that later on, especially
during that weekend when you're

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so bored and have nothing else

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to do, you might wanna watch it again.

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But seriously we are recording
it and you have access

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to going back and hearing
some of the things

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that you wanna learn more about.

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But you know, like

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if you really have a question
you can raise your hand

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and we'll be glad to fit you and call you.

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This session has been for years presented

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by Amy Wheeler-Sutton who is busy.

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She just had a baby less than a week ago.

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So we are taking over and
doing the SWIS webinar.

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So here we go.

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There are materials on the
website and Anne is going

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to put the link to the materials
in the chat pod and they're

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on our website and I just wanna
let you know what they are.

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These slides that you're
seeing today will be,

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are posted on the webinar.

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The other really handy dandy
thing is a SWIS users manual

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that I find extremely
helpful as facilitator

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in providing TA to schools.

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I don't know, something I
just look up in the topic,

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in the table of contents.

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And it's just a really great
resource for answering most

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of the questions that you might have.

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There's also posted something called,

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the SWIS Drill Down worksheet.

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And it's a great way to do
problem solving with the data.

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And we're gonna talk about drill
down a bit in this session.

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And another very handy document,

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I don't even think it belongs

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to PBISApps is something called
the motivation guidelines.

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So when people enter reports of behaviors

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into SWIS, they're asked

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to enter what the possible motivation

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of the interfering behavior is.

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So this gives some really nice
guidelines that you could use

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with staff when they're
not sure what motivation is

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and then a little uncomfortable trying

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to guess these guidelines
would be really helpful.

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And you'll see that on our website.

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Another useful resource

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that we'll talk about a little bit more

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at the end is the actual
website, www.pbisapps.org.

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And there's a search function,
so if you wanna know how

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to import staff lists, you
put that in the function

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and all, everything they have
about it will come up for you.

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So it's a really great
resource for you to use.

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And as I said, we are
recording this session

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so you'll have access to it later.

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We're gonna talk about what SWIS is

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and probably a little
bit about what it isn't

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and how it connects with
database decision making

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around interfering behavior schoolwide.

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I think that's sort of the theme here.

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We're looking at the schoolwide
portion of the SWIS suite

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and then we'll do a demo that exists

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on the PBISApp's account with fake data

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to show you how to navigate the site.

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We're gonna talk about managing
the account and the reports

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and something relatively
new is the equity reports

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that you can get.

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We have a guest speaker coming from BRSU

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to talk about her experience looking

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at disproportionality and equity.

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So she'll be coming later.

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Caitlyn, I cannot pronounce her last name

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without feeling uncertain.

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And talk a little bit
about paperless referrals

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as we go along and end with
some resources and supports

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and any questions and answers you have.

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But please feel free to
type any questions you have

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into the chat box.

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We're pretty informal
here and we're gonna start

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with a little poll that
Annes gonna activate just

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to get a sense of what your
familiarity is with SWIS.

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Anne's gonna activate this poll

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and it'll help us sort of
hone in on what we need to.

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I haven't done a webinar in a long time,

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so I don't know if I'll see the poll.

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Will I see the poll?

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I just launched it.

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Oh, okay.

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Can everybody else see it?

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'Cause I haven't seen any responses.

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-I see responses.
-No.

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Yep. I see about 90% participation.

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Oh. I'm not getting that part-

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Which is wonderful.
Yeah, thank you so much.

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And we have some results,
a little split here.

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We've got about 36%

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of the folks are saying
they've used it occasionally.

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About 30% use it frequently.

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About 20% also have never used it before.

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Okay.

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So, we've got a nice
balance here of newbies

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and also some folks with
probably some more experience.

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So this will be a great opportunity for us

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as Sherry mentioned, to
collaborate and ask questions

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and learn from each other.

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Wonderful.

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Those of you who said that
you use it frequently,

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please feel free to add
correct and help us with this.

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Yes.

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As we are not in schools currently

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and we know a bit about the backend,

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but you may have some practical
things we're not aware of.

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So thank you. Thank you all
for participating in the poll.

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Okay.

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-So that's gone down now?
-Yes.

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The poll? Okay.

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So schoolwide information system,

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that would be one s at the end.

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Sometimes you see Swiss
as in Swiss cheese,

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but this is one S, SWIS and
it was actually designed

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in correlation with PBIS and
what's unique about it is

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that it's a schoolwide way
to look at what's happening

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around the school in different contexts so

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that you have accurate information,

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accurate data about interfering behavior

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that you can use for making decisions.

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So it's really very, very
functional, it's very efficient

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and that's what we're
gonna talk about today.

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And I just wanna emphasize it's more

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than just record keeping.

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You know, sometimes you'll
have to submit a report,

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but this is really recording that you use

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for decision making.

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So it's not like your
SLDS where you're needing

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to input data into the state
longitudinal data system.

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It's more about your team being able

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to functionally use it on a regular basis.

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So some of the big ideas
about using data in SWIS is

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that you're able to look
at the patterns of behavior

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across the school.

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There have been some
other web-based systems

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that have come up recently
and that are trying

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to getting really close to catching up

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to being able to do this.

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But it does more about
your schoolwide approach

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than it does around
the individual student.

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You can drill down

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and get information about
the individual student

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and what's happening with that
student, but you're also able

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to get things like
patterns of behavior across

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so many contexts like location,
grade level, time of day.

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And so you can see where
issues might be popping up

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and you wanna explore more with your data

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to do some problem solving
and decision making.

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So it's really wonderful for a schoolwide

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at the universal level in particular way

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to make some decisions.

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Also, it talks about why
problem behaviors continue.

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So as I said, perceived
motivation is asked

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of everyone who is entering a referral

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or an observation, behavior
observation data form

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is what Vermont calls it.

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There is a question for you

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to say what do you think the motivation

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of the behavior the
interfering behavior is?

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And it helps you hone in
on some of your proactive

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or more intense interventions
to support meeting

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that function while
demonstrating the expectations

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in the school.

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So the why, the function of
the behavior is pretty big

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in PBIS and in and it's used in SWIS

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to help with decisions.

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We also have the capacity in SWIS

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to look at disproportionality

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by race, ethnicity, gender, disability

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and other characteristics.

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And you can look at risk ratios
and we're excited to talk

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to you about the ethnicity,
race ethnicity reports today

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and how you can see the risk
ratios between certain people

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in different groups compared to others.

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So we'll get to that a little bit later.

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And that's a relatively
new feature in SWIS

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that we're just getting to
know a bit ourselves and

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so we're excited about our guest speaker

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to come who's been using that.

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The best thing about SWIS is
it really gives people the

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right information at the right time

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to make the most effective decisions.

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And so SWIS, the system, the
web-based system really pairs

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really well with database decision making.

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One thing to say or a few things

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to say about what SWIS is
not, it's not a replacement

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for your longitudinal data
system, which requires you

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to report on a lot of information
that is not part of SWIS.

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You may be able to export
some parts of that,

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but that's a little bit more involved

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then we'll probably
get to in this webinar.

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And it's designed to keep
the information about

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what's happening in
the school in one place

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so your behavior team can use it.

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And the other thing
that's not, that it's not

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on the slide is it's not an intervention.

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When people are using
SWIS, when they're entering

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a referral into the DWS SWIS,

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the DWS data system,
it's not an intervention.

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They're recording the information
so that the team can look

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at the data and make some
decisions about whether there's a

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problem, whether what to do
to be proactive in teaching

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and reinforce the alternative
behavior and what to do

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if the behavior persists?

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So from here on out we're gonna talk

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about entering referrals in SWIS

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as you're recording it,
you're not writing it up,

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you're writing it down
or you're entering it

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but you're not writing it up
and it's really the information

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that goes back to the team
where you make some decisions.

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So not an intervention, we're not writing

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up students, we're
writing down information.

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Ooh, that felt good to be able to say.

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As I said, SWIS is all about
database decision making

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and the value of the data.

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If you have really good
data, you're gonna be able

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to do some analysis that's
gonna help you come up

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with interventions and supports

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to be proactive before they get worse.

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So it's, again, the right information

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at the right time.

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So the big ideas are that
you go from, we're going

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from problem solution in the
old days where we would say,

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let's say the kids are
wild on the playground

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and the solution might've
been, okay, well maybe

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that means we need to shorten recess so

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that we don't have as much wild time.

255
00:13:24,390 --> 00:13:26,220
We don't know what that means, wild

256
00:13:26,220 --> 00:13:28,170
on the playground and
we don't know whether

257
00:13:28,170 --> 00:13:32,070
that intervention is gonna
decrease wild on the playground.

258
00:13:32,070 --> 00:13:35,810
So we're moving to this
place of saying, ah, some

259
00:13:35,810 --> 00:13:38,768
of the eighth grade students, a proportion

260
00:13:38,768 --> 00:13:43,140
of eighth grade students are being defiant

261
00:13:43,140 --> 00:13:44,700
on the playground.

262
00:13:44,700 --> 00:13:49,650
We believe the motivation
is for peer attention and

263
00:13:49,650 --> 00:13:51,630
that gives us a lot more information

264
00:13:51,630 --> 00:13:54,300
to do some problem
solving and maybe come up

265
00:13:54,300 --> 00:13:56,808
with something we wanna try maybe reteach.

266
00:13:56,808 --> 00:14:01,808
Maybe provide some real positive feedback

267
00:14:02,070 --> 00:14:03,366
for seeing the behavior

268
00:14:03,366 --> 00:14:06,720
that replaces the behaviors
you're concerned about

269
00:14:06,720 --> 00:14:09,090
and you make a plan and
you review that plan.

270
00:14:09,090 --> 00:14:10,890
So that's what this is all about instead

271
00:14:10,890 --> 00:14:15,210
of problem solution, sort of,
yep, this is what we gotta do,

272
00:14:15,210 --> 00:14:17,760
we gotta define the problem and we've got

273
00:14:17,760 --> 00:14:20,400
to understand it well
enough to gather in order

274
00:14:20,400 --> 00:14:25,140
to come up with the some
potential ideas for change.

275
00:14:25,140 --> 00:14:30,120
And that's pretty much
what this slide says.

276
00:14:30,120 --> 00:14:33,720
It's defining the problem is
gonna get you really close

277
00:14:33,720 --> 00:14:36,960
to understanding what might
work to make a difference.

278
00:14:36,960 --> 00:14:40,553
So with SWIS, you'll have the capacity

279
00:14:40,553 --> 00:14:45,000
to identify who is
demonstrating the behavior?

280
00:14:45,000 --> 00:14:47,430
What is the behavior?
Where's it happening?

281
00:14:47,430 --> 00:14:50,220
When's it happening? How often we see it?

282
00:14:50,220 --> 00:14:51,120
And the why?

283
00:14:51,120 --> 00:14:52,980
what do we think the
possible motivation is

284
00:14:52,980 --> 00:14:53,820
behind the behavior?

285
00:14:53,820 --> 00:14:55,440
And you can see that all in one place.

286
00:14:55,440 --> 00:14:58,560
So it allows you to pick the parts

287
00:14:58,560 --> 00:15:01,890
within your school, the
context within your school

288
00:15:01,890 --> 00:15:04,260
that you can make some
environmental changes around.

289
00:15:04,260 --> 00:15:05,733
And that's pretty exciting.

290
00:15:07,020 --> 00:15:09,660
And with this precise problem statement,

291
00:15:09,660 --> 00:15:11,730
with this precise who, what, when, where,

292
00:15:11,730 --> 00:15:16,730
how often you, your team has
an equal shared understanding

293
00:15:17,850 --> 00:15:19,350
of what the problem is.

294
00:15:19,350 --> 00:15:22,230
Because if we say wild, some
people might've said kids

295
00:15:22,230 --> 00:15:24,450
are wild on the playground,
that sounds like a blast.

296
00:15:24,450 --> 00:15:26,452
Wild is a very, you know,

297
00:15:26,452 --> 00:15:29,867
that could be really a very
positively understood term,

298
00:15:32,310 --> 00:15:36,090
but wild could also mean
physical aggression.

299
00:15:36,090 --> 00:15:38,490
It could mean defiance, et cetera.

300
00:15:38,490 --> 00:15:43,490
So really good to think
about how useful SWIS can be

301
00:15:44,610 --> 00:15:47,220
for database decision
making and defining problems

302
00:15:47,220 --> 00:15:49,470
and coming up with some solutions.

303
00:15:49,470 --> 00:15:54,470
This is just a photo of an image

304
00:15:54,990 --> 00:15:59,990
of the front page of the
pbisapps.org website.

305
00:16:00,600 --> 00:16:05,600
And if you're using SWIS
at all or if you're in PBIS

306
00:16:05,610 --> 00:16:09,390
in Vermont, you've likely
been to this website before

307
00:16:09,390 --> 00:16:10,223
and it contains the SWIS suites,

308
00:16:10,223 --> 00:16:15,161
which is SWIS Check In
Check Out and I-SWIS.

309
00:16:17,580 --> 00:16:20,490
We're gonna be just
talking about SWIS today.

310
00:16:20,490 --> 00:16:24,360
It also has a whole other
section of the website

311
00:16:24,360 --> 00:16:27,390
that is your assessments.

312
00:16:27,390 --> 00:16:32,390
You are able to take these
web-based fidelity assessments.

313
00:16:34,830 --> 00:16:37,590
You may have heard of the
tiered fidelity inventory

314
00:16:37,590 --> 00:16:39,630
or the school climate survey.

315
00:16:39,630 --> 00:16:40,680
And again, this is something

316
00:16:40,680 --> 00:16:44,160
that your team will be
administering, collecting

317
00:16:44,160 --> 00:16:47,190
that data on and comparing
your fidelity assessments

318
00:16:47,190 --> 00:16:49,380
with your SWIS data as well.

319
00:16:49,380 --> 00:16:50,400
And seeing, okay,

320
00:16:50,400 --> 00:16:53,480
if Fidelity is high, our
student outcomes should be high.

321
00:16:53,480 --> 00:16:54,870
If our fidelity is high

322
00:16:54,870 --> 00:16:58,890
and our student outcomes are
not, what is going on here?

323
00:16:58,890 --> 00:17:00,060
Let's see if we can make a difference.

324
00:17:00,060 --> 00:17:03,270
So anyway, this website's great
and maybe we'll get a chance

325
00:17:03,270 --> 00:17:05,820
to talk about it a little bit later,

326
00:17:05,820 --> 00:17:08,040
but I don't wanna forget to mention

327
00:17:08,040 --> 00:17:09,870
that once a month there's an article

328
00:17:09,870 --> 00:17:12,060
that comes out called Teach by Design

329
00:17:12,060 --> 00:17:14,520
and it's just like, it's really succinct.

330
00:17:14,520 --> 00:17:16,170
I mean I even like to
read and I don't like

331
00:17:16,170 --> 00:17:17,250
to read that much.

332
00:17:17,250 --> 00:17:21,210
It's really, it's got
some very useful ideas

333
00:17:21,210 --> 00:17:23,070
and strategies and they're short

334
00:17:23,070 --> 00:17:23,903
and they've got memes, they're very good.

335
00:17:23,903 --> 00:17:28,847
Teach by Design articles and
also, again, lots of resources

336
00:17:30,000 --> 00:17:34,620
for you to query about
to help you do this work

337
00:17:34,620 --> 00:17:36,750
of database decision making.

338
00:17:36,750 --> 00:17:41,750
And so from now, pretty much until the end

339
00:17:42,930 --> 00:17:47,190
of this session, we're going to be going

340
00:17:47,190 --> 00:17:49,953
through the demo site at PBISApps.

341
00:17:51,600 --> 00:17:53,220
In fact, I'm probably gonna show it

342
00:17:53,220 --> 00:17:55,230
to you where you can find it yourself

343
00:17:55,230 --> 00:17:56,880
and you might wanna follow along.

344
00:17:57,750 --> 00:18:02,160
But I'm gonna talk with you
about your account settings,

345
00:18:02,160 --> 00:18:03,887
your school settings, some

346
00:18:03,887 --> 00:18:08,100
of the core settings, the
applications, the IEP information

347
00:18:08,100 --> 00:18:11,940
and custom fields, user
management and person management

348
00:18:11,940 --> 00:18:15,330
and how to update and
modify and delete staff

349
00:18:15,330 --> 00:18:17,910
and student records.

350
00:18:17,910 --> 00:18:19,980
So that's like a whole section on,

351
00:18:19,980 --> 00:18:21,600
it's that called the back end.

352
00:18:21,600 --> 00:18:24,450
So the front end is what
you see the back end so

353
00:18:24,450 --> 00:18:26,400
that your front end
works more effectively.

354
00:18:26,400 --> 00:18:28,530
That's gonna be my role.

355
00:18:28,530 --> 00:18:33,270
And then Cassandra is going to be sharing

356
00:18:33,270 --> 00:18:38,130
with you all the reports
that you can see in SWIS.

357
00:18:38,130 --> 00:18:41,880
Talk specifically about
the equity reports where

358
00:18:41,880 --> 00:18:43,680
Caitlyn will also be joining us

359
00:18:43,680 --> 00:18:45,480
and letting us know her experience

360
00:18:45,480 --> 00:18:50,070
with using the equity
data for her schools.

361
00:18:50,070 --> 00:18:52,560
Other reports, there's a drill down, how

362
00:18:52,560 --> 00:18:55,560
to get sort of deeper into
understanding the data

363
00:18:55,560 --> 00:18:59,130
into a more accurate and
precise problem statement.

364
00:18:59,130 --> 00:19:02,670
And I think I'm gonna be
talking about data integrity

365
00:19:02,670 --> 00:19:04,620
so we'll probably that'll be closer

366
00:19:04,620 --> 00:19:08,970
to the front of this part of the agenda.

367
00:19:08,970 --> 00:19:10,443
Any questions so far?

368
00:19:13,740 --> 00:19:14,940
[Anne] There was a question

369
00:19:14,940 --> 00:19:17,730
in the chat about where do you access,

370
00:19:17,730 --> 00:19:19,230
the Teach by Design articles?

371
00:19:19,230 --> 00:19:21,810
-So I included a link as well.
-Great.

372
00:19:21,810 --> 00:19:24,360
[Anne] You can also see archived articles

373
00:19:24,360 --> 00:19:26,520
as well as new articles and

374
00:19:26,520 --> 00:19:28,740
oftentimes the articles are sometimes

375
00:19:28,740 --> 00:19:32,613
on a banner at the front end
of the pbisapps.org website.

376
00:19:33,750 --> 00:19:35,280
Great resource.

377
00:19:35,280 --> 00:19:38,100
Yeah, and they have podcasts too,

378
00:19:38,100 --> 00:19:40,320
like monthly podcasts and I haven't gotten

379
00:19:40,320 --> 00:19:41,220
to the last one yet,

380
00:19:41,220 --> 00:19:43,800
but it's sort of like dispelling some

381
00:19:43,800 --> 00:19:45,270
of the myths about PBIS.

382
00:19:45,270 --> 00:19:46,103
So if you're looking

383
00:19:46,103 --> 00:19:49,620
for some new hot content, I'm
certainly gonna be looking

384
00:19:49,620 --> 00:19:50,613
at it myself.

385
00:19:51,720 --> 00:19:55,115
Okay, so now we're gonna
leave this PowerPoint

386
00:19:55,115 --> 00:19:58,320
and go to the demo site.

387
00:19:58,320 --> 00:19:59,970
I actually wanna show
you how to get there.

388
00:19:59,970 --> 00:20:04,860
I hope we are not gonna have too much

389
00:20:04,860 --> 00:20:08,520
of a slow situation here.

390
00:20:08,520 --> 00:20:09,933
Let me just go home.

391
00:20:12,180 --> 00:20:15,780
Okay, so there's the face of the website

392
00:20:15,780 --> 00:20:20,780
and whatever you have access
to, you will be logging in.

393
00:20:20,820 --> 00:20:25,820
Let me log in and you'll
see what you have access to.

394
00:20:27,180 --> 00:20:28,620
And I don't know what to call this.

395
00:20:28,620 --> 00:20:30,810
The circle with the squares in it.

396
00:20:30,810 --> 00:20:35,810
If you're a user in any of
these areas, it will show

397
00:20:36,540 --> 00:20:40,800
in your dropdown menu, so
likely you're a SWIS user.

398
00:20:40,800 --> 00:20:44,130
So you'll see SWIS suite
and it's quite possible you

399
00:20:44,130 --> 00:20:49,130
also have access to the
assessments part of the website.

400
00:20:49,410 --> 00:20:54,000
And these others, you
would probably not see,

401
00:20:54,000 --> 00:20:56,511
but this is me and I see that stuff.

402
00:20:56,511 --> 00:20:58,670
So I just wanted to show you that.

403
00:20:58,670 --> 00:21:01,350
Is there anything else on this front page

404
00:21:01,350 --> 00:21:05,970
that's worth looking at
before I switch to demos?

405
00:21:05,970 --> 00:21:08,580
As I said, there's
resources, there's trainings

406
00:21:08,580 --> 00:21:11,770
that they have, products that they share

407
00:21:13,080 --> 00:21:14,910
and maybe we'll have a
little time at the end

408
00:21:14,910 --> 00:21:16,950
to do a little exploration.

409
00:21:16,950 --> 00:21:20,460
But, if you wanna go to the
demos yourself, you could go

410
00:21:20,460 --> 00:21:22,500
and you don't have to
log in with a username

411
00:21:22,500 --> 00:21:26,120
and password, you can go to
pbisapps.org and you'll see up

412
00:21:26,120 --> 00:21:28,660
in the right hand corner
where it says demos

413
00:21:29,880 --> 00:21:32,460
and you go to demos.

414
00:21:32,460 --> 00:21:36,000
And this training is about SWIS suite.

415
00:21:36,000 --> 00:21:39,426
There's an early childhood
section, PBIS demo,

416
00:21:39,426 --> 00:21:42,570
assessment demo on PBIS eval. demo.

417
00:21:42,570 --> 00:21:44,160
But we're going to SWIS suite

418
00:21:44,160 --> 00:21:47,910
and this is gonna be populated
with all kinds of data

419
00:21:47,910 --> 00:21:52,910
and I'm gonna share (chuckles)
with you as many of the parts

420
00:21:53,100 --> 00:21:58,100
and pieces of information
that I can and with my hope is

421
00:21:59,202 --> 00:22:03,000
that some of these things
will, you might not know it

422
00:22:03,000 --> 00:22:04,950
to fluency, but you'll be familiar and

423
00:22:04,950 --> 00:22:06,570
like, oh, I know where I might be able

424
00:22:06,570 --> 00:22:07,950
to find what I'm looking for.

425
00:22:07,950 --> 00:22:11,460
That would be my hope for
the end of this session.

426
00:22:11,460 --> 00:22:13,410
So I'm gonna talk about tools.

427
00:22:13,410 --> 00:22:14,550
Oh, all right, so when you get

428
00:22:14,550 --> 00:22:19,500
onto your front page of
SWIS, it looks like this.

429
00:22:19,500 --> 00:22:24,500
You'll see this, the SWIS
dashboard which has these tabs

430
00:22:26,790 --> 00:22:31,050
right on top here, SWIS Check
In, Check Out and I-SWIS.

431
00:22:31,050 --> 00:22:34,770
If your school has and
you're a user in any

432
00:22:34,770 --> 00:22:37,800
of these other tabs,
you'll see them come up.

433
00:22:37,800 --> 00:22:40,500
So this school has Check In, Check Out

434
00:22:40,500 --> 00:22:43,590
and it has I-SWIS 'cause
it's the demo site.

435
00:22:43,590 --> 00:22:46,260
But if your school doesn't,
you'll try to click on a tab

436
00:22:46,260 --> 00:22:48,033
and that will be blank.

437
00:22:48,990 --> 00:22:51,930
And then you have these little squares

438
00:22:51,930 --> 00:22:56,550
that you'll be using quite
often in your work with SWIS

439
00:22:56,550 --> 00:23:00,540
and we're gonna go over them in a moment.

440
00:23:00,540 --> 00:23:04,080
I'm gonna spend most of our
time in the tools section

441
00:23:04,080 --> 00:23:07,080
'cause it's really kind
of like about setup.

442
00:23:07,080 --> 00:23:09,930
And then below that you have a snapshot

443
00:23:09,930 --> 00:23:13,620
of what we call the big seven reports.

444
00:23:13,620 --> 00:23:17,160
So you have referrals by month,
by time, by location, days

445
00:23:17,160 --> 00:23:20,040
of week referrals by behavior, grade

446
00:23:20,040 --> 00:23:22,053
and referrals by student.

447
00:23:23,100 --> 00:23:28,100
Over to the right, you have a snapshot

448
00:23:28,200 --> 00:23:33,200
of the most recent referrals.

449
00:23:33,420 --> 00:23:36,720
So you can click one on and
you get the detail about

450
00:23:36,720 --> 00:23:38,880
that referral, which is
kind of a nice feature.

451
00:23:38,880 --> 00:23:40,830
You get a sense of that .

452
00:23:40,830 --> 00:23:45,830
If you put in your settings
to have the student's name in

453
00:23:47,850 --> 00:23:52,020
that little latest referrals
box, you can see that.

454
00:23:52,020 --> 00:23:55,470
So this school chose not to
show the student's name on the

455
00:23:55,470 --> 00:23:59,280
front page of their, on
their dashboard there.

456
00:23:59,280 --> 00:24:03,570
So this little notice says

457
00:24:03,570 --> 00:24:08,040
that you have some referrals
requiring your attention,

458
00:24:08,040 --> 00:24:12,953
which means that you've
likely had a people entering

459
00:24:13,950 --> 00:24:18,000
referrals with paperless
referrals and sent

460
00:24:18,000 --> 00:24:21,630
to a default reviewer who
needs to look at them.

461
00:24:21,630 --> 00:24:24,300
But that's a nice notice to get

462
00:24:24,300 --> 00:24:26,460
that they're calling your
attention when you see

463
00:24:26,460 --> 00:24:29,760
the yellow box there, they're
calling your attention

464
00:24:29,760 --> 00:24:32,440
to something and these
yellow boxes come up

465
00:24:33,630 --> 00:24:36,270
around other things as well
that I will share with you.

466
00:24:36,270 --> 00:24:38,790
So that's your front page,
that's your dashboard.

467
00:24:38,790 --> 00:24:40,860
There's quite a lot there.

468
00:24:40,860 --> 00:24:43,323
So now we're gonna go, any questions?

469
00:24:47,010 --> 00:24:50,763
Okay, let me know 'cause
I can't see the chat box.

470
00:24:52,170 --> 00:24:55,020
Now we're gonna go into tools
and I'm just gonna run you

471
00:24:55,020 --> 00:25:00,020
through a number of these
settings and Dutch and such.

472
00:25:01,770 --> 00:25:05,160
So again this is dummy
data so we won't be able

473
00:25:05,160 --> 00:25:08,430
to save anything or see the result of it.

474
00:25:08,430 --> 00:25:10,410
But here this is your account setting

475
00:25:10,410 --> 00:25:13,800
and it's really personal to you as a user.

476
00:25:13,800 --> 00:25:16,020
It's how you want to see things

477
00:25:16,020 --> 00:25:18,420
in SWIS when you open them up.

478
00:25:18,420 --> 00:25:21,280
It's not necessarily
connected to your school

479
00:25:22,252 --> 00:25:24,930
and it just has your
name and your password

480
00:25:24,930 --> 00:25:26,670
and all that stuff that you'll see.

481
00:25:26,670 --> 00:25:29,460
It'll come up for you
if you've become a user

482
00:25:29,460 --> 00:25:33,330
through a license agreement
and it tells you what level

483
00:25:33,330 --> 00:25:35,220
of access you have.

484
00:25:35,220 --> 00:25:36,600
But if you're wondering whether

485
00:25:36,600 --> 00:25:38,490
you might want a different level

486
00:25:38,490 --> 00:25:40,410
of access, I just found this out,

487
00:25:40,410 --> 00:25:42,600
you can actually press
more information here

488
00:25:42,600 --> 00:25:43,833
and you should see this.

489
00:25:44,960 --> 00:25:49,080
This shows you the different
levels of access you can have

490
00:25:49,080 --> 00:25:53,700
in SWIS and sort of
what you have access to.

491
00:25:53,700 --> 00:25:57,630
So if you're ever wondering
whether you've got the

492
00:25:57,630 --> 00:26:00,270
right level of access,
you could actually click

493
00:26:00,270 --> 00:26:01,920
that on, which I just found

494
00:26:01,920 --> 00:26:03,540
out about I think is pretty cool.

495
00:26:03,540 --> 00:26:06,180
So there's not much to
know about in profiles.

496
00:26:06,180 --> 00:26:10,080
In fact this whole account
settings, there's really not much

497
00:26:10,080 --> 00:26:11,730
for you to worry about or think about.

498
00:26:11,730 --> 00:26:14,040
I want you to know it's there

499
00:26:14,040 --> 00:26:15,450
because there are some times

500
00:26:15,450 --> 00:26:16,980
when you might need to access it.

501
00:26:16,980 --> 00:26:19,410
So it's not like a good time for a nap,

502
00:26:19,410 --> 00:26:24,379
but it's okay if you know
it's okay. (chuckles)

503
00:26:24,379 --> 00:26:25,253
Whatever you need to do.

504
00:26:27,300 --> 00:26:31,320
This particular notifications
thing will let you know

505
00:26:31,320 --> 00:26:34,794
if there are some referrals
that need your attention.

506
00:26:34,794 --> 00:26:37,890
And that was that yellow
box I was showing you.

507
00:26:37,890 --> 00:26:39,060
You see the user demo,

508
00:26:39,060 --> 00:26:41,340
you have five referrals
requiring your attention.

509
00:26:41,340 --> 00:26:43,140
If you don't wanna
know, you can check, no,

510
00:26:43,140 --> 00:26:46,110
I don't want notifications,
I can find that myself.

511
00:26:46,110 --> 00:26:48,300
So you can change that to no.

512
00:26:48,300 --> 00:26:51,720
And every time you're in
one of these settings pages,

513
00:26:51,720 --> 00:26:56,720
that little blue circle with
the pencil allows you to change

514
00:26:59,730 --> 00:27:02,730
from, yeah, I want
notifications or I don't

515
00:27:02,730 --> 00:27:05,700
or whatever that section might was saying.

516
00:27:05,700 --> 00:27:07,080
I can't change it to no

517
00:27:07,080 --> 00:27:10,410
because it won't save that
data, this is dummy data.

518
00:27:10,410 --> 00:27:14,340
Okay, so that's your account
notifications on your profile.

519
00:27:14,340 --> 00:27:17,163
And here's some general
information if you want it

520
00:27:17,163 --> 00:27:19,470
in a different language
you can let them know.

521
00:27:19,470 --> 00:27:22,170
I'd rather have it in
a different language.

522
00:27:22,170 --> 00:27:24,690
This one just has English.

523
00:27:24,690 --> 00:27:27,780
If you wanna go this, this
starts out, these are defaults,

524
00:27:27,780 --> 00:27:30,423
it defaults to the last name first.

525
00:27:31,950 --> 00:27:34,200
So if you wanted the first
name first, you can switch

526
00:27:34,200 --> 00:27:35,583
that out for yourself.

527
00:27:36,720 --> 00:27:38,433
You see do that.

528
00:27:39,330 --> 00:27:40,470
And this is about

529
00:27:40,470 --> 00:27:43,470
like different sizes you
might wanna print graphs at.

530
00:27:43,470 --> 00:27:44,970
So you can always do that.

531
00:27:44,970 --> 00:27:47,550
You can change this too when you're

532
00:27:47,550 --> 00:27:49,620
in the middle of doing something in SWIS.

533
00:27:49,620 --> 00:27:51,180
These are just the default settings.

534
00:27:51,180 --> 00:27:53,310
So as I said, they're not essential.

535
00:27:53,310 --> 00:27:55,860
And my recommendation
if you're new to SWIS is

536
00:27:55,860 --> 00:27:59,610
like maybe just leave your
default where they are for now

537
00:27:59,610 --> 00:28:03,120
and then if you like it
a different style later

538
00:28:03,120 --> 00:28:05,640
then you'll know where to go.

539
00:28:05,640 --> 00:28:09,360
So this is account settings,
not school settings.

540
00:28:09,360 --> 00:28:12,720
Again, the way you see the referrals

541
00:28:12,720 --> 00:28:15,540
in order is you have some choices there.

542
00:28:15,540 --> 00:28:19,083
You can see it alphabetically
or the order that SWIS uses.

543
00:28:20,490 --> 00:28:22,620
You can show student names on

544
00:28:22,620 --> 00:28:24,870
that dashboard, which is right here.

545
00:28:24,870 --> 00:28:27,540
That dashboard that I was showing you,

546
00:28:27,540 --> 00:28:28,707
the student names can show up

547
00:28:28,707 --> 00:28:31,290
and this is where you would
be able to say yes, I would

548
00:28:31,290 --> 00:28:33,240
like the student names to show up

549
00:28:33,240 --> 00:28:36,300
on the SWIS dashboard
when I open the page.

550
00:28:36,300 --> 00:28:38,010
Sometimes when you're in a public setting,

551
00:28:38,010 --> 00:28:40,530
you might not want the
student names to show up,

552
00:28:40,530 --> 00:28:43,560
like if you're flashing SWIS on a screen

553
00:28:43,560 --> 00:28:45,090
because that's the opening page.

554
00:28:45,090 --> 00:28:48,030
So that's definitely
gonna take some thoughts.

555
00:28:48,030 --> 00:28:50,310
This would be for you, for your part

556
00:28:50,310 --> 00:28:52,053
of the account, you can see them.

557
00:28:53,280 --> 00:28:54,840
But if you're the one flashing it up,

558
00:28:54,840 --> 00:28:57,243
then you don't wanna be
able to see it, perhaps.

559
00:28:59,010 --> 00:29:01,830
This defaults to major behaviors

560
00:29:01,830 --> 00:29:06,150
but you can change it to
staff managed behaviors.

561
00:29:06,150 --> 00:29:07,380
You have the capacity to look

562
00:29:07,380 --> 00:29:09,930
at all behaviors when
you're looking at reports,

563
00:29:09,930 --> 00:29:12,090
but this is just the default.

564
00:29:12,090 --> 00:29:14,700
And then how you sort behaviors

565
00:29:14,700 --> 00:29:19,192
and select them, those are
just other ways to be able

566
00:29:19,192 --> 00:29:24,192
to look at your data
from your user status.

567
00:29:26,130 --> 00:29:28,110
Okay, so that's it for account settings.

568
00:29:28,110 --> 00:29:31,863
It's not that exciting but
it's important to know.

569
00:29:33,272 --> 00:29:36,180
Okay, now we're getting
into school settings

570
00:29:36,180 --> 00:29:38,460
and there's a lot here.

571
00:29:38,460 --> 00:29:42,090
Some of it more important to
pay attention to than others.

572
00:29:42,090 --> 00:29:43,390
It's all important though.

573
00:29:44,490 --> 00:29:49,490
In your school profile you'll
have your district name,

574
00:29:49,770 --> 00:29:52,650
your district, your school
name, mailing address.

575
00:29:52,650 --> 00:29:54,600
Several schools in the
last year actually had

576
00:29:54,600 --> 00:29:56,610
to change their addresses
or they separated

577
00:29:56,610 --> 00:29:57,900
from their districts and we had

578
00:29:57,900 --> 00:30:02,900
to help them know to go to
make some of these changes.

579
00:30:03,300 --> 00:30:07,500
Also, I'll just click
on one mailing address.

580
00:30:07,500 --> 00:30:10,140
It allows you to change
your mailing address

581
00:30:10,140 --> 00:30:11,703
if it's a different location.

582
00:30:13,650 --> 00:30:17,430
Grade range, so maybe
you were a pre-K to eight

583
00:30:17,430 --> 00:30:19,193
and now you're a pre-K to six.

584
00:30:19,193 --> 00:30:22,080
This is where you would change
this in school settings.

585
00:30:22,080 --> 00:30:24,870
And let me say a little bit
more about school settings.

586
00:30:24,870 --> 00:30:29,430
The first tab under tools I
showed you was account settings.

587
00:30:29,430 --> 00:30:30,300
And that's for you.

588
00:30:30,300 --> 00:30:33,450
School settings requires
your team to have some level

589
00:30:33,450 --> 00:30:35,580
of agreement about what you want

590
00:30:35,580 --> 00:30:39,090
in the whole school setting situation.

591
00:30:39,090 --> 00:30:42,780
But you do wanna have an
accurate grade level there.

592
00:30:42,780 --> 00:30:46,800
So if there have been some
changes to your grades

593
00:30:46,800 --> 00:30:48,900
in your school, this is where you would go

594
00:30:48,900 --> 00:30:50,730
under school profile information

595
00:30:50,730 --> 00:30:52,280
and you would make that change.

596
00:30:53,160 --> 00:30:57,150
Phone number, fax number,
contact information.

597
00:30:57,150 --> 00:30:58,470
Who's your administrator?

598
00:30:58,470 --> 00:31:00,780
We have a lot of different
administrators this year.

599
00:31:00,780 --> 00:31:03,630
This gives you a chance to change that.

600
00:31:03,630 --> 00:31:06,450
Right now, if you wanna
change your administrator

601
00:31:06,450 --> 00:31:08,880
but she wasn't at he or she was not added

602
00:31:08,880 --> 00:31:10,980
as a staff person yet.

603
00:31:10,980 --> 00:31:13,590
You might have to take the extra step

604
00:31:13,590 --> 00:31:17,130
of adding your new administrator into this

605
00:31:17,130 --> 00:31:21,300
before you can have that
person added as the contact.

606
00:31:21,300 --> 00:31:24,780
It's pretty intuitive as you get into it.

607
00:31:24,780 --> 00:31:27,750
The billing contact
person, same thing, have

608
00:31:27,750 --> 00:31:30,330
to add that person.

609
00:31:30,330 --> 00:31:31,830
And it doesn't necessarily have

610
00:31:31,830 --> 00:31:33,540
to be identified as a school person.

611
00:31:33,540 --> 00:31:36,773
You could have a dropdown
for non step person,

612
00:31:36,773 --> 00:31:41,773
but that's a very important
person to have listed correctly

613
00:31:45,420 --> 00:31:47,670
because I'll tell you now, invoices

614
00:31:47,670 --> 00:31:50,010
to the University of Oregon,
we have nothing to do

615
00:31:50,010 --> 00:31:51,540
with invoices and we're not trying

616
00:31:51,540 --> 00:31:54,330
to sell SWIS or anything,
we're just facilitators

617
00:31:54,330 --> 00:31:55,623
for the state.

618
00:31:56,550 --> 00:31:58,650
They invoices come out October 1st.

619
00:31:58,650 --> 00:32:01,560
So they may go to someone who
worked there three years ago

620
00:32:01,560 --> 00:32:04,260
because we haven't changed
the billing contact and all

621
00:32:04,260 --> 00:32:06,990
of a sudden you lose your
access to your SWIS account.

622
00:32:06,990 --> 00:32:08,430
So we don't want that.

623
00:32:08,430 --> 00:32:12,210
If you are a SWIS admin
user, these are places to go

624
00:32:12,210 --> 00:32:16,800
to make sure that they're up
to date and accurate as well

625
00:32:16,800 --> 00:32:19,140
as the paying institution.

626
00:32:19,140 --> 00:32:22,230
But you would have to contact PBISApps

627
00:32:22,230 --> 00:32:24,210
to say it's this person now,

628
00:32:24,210 --> 00:32:28,710
but it's a different district
office that's paying.

629
00:32:28,710 --> 00:32:32,220
So yeah, you just do this

630
00:32:32,220 --> 00:32:34,740
and you give them the
information, you send the request

631
00:32:34,740 --> 00:32:38,130
and they get back to you within 48 hours.

632
00:32:38,130 --> 00:32:42,295
So that's the contact information
within school settings.

633
00:32:42,295 --> 00:32:47,010
Now this next part, core data
that gets pretty exciting.

634
00:32:47,010 --> 00:32:50,070
So here is where you want

635
00:32:50,070 --> 00:32:52,680
to enter, how many school days you have

636
00:32:52,680 --> 00:32:55,740
in the year broken down by month.

637
00:32:55,740 --> 00:32:58,350
When you enter it in events

638
00:32:58,350 --> 00:33:01,140
of the year, you're gonna
be able to access reports

639
00:33:01,140 --> 00:33:03,990
like average referrals per day, per month.

640
00:33:03,990 --> 00:33:08,465
And so you want this, otherwise
you miss some really data

641
00:33:08,465 --> 00:33:10,830
that could be really useful to you.

642
00:33:10,830 --> 00:33:15,450
So I'm just gonna click on '23-24 and

643
00:33:15,450 --> 00:33:19,320
as you can see, you look
at your school calendar

644
00:33:19,320 --> 00:33:23,430
and you can add the number of school days

645
00:33:23,430 --> 00:33:26,190
in session for each month.

646
00:33:26,190 --> 00:33:28,496
Well so this school has 179 days

647
00:33:28,496 --> 00:33:31,230
but who knows what happened?

648
00:33:31,230 --> 00:33:33,570
We know a lot of things
can happen where school

649
00:33:33,570 --> 00:33:35,640
is not happening and not in session

650
00:33:35,640 --> 00:33:39,930
in Vermont, let's just
be mild and say it's snow

651
00:33:39,930 --> 00:33:42,810
and you have a snow day
or something like that.

652
00:33:42,810 --> 00:33:46,110
I would say once you set your school days,

653
00:33:46,110 --> 00:33:51,110
unless it's gonna be like more
than five, 6% of difference

654
00:33:51,660 --> 00:33:55,200
that you're still getting
some pretty accurate data.

655
00:33:55,200 --> 00:33:57,510
But you could go back and change your days

656
00:33:57,510 --> 00:33:59,700
to be most accurate.

657
00:33:59,700 --> 00:34:02,490
But start out with what the planned number

658
00:34:02,490 --> 00:34:04,593
of school days are for each month.

659
00:34:05,550 --> 00:34:06,483
That make sense?

660
00:34:07,470 --> 00:34:09,330
And then you always press
save once you do that.

661
00:34:09,330 --> 00:34:12,030
But it's not gonna do that
because this is a demo account

662
00:34:12,030 --> 00:34:13,470
and won't save anything.

663
00:34:13,470 --> 00:34:17,430
And you can see in 2009, 2010
they didn't enter their data.

664
00:34:17,430 --> 00:34:19,260
It looks like it was their first year.

665
00:34:19,260 --> 00:34:22,020
They never realized
that they were supposed

666
00:34:22,020 --> 00:34:26,370
to enter their school days
and their school enrollment.

667
00:34:26,370 --> 00:34:30,540
And you'll get a notice, it'll look

668
00:34:30,540 --> 00:34:32,793
like this yellow notice here.

669
00:34:34,140 --> 00:34:38,010
If you can see it on your main page, look

670
00:34:38,010 --> 00:34:40,740
for those yellow notices
and it'll prompt you to try

671
00:34:40,740 --> 00:34:44,850
to go back and fix anything
that might need adjusting.

672
00:34:44,850 --> 00:34:48,660
So now we're moving on to school enroll.

673
00:34:48,660 --> 00:34:52,980
You're all retaining this, right? Okay.

674
00:34:52,980 --> 00:34:57,780
School enrollment is another
very exciting feature

675
00:34:57,780 --> 00:35:00,870
and is again important to set up so

676
00:35:00,870 --> 00:35:03,780
that you have access again to the reports

677
00:35:03,780 --> 00:35:06,330
that you really want for making decisions.

678
00:35:06,330 --> 00:35:10,140
And so in this school seems
like every year, except

679
00:35:10,140 --> 00:35:12,930
for a few, they have about 504 students.

680
00:35:12,930 --> 00:35:17,130
So that's pretty cool. They
didn't enter in 2009-10.

681
00:35:17,130 --> 00:35:18,990
Thank you Adam. Good to know.

682
00:35:18,990 --> 00:35:19,890
It's hard to know.

683
00:35:21,030 --> 00:35:22,860
And in school enrollment, if you click

684
00:35:22,860 --> 00:35:27,030
that on, this is where you
add your race ethnicity so

685
00:35:27,030 --> 00:35:30,210
that you can get the
really valuable reports

686
00:35:30,210 --> 00:35:33,420
to determining whether you've
got some disproportionality

687
00:35:33,420 --> 00:35:36,453
behavior issues going on,
behavior reports going on.

688
00:35:37,320 --> 00:35:40,860
So the total enrollment is 504.

689
00:35:40,860 --> 00:35:43,380
And then when you get to
race ethnicity and click

690
00:35:43,380 --> 00:35:45,060
that on, you could either

691
00:35:45,060 --> 00:35:48,540
or I'll show you a minute,
this is a broken down

692
00:35:48,540 --> 00:35:51,510
by the number of students
by their race ethnicity.

693
00:35:51,510 --> 00:35:55,470
So somebody who's entering
this needs to have access

694
00:35:55,470 --> 00:36:00,470
to the information about the
student's race or ethnicity.

695
00:36:01,020 --> 00:36:03,660
Same thing with gender.

696
00:36:03,660 --> 00:36:06,690
So I'm gonna close that back up, right?

697
00:36:06,690 --> 00:36:11,690
And then gender, in this
case there were 247 males

698
00:36:14,160 --> 00:36:18,960
and 247 females and 10
non-binary transgender,

699
00:36:18,960 --> 00:36:20,250
other gender students.

700
00:36:20,250 --> 00:36:22,590
That's a new tab that they have added

701
00:36:22,590 --> 00:36:24,393
in the recent couple years.

702
00:36:25,290 --> 00:36:29,473
So now you have gender
information, you can compare boys

703
00:36:31,290 --> 00:36:36,290
to females and see if there's
a disproportionate number

704
00:36:37,230 --> 00:36:42,060
of behaviors being reported for one

705
00:36:42,060 --> 00:36:44,910
or the other group as an example.

706
00:36:44,910 --> 00:36:47,190
And the same thing with ethnicity.

707
00:36:47,190 --> 00:36:51,210
You know, I'll show you
momentarily how you can set

708
00:36:51,210 --> 00:36:53,610
that up to be looking for certain reports

709
00:36:53,610 --> 00:36:55,143
around disproportionality.

710
00:36:56,010 --> 00:37:00,447
IEP status, kids with an
IEP, students without an IEP.

711
00:37:00,447 --> 00:37:04,080
And this would be you enter it
at the beginning of the year.

712
00:37:04,080 --> 00:37:06,060
You can make changes
on individual students

713
00:37:06,060 --> 00:37:09,750
if they come off or go into an IEP.

714
00:37:09,750 --> 00:37:13,050
But this is where you put
the total number here.

715
00:37:13,050 --> 00:37:17,010
English, total English language
learner you would put here

716
00:37:17,010 --> 00:37:19,440
and then you would press save.

717
00:37:19,440 --> 00:37:23,070
So now you have the backend populated.

718
00:37:23,070 --> 00:37:25,893
So somebody's gotta have
that data for you to do that.

719
00:37:27,570 --> 00:37:30,240
Okay, moving right along,
that was the core data.

720
00:37:30,240 --> 00:37:32,220
School days and school enrollment.

721
00:37:32,220 --> 00:37:36,180
And I guarantee you if
you have an account now

722
00:37:36,180 --> 00:37:38,970
and go onto your account,
if no one else has added

723
00:37:38,970 --> 00:37:42,060
that, you'll see these big
yellow notices saying still need

724
00:37:42,060 --> 00:37:44,910
to add school days, still
need to add school enrollment.

725
00:37:44,910 --> 00:37:47,490
So you'll get a lot of
those kinds of prompts

726
00:37:47,490 --> 00:37:49,840
from PBISApps and they're
very polite about it.

727
00:37:51,630 --> 00:37:54,930
Okay, so now there's some
general settings that you

728
00:37:54,930 --> 00:37:58,560
also wanna have in place at
the beginning of each year.

729
00:37:58,560 --> 00:38:00,630
Not sure when your schools
are starting, most schools

730
00:38:00,630 --> 00:38:02,010
in Vermont start in August.

731
00:38:02,010 --> 00:38:05,370
But if you start month is
September, you have the option

732
00:38:05,370 --> 00:38:07,533
of saying when that starts.

733
00:38:09,060 --> 00:38:14,060
Do you want to use 504 status as a piece

734
00:38:14,130 --> 00:38:16,410
of data to collect on each student?

735
00:38:16,410 --> 00:38:19,440
So that means the list of the
student needs to say whether

736
00:38:19,440 --> 00:38:22,773
that student has a 504 plan or not.

737
00:38:23,760 --> 00:38:26,610
Do you wanna use the
race ethnicity settings?

738
00:38:26,610 --> 00:38:31,450
Okay, so you put the race
ethnicity into your enrollment

739
00:38:33,060 --> 00:38:38,060
but then you need to activate
it so you can use the reports

740
00:38:38,280 --> 00:38:40,803
in this section under
school general settings.

741
00:38:41,680 --> 00:38:46,680
So once you do that, then
you can ask it or tell it

742
00:38:46,740 --> 00:38:50,860
to compare whichever group comes up

743
00:38:51,930 --> 00:38:56,820
with another population in the school.

744
00:38:56,820 --> 00:39:01,080
So it could be Asian Indian,
Alaska Natives compared

745
00:39:01,080 --> 00:39:04,710
to all other students,
it could be compared

746
00:39:04,710 --> 00:39:05,610
to White students.

747
00:39:05,610 --> 00:39:08,684
So you can determine your risk ratios

748
00:39:08,684 --> 00:39:11,757
and I think until you get used to it

749
00:39:11,757 --> 00:39:13,290
and see what the reports look

750
00:39:13,290 --> 00:39:14,880
like, which Cassandra's gonna talk

751
00:39:14,880 --> 00:39:17,430
to you a little bit about,
you might wanna stick

752
00:39:17,430 --> 00:39:18,990
with all other students

753
00:39:18,990 --> 00:39:20,970
'cause then you'll see
what the reports look like

754
00:39:20,970 --> 00:39:24,000
and you decide, wait, I
think I wanna know compared

755
00:39:24,000 --> 00:39:26,050
to White, what's Black compared to White?

756
00:39:27,030 --> 00:39:29,913
That will be a decision,
again, your team would make.

757
00:39:32,910 --> 00:39:34,110
English language learner.

758
00:39:34,110 --> 00:39:36,750
Do you wanna check that off for something

759
00:39:36,750 --> 00:39:38,133
that you'll be looking at?

760
00:39:39,030 --> 00:39:40,596
They have an IEP again,

761
00:39:40,596 --> 00:39:45,330
if you say no, then that won't
show up on the referral form.

762
00:39:45,330 --> 00:39:49,140
Do you want to add the
additional gender groups?

763
00:39:49,140 --> 00:39:51,450
'Cause non-binary is now included and

764
00:39:51,450 --> 00:39:56,450
that would be all other use person import.

765
00:39:57,150 --> 00:40:02,150
Okay, so there is a way,
when I started SWIS,

766
00:40:02,460 --> 00:40:03,540
you couldn't do this.

767
00:40:03,540 --> 00:40:08,100
But now you can in the
last several years you can

768
00:40:08,100 --> 00:40:12,960
upload your rosters to
SWIS and that's great.

769
00:40:12,960 --> 00:40:15,120
In order to do that you have to have some

770
00:40:15,120 --> 00:40:19,530
of this data set up in a
certain way to do that.

771
00:40:19,530 --> 00:40:22,650
And I wonder if I press save.

772
00:40:22,650 --> 00:40:27,650
No, if you want student
import, you say yes.

773
00:40:29,250 --> 00:40:32,849
And then in another section
it will tell you where

774
00:40:32,849 --> 00:40:35,250
to find the directions for how to do it.

775
00:40:35,250 --> 00:40:37,954
It's basically setting
up an Excel spreadsheet

776
00:40:37,954 --> 00:40:40,140
that provides all the information

777
00:40:40,140 --> 00:40:43,050
that SWIS uses for each student.

778
00:40:43,050 --> 00:40:46,470
So you may have to
manipulate what your district

779
00:40:46,470 --> 00:40:49,770
is already using for its spreadsheets.

780
00:40:49,770 --> 00:40:51,780
And it's been, it's relatively easy.

781
00:40:51,780 --> 00:40:53,670
I can't say I've done it myself

782
00:40:53,670 --> 00:40:55,740
'cause I'm not in that type of position.

783
00:40:55,740 --> 00:40:57,690
But I've supported districts

784
00:40:57,690 --> 00:41:01,710
in importing lists to PBISApps SWIS.

785
00:41:04,950 --> 00:41:09,950
The alternative way to have
students and staff entered

786
00:41:10,710 --> 00:41:13,800
into SWIS is one by one
when a referral comes up,

787
00:41:13,800 --> 00:41:18,800
when a office behavior discipline BODF,

788
00:41:19,020 --> 00:41:22,500
behavior observation data
form is being filled out,

789
00:41:22,500 --> 00:41:24,180
you can enter that data yourself.

790
00:41:24,180 --> 00:41:29,130
So those are two choices you
have. Preload the list or not.

791
00:41:29,130 --> 00:41:30,900
And if you're preloading
the list, we'll get

792
00:41:30,900 --> 00:41:33,390
to a place where you'll
find out the information

793
00:41:33,390 --> 00:41:34,223
on how to do that.

794
00:41:34,223 --> 00:41:38,730
But we're not gonna talk
about that at this webinar.

795
00:41:38,730 --> 00:41:42,610
Then you wanna decide
whether in their reports,

796
00:41:44,430 --> 00:41:46,350
in the student reports,
whether you wanna have

797
00:41:46,350 --> 00:41:50,763
the student ID or district
ID staff or student.

798
00:41:51,720 --> 00:41:53,505
These next two sections attached

799
00:41:53,505 --> 00:41:57,540
to the student, which is nice
when you wanna show graphs

800
00:41:57,540 --> 00:42:01,240
in public, you could just
show it by their district ID

801
00:42:02,550 --> 00:42:05,670
and you can also switch back
and forth to getting the name

802
00:42:05,670 --> 00:42:07,110
and just having the ID.

803
00:42:07,110 --> 00:42:09,330
So those are all these decision points

804
00:42:09,330 --> 00:42:12,230
that your team wants to make
in the beginning of the year.

805
00:42:13,080 --> 00:42:14,613
Oh that made sense.

806
00:42:15,870 --> 00:42:19,590
Okay, now we're still in
applications and we're moving

807
00:42:19,590 --> 00:42:24,590
to the SWIS preferences here
that you wanna preset as well.

808
00:42:26,010 --> 00:42:31,010
So for your data entry you have the option

809
00:42:32,910 --> 00:42:37,910
to determine how many
actions the person entering

810
00:42:40,830 --> 00:42:43,290
the referral can list.

811
00:42:43,290 --> 00:42:45,120
Do you want just one intervention

812
00:42:45,120 --> 00:42:46,920
or do you want more than one intervention?

813
00:42:46,920 --> 00:42:51,920
This school has chosen three
actions taken per referral.

814
00:42:52,936 --> 00:42:56,130
I'm gonna go right now and switch us

815
00:42:56,130 --> 00:42:59,820
to what the online
referral form looks like.

816
00:42:59,820 --> 00:43:02,220
So you can see what I
mean for this school.

817
00:43:02,220 --> 00:43:05,280
And then we're gonna come back,
we might go like toggle back

818
00:43:05,280 --> 00:43:09,033
and forth, but we're gonna just move.

819
00:43:10,170 --> 00:43:14,670
I have to go back to this
is again the dashboard

820
00:43:14,670 --> 00:43:17,370
and this is the add referral section.

821
00:43:17,370 --> 00:43:20,310
So if you're adding a referral,
whether it's everybody

822
00:43:20,310 --> 00:43:21,600
in your school's adding referrals

823
00:43:21,600 --> 00:43:23,640
or certain select people
are adding referrals,

824
00:43:23,640 --> 00:43:24,933
this is where they go.

825
00:43:25,950 --> 00:43:30,363
This is default to just showing majors,

826
00:43:32,280 --> 00:43:35,580
which you could change in the
settings that I showed you

827
00:43:35,580 --> 00:43:37,330
because I'm sure you remember that.

828
00:43:38,280 --> 00:43:41,910
This is where you would add
the student and the grade.

829
00:43:41,910 --> 00:43:44,190
And so the dropdown list of the students,

830
00:43:44,190 --> 00:43:46,740
if the roster's preloaded is already there

831
00:43:46,740 --> 00:43:51,090
for you, et cetera, the
grade you would put in

832
00:43:51,090 --> 00:43:52,950
for the student, the staff person

833
00:43:52,950 --> 00:43:55,500
that's making the referral
would be putting it in.

834
00:43:55,500 --> 00:44:00,330
The date of the incident, not the date

835
00:44:00,330 --> 00:44:02,520
that you're filling it out, but the date

836
00:44:02,520 --> 00:44:06,390
of the actual behavior that
you observed would go here.

837
00:44:06,390 --> 00:44:10,080
The time of that day is kind
of important, you go there.

838
00:44:10,080 --> 00:44:13,841
Where it happened, there's
a dropdown menu for that.

839
00:44:13,841 --> 00:44:18,841
All behaviors are preloaded into SWIS.

840
00:44:19,080 --> 00:44:22,890
So you really can't do anything
about changing behaviors.

841
00:44:22,890 --> 00:44:24,360
But you could add custom fields

842
00:44:24,360 --> 00:44:26,310
and I'm gonna get to that shortly.

843
00:44:26,310 --> 00:44:29,070
And you could add location, there's lots

844
00:44:29,070 --> 00:44:31,320
of locations to choose from.

845
00:44:31,320 --> 00:44:32,770
What the behavior is?

846
00:44:32,770 --> 00:44:37,770
Perceived motivation, when
you have some choices,

847
00:44:37,770 --> 00:44:39,510
some schools disallow you

848
00:44:39,510 --> 00:44:42,030
from recording unknown, they want you

849
00:44:42,030 --> 00:44:43,170
to take your best guess.

850
00:44:43,170 --> 00:44:46,170
So it will help them in
making some decisions.

851
00:44:46,170 --> 00:44:49,418
Others involved actions taken

852
00:44:49,418 --> 00:44:52,953
and where you see
actions taken, let's see.

853
00:45:04,770 --> 00:45:06,753
Parent contact, parent contact.

854
00:45:11,310 --> 00:45:16,310
Oh I don't see it. Okay, so
you put your action taken.

855
00:45:17,010 --> 00:45:18,630
I think what these stars are saying is

856
00:45:18,630 --> 00:45:21,690
that there are these fields

857
00:45:21,690 --> 00:45:23,640
over here, these custom fields over here.

858
00:45:23,640 --> 00:45:27,185
So I think that's all that is,
whether there was a seclusion

859
00:45:27,185 --> 00:45:29,880
or a straight restraint involved.

860
00:45:29,880 --> 00:45:33,321
And we're gonna talk
about paperless referrals

861
00:45:33,321 --> 00:45:38,224
and this is where you have preset where

862
00:45:38,224 --> 00:45:42,270
the referral will get sent to.

863
00:45:42,270 --> 00:45:43,570
And I'm gonna get to that.

864
00:45:44,640 --> 00:45:47,130
But over here you have custom fields.

865
00:45:47,130 --> 00:45:50,220
So while you can't preset the behaviors,

866
00:45:50,220 --> 00:45:52,650
you can modify them.

867
00:45:52,650 --> 00:45:57,120
So for here in this school,
when you go location, let's see

868
00:45:57,120 --> 00:46:02,120
if hallway shows up
here, hallway, okay here.

869
00:46:08,850 --> 00:46:11,823
When you go to hallway you can select,

870
00:46:13,710 --> 00:46:15,720
which hallway you're referring to,

871
00:46:15,720 --> 00:46:18,240
to be more specific if that's a concern.

872
00:46:18,240 --> 00:46:19,470
So you can preset some

873
00:46:19,470 --> 00:46:22,980
of these custom fields,
parent contact, intervention.

874
00:46:22,980 --> 00:46:25,680
You can also preset these fields.

875
00:46:25,680 --> 00:46:29,010
So it's adding a little
bit more information,

876
00:46:29,010 --> 00:46:32,160
technology information type

877
00:46:32,160 --> 00:46:36,120
of technology violation can also be here.

878
00:46:36,120 --> 00:46:39,600
So I just wanted to
give you a sense of that

879
00:46:39,600 --> 00:46:40,950
and we'll go back to tools

880
00:46:40,950 --> 00:46:43,800
and show you where the other
parts and pieces of are

881
00:46:43,800 --> 00:46:46,623
to make up what you see
on the referral form.

882
00:46:47,610 --> 00:46:51,720
Okay, so I think I'm still
in general, no I'm in SWIS.

883
00:46:54,030 --> 00:46:57,150
So for actions taken,
you'll be able to see on

884
00:46:57,150 --> 00:46:59,940
that referral form that you can list up

885
00:46:59,940 --> 00:47:03,720
to three, four behaviors for a student on

886
00:47:03,720 --> 00:47:05,280
that referral form you can see up

887
00:47:05,280 --> 00:47:08,413
to two your time range is preset.

888
00:47:08,413 --> 00:47:10,800
You can't say 6:45 AM 'cause

889
00:47:10,800 --> 00:47:13,410
that's not a choice on your dropdown list.

890
00:47:13,410 --> 00:47:16,050
And you have these custom fields.

891
00:47:16,050 --> 00:47:18,570
So these were preset custom fields

892
00:47:18,570 --> 00:47:19,650
that your team has agreed.

893
00:47:19,650 --> 00:47:22,770
Well, hallway's not gonna be
enough information for us.

894
00:47:22,770 --> 00:47:27,770
So they did east, west,
north, south or other hallway.

895
00:47:27,960 --> 00:47:32,160
And for parent contact, they
had a nice dropdown list

896
00:47:32,160 --> 00:47:34,890
to get more information,
dig a little deeper

897
00:47:34,890 --> 00:47:38,782
on what the referral was
and technology violation.

898
00:47:38,782 --> 00:47:40,590
Some of the typical things you'll see

899
00:47:40,590 --> 00:47:44,073
on a technology violation,
you add them yourself.

900
00:47:46,080 --> 00:47:51,030
I've seen them where it's
been, what did you try first?

901
00:47:51,030 --> 00:47:53,760
That's a really nice thing
to have as a custom field

902
00:47:53,760 --> 00:47:55,950
if you're trying to see
what you know, sort of

903
00:47:55,950 --> 00:48:00,950
like what happened before
the referral was made?

904
00:48:01,200 --> 00:48:04,080
So there's lots of things you
can do with custom fields.

905
00:48:04,080 --> 00:48:06,510
Again, you know, it's not as intuitive,

906
00:48:06,510 --> 00:48:09,813
but let us know, we'll give
you a hand best we can.

907
00:48:11,220 --> 00:48:14,370
And then it asks you if you
wanna track different types

908
00:48:14,370 --> 00:48:18,450
of harassment, technology,
weapons use, I'll open

909
00:48:18,450 --> 00:48:19,290
up weapons use.

910
00:48:19,290 --> 00:48:21,960
If you are tracking
the type, the subtypes,

911
00:48:21,960 --> 00:48:23,910
you would see these that would come up.

912
00:48:27,150 --> 00:48:31,390
Whoopsie and data integration.

913
00:48:39,540 --> 00:48:44,540
That is where if your district
would like the list the data

914
00:48:46,770 --> 00:48:51,000
from SWIS put into their
information system.

915
00:48:51,000 --> 00:48:54,357
There's a whole process
involved in exporting that

916
00:48:54,357 --> 00:48:58,020
and it's something called SDEX access.

917
00:48:58,020 --> 00:48:58,920
I'll bet a lot of people

918
00:48:58,920 --> 00:49:00,960
on the phone call know what that means.

919
00:49:00,960 --> 00:49:02,493
I don't really know, but I do know

920
00:49:02,493 --> 00:49:05,370
that the directions are
really good on how to do it.

921
00:49:05,370 --> 00:49:07,590
So there is a way to export your data.

922
00:49:07,590 --> 00:49:11,280
It just involves a slightly few more steps

923
00:49:11,280 --> 00:49:14,013
that are very, very well
described on PBISApps.

924
00:49:15,484 --> 00:49:18,480
Okay, I know this gets a
little all over the place,

925
00:49:18,480 --> 00:49:20,280
but this is the way it's organized.

926
00:49:20,280 --> 00:49:22,260
So I hope you're following well enough.

927
00:49:22,260 --> 00:49:27,150
Now I wanna talk about referral workflow.

928
00:49:27,150 --> 00:49:32,007
So if you decide that
you would like some staff

929
00:49:32,910 --> 00:49:36,180
or all your staff or just
a couple staff to be able

930
00:49:36,180 --> 00:49:41,180
to enter the referral
information, behavior information

931
00:49:41,370 --> 00:49:44,940
into SWIS themselves, you can invite them

932
00:49:44,940 --> 00:49:47,970
to be referral entry only users.

933
00:49:47,970 --> 00:49:50,190
They don't have access
to hardly anything else

934
00:49:50,190 --> 00:49:52,560
but they can actually enter the referral.

935
00:49:52,560 --> 00:49:53,393
The way it was

936
00:49:53,393 --> 00:49:58,393
in the past is people had paper,
they were called ODR forms,

937
00:49:58,650 --> 00:50:03,270
but now they're observational data forms,

938
00:50:03,270 --> 00:50:04,953
student observation data forms.

939
00:50:06,150 --> 00:50:07,260
They would write them up

940
00:50:07,260 --> 00:50:09,870
and give them to someone
probably in the main office.

941
00:50:09,870 --> 00:50:12,060
And when that person had
time, there was a lot

942
00:50:12,060 --> 00:50:14,370
of entering of data going on.

943
00:50:14,370 --> 00:50:18,810
But now you have the capacity
for all of your staff

944
00:50:18,810 --> 00:50:21,330
to enter the referrals themselves.

945
00:50:21,330 --> 00:50:23,610
And a great way to check on that is also

946
00:50:23,610 --> 00:50:26,790
to list people who would review them

947
00:50:26,790 --> 00:50:28,710
before they actually get submitted

948
00:50:28,710 --> 00:50:30,840
into the whole schoolwide system.

949
00:50:30,840 --> 00:50:35,400
So you select one, two,
perhaps three reviewers

950
00:50:35,400 --> 00:50:38,198
for people who have this sort

951
00:50:38,198 --> 00:50:43,198
of paperless workflow
invitation as a user.

952
00:50:47,670 --> 00:50:51,450
So if you can't use it
unless you enable it.

953
00:50:51,450 --> 00:50:54,063
So here you'd have to say
that you want it enabled.

954
00:50:55,260 --> 00:51:00,260
And here's so that SWIS
separates out the behaviors

955
00:51:04,680 --> 00:51:08,520
to be those that are
considered minor and those

956
00:51:08,520 --> 00:51:13,520
that are considered major and
I think it's a default setup

957
00:51:13,680 --> 00:51:16,710
that if it's a minor behavior

958
00:51:16,710 --> 00:51:20,250
or what they're now calling
staff managed behaviors,

959
00:51:20,250 --> 00:51:21,630
they don't have to be reviewed.

960
00:51:21,630 --> 00:51:23,310
You can say if it's a minor don't worry,

961
00:51:23,310 --> 00:51:25,890
I don't need to review it.

962
00:51:25,890 --> 00:51:26,723
But if you say no,

963
00:51:26,723 --> 00:51:30,180
that means all referrals will be reviewed.

964
00:51:30,180 --> 00:51:32,850
And I keep playing with my
words because we're trying

965
00:51:32,850 --> 00:51:36,270
to update our language and
I'm using the word referral.

966
00:51:36,270 --> 00:51:40,843
It's really not really the
right term because if we go back

967
00:51:42,060 --> 00:51:43,740
to the beginning in
the webinar and we say,

968
00:51:43,740 --> 00:51:46,860
oh well we're not really
doing an intervention here.

969
00:51:46,860 --> 00:51:48,660
Referral sounds like we're doing something

970
00:51:48,660 --> 00:51:49,920
around that student.

971
00:51:49,920 --> 00:51:51,300
We're collecting information.

972
00:51:51,300 --> 00:51:55,050
So we try to say it's our
behavior observation data

973
00:51:55,050 --> 00:51:58,860
information, it's a
mouthful and I apologize

974
00:51:58,860 --> 00:52:02,280
for not using the correct
language part of the time here.

975
00:52:02,280 --> 00:52:07,280
But if you have behavior that
you feel okay about excluding

976
00:52:08,029 --> 00:52:10,290
from being reviewed before they enter it

977
00:52:10,290 --> 00:52:12,590
in the system, this is
where you would put it.

978
00:52:13,920 --> 00:52:17,210
And here is where you would identify who

979
00:52:17,210 --> 00:52:18,990
the reviewers might be.

980
00:52:18,990 --> 00:52:21,210
Sometimes that's the assistant principal

981
00:52:21,210 --> 00:52:22,710
or the behavior consultant

982
00:52:22,710 --> 00:52:25,050
or the school counselor, who's gonna look

983
00:52:25,050 --> 00:52:27,570
at all the referrals
that go into the system?

984
00:52:27,570 --> 00:52:30,300
And you can set it up so that you know

985
00:52:30,300 --> 00:52:33,090
if it's a large school you
can have five reviewers, one

986
00:52:33,090 --> 00:52:34,560
per grade level.

987
00:52:34,560 --> 00:52:39,560
And when the person entering
the data is finished,

988
00:52:41,160 --> 00:52:42,900
it says who they send it to, okay?

989
00:52:42,900 --> 00:52:45,150
So that's all preset for you.

990
00:52:45,150 --> 00:52:48,630
But if you wanna add
reviewers you would do it here

991
00:52:48,630 --> 00:52:52,700
and then you would select
someone your names are funny

992
00:52:55,216 --> 00:52:57,540
over here and save it and then

993
00:52:57,540 --> 00:52:59,940
that person would be a reviewer.

994
00:52:59,940 --> 00:53:04,847
So that's how you do paperless
referrals and we recommend

995
00:53:07,260 --> 00:53:11,040
that you start it with a small group first

996
00:53:11,040 --> 00:53:14,670
so you can work out any
bugs in your process and

997
00:53:14,670 --> 00:53:18,090
that you take some time
thinking about the process.

998
00:53:18,090 --> 00:53:20,753
But once you get it going,
people are really loving

999
00:53:20,753 --> 00:53:25,753
this paperless, what they
call referral workflow process

1000
00:53:26,820 --> 00:53:28,710
because it happens
quick and it's efficient

1001
00:53:28,710 --> 00:53:33,710
and you get the data faster
and likely it's more usable

1002
00:53:34,020 --> 00:53:35,605
because the, you know, the
person's filling it out

1003
00:53:35,605 --> 00:53:37,710
right away on their computer.

1004
00:53:37,710 --> 00:53:40,470
So that's information about that.

1005
00:53:40,470 --> 00:53:43,410
So the school settings really
kind of require your team

1006
00:53:43,410 --> 00:53:46,220
to make some decisions
how you wanna do that

1007
00:53:46,220 --> 00:53:47,310
in the beginning of the year.

1008
00:53:47,310 --> 00:53:50,370
Probably a good idea to
make this an agenda item

1009
00:53:50,370 --> 00:53:55,370
for your team to decide how
you wanna set this up so

1010
00:53:55,500 --> 00:53:57,270
that people can make the kind of referrals

1011
00:53:57,270 --> 00:53:59,613
that will be useful for
your schoolwide data.

1012
00:54:01,080 --> 00:54:04,890
There's also a tab in applications
called Check In, CheckOut

1013
00:54:04,890 --> 00:54:06,540
and we're not gonna talk about that today,

1014
00:54:06,540 --> 00:54:09,930
but there is a webinar coming
up on Check In, Check Out SWIS

1015
00:54:09,930 --> 00:54:13,890
and it will walk you through
some of the decision points

1016
00:54:13,890 --> 00:54:16,860
around setting up your account
for Check In, Check Out

1017
00:54:16,860 --> 00:54:18,510
if you have it.

1018
00:54:18,510 --> 00:54:23,510
And the final tab here is data integrity.

1019
00:54:26,640 --> 00:54:31,170
So SWIS has this amazing
capacity to let you know

1020
00:54:31,170 --> 00:54:35,310
if there are like potential
mistakes and here it allows you

1021
00:54:35,310 --> 00:54:40,310
to say, you know, don't
tell me about mistakes

1022
00:54:41,610 --> 00:54:45,308
that happened before 9/1/11.

1023
00:54:45,308 --> 00:54:50,220
So it's like setting up what
your data integrity cues

1024
00:54:50,220 --> 00:54:52,410
are gonna be or not be.

1025
00:54:52,410 --> 00:54:54,030
And I see there's a question here.

1026
00:54:54,030 --> 00:54:59,030
So I'm moving this in with the
paperless versus all online.

1027
00:54:59,220 --> 00:55:04,220
Paperless is online only the
subs and paras use paper.

1028
00:55:05,070 --> 00:55:09,390
All teachers are going
to be able to log in

1029
00:55:09,390 --> 00:55:11,550
and do the inputting that way.

1030
00:55:11,550 --> 00:55:14,280
Once a hard copy is made,
it comes to the principal

1031
00:55:14,280 --> 00:55:17,190
or SEO to input that info.

1032
00:55:17,190 --> 00:55:19,800
The question is, does that make sense

1033
00:55:19,800 --> 00:55:21,420
or should it all be online?

1034
00:55:21,420 --> 00:55:25,639
No, that could make sense that
absolutely could make sense.

1035
00:55:25,639 --> 00:55:29,040
I don't know as if
everybody has the capacity

1036
00:55:29,040 --> 00:55:31,230
to do online referrals or
that it's more efficient

1037
00:55:31,230 --> 00:55:33,930
for some people who are roving
around the school all day.

1038
00:55:33,930 --> 00:55:36,150
So it might be better if
they had the piece of paper

1039
00:55:36,150 --> 00:55:36,983
in their hand.

1040
00:55:45,962 --> 00:55:50,962
So subs and paras use...

1041
00:55:51,450 --> 00:55:52,920
I think that makes a lot of sense

1042
00:55:52,920 --> 00:55:55,350
because they're not as
familiar with what's going on.

1043
00:55:55,350 --> 00:55:57,333
I don't see any problems with it, Adam.

1044
00:55:59,160 --> 00:56:01,683
Anybody else has something
to say? Definitely.

1045
00:56:02,910 --> 00:56:04,550
[Anne] Okay. No.

1046
00:56:04,550 --> 00:56:05,400
Yeah, I was just gonna
just reiterate, I think

1047
00:56:05,400 --> 00:56:06,750
that makes a lot of sense, Adam.

1048
00:56:06,750 --> 00:56:10,661
And I think part of that is
just thinking about the whole

1049
00:56:10,661 --> 00:56:15,000
system of how to train folks
in either version, right?

1050
00:56:15,000 --> 00:56:17,970
So if you have a new sub come
in, are there sub folders

1051
00:56:17,970 --> 00:56:21,210
with instructions on what
to do and all of that.

1052
00:56:21,210 --> 00:56:23,490
But I think that's a
great idea. Absolutely.

1053
00:56:23,490 --> 00:56:26,190
One other thought that I
had was always thinking

1054
00:56:26,190 --> 00:56:30,420
about perhaps having
one point person where

1055
00:56:30,420 --> 00:56:32,250
the hard copies go to just so

1056
00:56:32,250 --> 00:56:35,910
that they know there's consistency

1057
00:56:35,910 --> 00:56:37,593
in that and then recording.

1058
00:56:41,974 --> 00:56:43,740
Okay great, great to have a question.

1059
00:56:43,740 --> 00:56:45,243
Thank you for asking.

1060
00:56:47,070 --> 00:56:49,290
Okay, we're still back
in the tools section.

1061
00:56:49,290 --> 00:56:50,220
We haven't even gotten

1062
00:56:50,220 --> 00:56:54,210
to reports yet, which is much
more exciting but we're still

1063
00:56:54,210 --> 00:56:57,300
in the tools section and I'm gonna talk

1064
00:56:57,300 --> 00:56:59,370
to you about person management,
don't worry, I'm not going

1065
00:56:59,370 --> 00:57:01,080
over all of these.

1066
00:57:01,080 --> 00:57:03,690
Person management is where you go

1067
00:57:03,690 --> 00:57:07,020
and you see all the
students that are in SWIS

1068
00:57:07,020 --> 00:57:10,320
in this school, they have
obviously imported their school

1069
00:57:10,320 --> 00:57:14,970
list and you can see on top
whether they're active, inactive

1070
00:57:14,970 --> 00:57:16,470
or archived.

1071
00:57:16,470 --> 00:57:19,110
So, and when students move up a grade,

1072
00:57:19,110 --> 00:57:22,230
SWIS automatically does that
for you, which is really nice.

1073
00:57:22,230 --> 00:57:24,280
You've got a lot of questions about that.

1074
00:57:26,070 --> 00:57:30,510
And if students are, they've moved away

1075
00:57:30,510 --> 00:57:33,480
but you have a feeling
they might be coming back,

1076
00:57:33,480 --> 00:57:36,000
that's when you wanna put
them in archive status.

1077
00:57:36,000 --> 00:57:39,000
So you would go to,
let's say Tim has moved

1078
00:57:39,000 --> 00:57:41,490
but we heard that maybe
he's gonna come back

1079
00:57:41,490 --> 00:57:42,960
and live with his aunt.

1080
00:57:42,960 --> 00:57:46,110
We might wanna edit him and put him

1081
00:57:46,110 --> 00:57:51,110
into a inactive at the
moment and it won't save.

1082
00:57:53,010 --> 00:57:56,163
But there you have it,
it says it won't save it.

1083
00:57:57,750 --> 00:58:01,740
So that's your inactive and archive means

1084
00:58:01,740 --> 00:58:03,360
that they're likely not coming back.

1085
00:58:03,360 --> 00:58:05,343
So you can clean that up yourselves.

1086
00:58:07,080 --> 00:58:11,160
This roster has gotten
all the data it needs

1087
00:58:11,160 --> 00:58:15,450
around race, ethnicity,
English learner, disability.

1088
00:58:15,450 --> 00:58:18,510
So this team, this is all set to go.

1089
00:58:18,510 --> 00:58:23,460
Not much more to say about
this. You can edit any student.

1090
00:58:23,460 --> 00:58:28,460
You can click on Rhonda, Abigail

1091
00:58:30,120 --> 00:58:34,967
and get a little information
about her at a larger detail.

1092
00:58:38,820 --> 00:58:43,820
You can add a student comes in the middle

1093
00:58:44,010 --> 00:58:46,320
of the year, this is where
you would add a student

1094
00:58:46,320 --> 00:58:49,710
and you provide all the
information you can about

1095
00:58:49,710 --> 00:58:52,200
that student and save it and then

1096
00:58:52,200 --> 00:58:54,300
that person becomes part of the roster.

1097
00:58:54,300 --> 00:58:56,850
Same with staff and non-staff.

1098
00:58:56,850 --> 00:58:59,250
So you can see these are
like folder tabs up here.

1099
00:58:59,250 --> 00:59:00,966
I love how you can do that.

1100
00:59:00,966 --> 00:59:02,760
You can go to staff, it's
the same thing there.

1101
00:59:02,760 --> 00:59:04,320
Rosters already in there.

1102
00:59:04,320 --> 00:59:08,220
You can make changes to their
status or you can add someone.

1103
00:59:08,220 --> 00:59:10,030
And there's non-staff,
like ancillary staff

1104
00:59:10,030 --> 00:59:12,900
that may be consultants in the school

1105
00:59:12,900 --> 00:59:15,153
that come couple times a week.

1106
00:59:16,800 --> 00:59:20,460
So you can add them here
and they have access

1107
00:59:20,460 --> 00:59:22,620
to entering referrals

1108
00:59:22,620 --> 00:59:24,630
or whatever access level you give them.

1109
00:59:24,630 --> 00:59:28,950
So that's kind of cool.
That's person management.

1110
00:59:28,950 --> 00:59:33,950
And I mentioned data integrity,
oh wait, I'll go back.

1111
00:59:37,680 --> 00:59:42,393
I mentioned data
integrity, gonna change it.

1112
00:59:43,650 --> 00:59:47,310
You can go to your data
integrity setting and just see

1113
00:59:47,310 --> 00:59:49,860
if there are any problems
that SWIS notices

1114
00:59:49,860 --> 00:59:51,720
that you might wanna fix.

1115
00:59:51,720 --> 00:59:54,990
So it looks like this
particular school doesn't

1116
00:59:54,990 --> 00:59:58,980
have any concerns in all
of the areas up here.

1117
00:59:58,980 --> 01:00:01,620
Otherwise you would see the
number of problems detected.

1118
01:00:01,620 --> 01:00:04,860
Oh, except for school enrollment.

1119
01:00:04,860 --> 01:00:08,190
I didn't see that one when
I looked at this earlier.

1120
01:00:08,190 --> 01:00:11,760
Oh, school enrollment,
there were several years

1121
01:00:11,760 --> 01:00:14,100
they did not add their enrollment data.

1122
01:00:14,100 --> 01:00:16,080
So you could either
enter it back, enter it,

1123
01:00:16,080 --> 01:00:17,640
or just ignore it.

1124
01:00:17,640 --> 01:00:21,510
And then the only other
data integrity issue here is

1125
01:00:21,510 --> 01:00:25,600
that it looks like maybe somebody entered

1126
01:00:26,550 --> 01:00:31,550
the same referral twice
using a wrong referral ID.

1127
01:00:36,060 --> 01:00:38,070
So the idea is to take a look

1128
01:00:38,070 --> 01:00:39,840
and see what the issue might be

1129
01:00:39,840 --> 01:00:42,390
and then you might
wanna delete one of them

1130
01:00:42,390 --> 01:00:44,400
because it's the same
referral but somebody put

1131
01:00:44,400 --> 01:00:46,290
in the wrong number somehow.

1132
01:00:46,290 --> 01:00:49,080
So that's how you kind
of clean up your data,

1133
01:00:49,080 --> 01:00:53,310
which is really nice to do
like a two, three times a year,

1134
01:00:53,310 --> 01:00:55,743
make sure you really got
the best data you can.

1135
01:00:56,988 --> 01:01:01,103
Okay, so that's data
integrity. Back to tools.

1136
01:01:06,570 --> 01:01:07,403
Person import.

1137
01:01:07,403 --> 01:01:08,550
Oh this is where I was saying

1138
01:01:08,550 --> 01:01:11,250
like you can import your list in advance.

1139
01:01:11,250 --> 01:01:15,810
So if I can look up at these tabs up here

1140
01:01:15,810 --> 01:01:18,539
and I can say import student list

1141
01:01:18,539 --> 01:01:21,330
and it's gonna say you got a
bunch of stuff to learn about

1142
01:01:21,330 --> 01:01:24,120
in order to do that, but it's right here.

1143
01:01:24,120 --> 01:01:27,990
SWIS suite import specification
stuff, student data,

1144
01:01:27,990 --> 01:01:32,040
you click on that, it's gonna
give you a whole manual.

1145
01:01:32,040 --> 01:01:37,040
Really easy to read but it's
got some details there on how

1146
01:01:37,050 --> 01:01:38,220
to import your list and,

1147
01:01:38,220 --> 01:01:41,220
but once you import your list,
you're pretty good to go.

1148
01:01:41,220 --> 01:01:44,700
So it's definitely worth it.
Now how do I get outta that?

1149
01:01:44,700 --> 01:01:45,533
I don't know.

1150
01:01:45,533 --> 01:01:49,470
All right, so that's how
student import will give you

1151
01:01:49,470 --> 01:01:51,236
the information you need to import

1152
01:01:51,236 --> 01:01:53,700
at the beginning of the year.

1153
01:01:53,700 --> 01:01:55,053
Back to tools.

1154
01:01:56,070 --> 01:01:59,040
You can get an end of year
report, which is really neat.

1155
01:01:59,040 --> 01:02:01,710
It's like all the referrals
that happened in that year.

1156
01:02:01,710 --> 01:02:04,190
But here we're just in
the beginning of '23-24.

1157
01:02:04,190 --> 01:02:08,850
So you would look at '22-23,
I hope you saw me do that.

1158
01:02:08,850 --> 01:02:13,290
And all these reports
tell you about referrals

1159
01:02:13,290 --> 01:02:14,610
per a hundred per year.

1160
01:02:14,610 --> 01:02:18,180
The type of referral, what
the highest behaviors were

1161
01:02:18,180 --> 01:02:19,650
and how many.

1162
01:02:19,650 --> 01:02:24,300
Referral by behavior, what percentage

1163
01:02:24,300 --> 01:02:26,133
of the total referrals they were.

1164
01:02:27,990 --> 01:02:28,827
That's all referrals.

1165
01:02:28,827 --> 01:02:31,860
And this is administrator major referrals.

1166
01:02:31,860 --> 01:02:35,460
And then staff manage referrals.
I'm just scrolling down.

1167
01:02:35,460 --> 01:02:39,210
So you really get a good
sense of wow location.

1168
01:02:39,210 --> 01:02:42,240
You always expect to see
Cassandra, you'll probably talk

1169
01:02:42,240 --> 01:02:47,240
about this class is the highest
number of referrals in class

1170
01:02:47,460 --> 01:02:49,510
'cause students spend more time in class.

1171
01:02:50,730 --> 01:02:55,730
So you wanna look at the next
two by time something happens

1172
01:02:57,540 --> 01:03:01,260
at one o'clock, don't know what it is.

1173
01:03:01,260 --> 01:03:04,830
But by time and you
scroll down you get a lot

1174
01:03:04,830 --> 01:03:05,663
of information.

1175
01:03:05,663 --> 01:03:08,760
This one's got suspension information so

1176
01:03:08,760 --> 01:03:10,833
that's might be useful to you.

1177
01:03:13,410 --> 01:03:18,410
What I like is, oh, it
has the ethnicity groups,

1178
01:03:18,780 --> 01:03:23,780
the risk index is this one,
this triangular data report.

1179
01:03:24,330 --> 01:03:28,457
'Cause you know
theoretically, you know 85%

1180
01:03:28,457 --> 01:03:31,530
of the students will have maybe zero

1181
01:03:31,530 --> 01:03:36,480
to one interfering
behaviors that are noted.

1182
01:03:36,480 --> 01:03:40,770
And then up to 15% of
students might have a few more

1183
01:03:40,770 --> 01:03:42,330
and they need additional support.

1184
01:03:42,330 --> 01:03:43,163
And then about 5%

1185
01:03:43,163 --> 01:03:45,620
of students might need a
little bit more and that.

1186
01:03:45,620 --> 01:03:48,390
So it's a good sense to get
a look at your triangle.

1187
01:03:48,390 --> 01:03:52,140
And here it is in a graph
form where you've got zero

1188
01:03:52,140 --> 01:03:53,910
to one, your percentage of students

1189
01:03:53,910 --> 01:03:57,540
that are zero to one,
two to five and six plus.

1190
01:03:57,540 --> 01:04:00,450
That's kind of neat. So
that's an end of year report.

1191
01:04:00,450 --> 01:04:03,663
Great for an administrator to
use when providing a report

1192
01:04:03,663 --> 01:04:07,503
to school board or others.

1193
01:04:08,422 --> 01:04:12,030
I would definitely use it when
the school year's over though

1194
01:04:12,030 --> 01:04:14,430
so that it's fully populated.

1195
01:04:14,430 --> 01:04:16,980
So that's the other thing
that you'll see in tools.

1196
01:04:18,834 --> 01:04:21,750
Student dashboard. This is kind of neat.

1197
01:04:21,750 --> 01:04:25,320
So you can find out
about a student this way

1198
01:04:25,320 --> 01:04:26,460
and it's pretty nifty.

1199
01:04:26,460 --> 01:04:30,090
So I'm gonna select the
first student here, Rhonda.

1200
01:04:30,090 --> 01:04:31,920
And it's gonna tell me over the course

1201
01:04:31,920 --> 01:04:34,830
that she's been in school.

1202
01:04:34,830 --> 01:04:38,440
What she's had for referrals,

1203
01:04:38,440 --> 01:04:41,670
what her suspension expulsion was.

1204
01:04:41,670 --> 01:04:43,440
Looked like she was on
Check In, Check Out,

1205
01:04:43,440 --> 01:04:46,190
but that's not a graph you're
worrying about right now.

1206
01:04:47,430 --> 01:04:50,040
Some of the things are not populated,

1207
01:04:50,040 --> 01:04:53,430
but it can give you a snapshot of Rhonda

1208
01:04:53,430 --> 01:04:56,190
and her latest referrals
would show up here.

1209
01:04:56,190 --> 01:04:57,360
So that's kind of nice.

1210
01:04:57,360 --> 01:05:00,120
The student dashboard
and that you would find

1211
01:05:00,120 --> 01:05:01,833
that in tools as well.

1212
01:05:04,020 --> 01:05:07,800
Referral management, this would be

1213
01:05:07,800 --> 01:05:10,653
if you're using paperless referrals.

1214
01:05:11,553 --> 01:05:16,553
Oh, excuse me, no, anybody
who has entered data might see

1215
01:05:17,910 --> 01:05:20,520
that there's some, you would go here

1216
01:05:20,520 --> 01:05:22,350
and you would say, oh
there's some problems

1217
01:05:22,350 --> 01:05:23,183
with my referral.

1218
01:05:23,183 --> 01:05:24,933
So under referral management,

1219
01:05:25,890 --> 01:05:29,160
this student, the action
taken wasn't filled out.

1220
01:05:29,160 --> 01:05:33,330
So you can edit it and add
what the action was to it

1221
01:05:33,330 --> 01:05:35,280
and then the referral would be complete.

1222
01:05:35,280 --> 01:05:37,830
So that's a nice thing
around referral management.

1223
01:05:37,830 --> 01:05:41,703
If I can get out of referral management.

1224
01:05:43,560 --> 01:05:45,160
You guys still here? Okay, good.

1225
01:05:49,478 --> 01:05:51,811
Again, cancel. Okay, cancel.

1226
01:05:55,890 --> 01:06:00,060
And then almost done with my part.

1227
01:06:00,060 --> 01:06:05,060
And then the next best,
most wonderful thing

1228
01:06:06,990 --> 01:06:09,453
is user management.

1229
01:06:10,980 --> 01:06:11,940
This is the place

1230
01:06:11,940 --> 01:06:16,500
that shows you what all
the different users are

1231
01:06:16,500 --> 01:06:17,970
in your SWIS account.

1232
01:06:17,970 --> 01:06:19,890
So you have different users

1233
01:06:19,890 --> 01:06:23,520
like schoolwide read only users.

1234
01:06:23,520 --> 01:06:27,150
You have SWIS admins, you
have data entry people,

1235
01:06:27,150 --> 01:06:30,570
and you have some people that
are referral entry only users.

1236
01:06:30,570 --> 01:06:33,930
So this allows you to invite them

1237
01:06:33,930 --> 01:06:36,060
to have a different level of access.

1238
01:06:36,060 --> 01:06:41,060
So if you want to, let's see,
Amy Arnolds is a user and

1239
01:06:46,050 --> 01:06:49,680
if I want to make her
a referral entry only,

1240
01:06:49,680 --> 01:06:53,580
which is the paperless referral,
I can do that right here.

1241
01:06:53,580 --> 01:06:55,440
I could even make her a SWIS admin.

1242
01:06:55,440 --> 01:06:59,160
This, it's like only been a week that you

1243
01:06:59,160 --> 01:07:04,160
as a SWIS admin, only the SWIS
admins can change the status

1244
01:07:05,010 --> 01:07:08,430
of the users and now
you can change them all.

1245
01:07:08,430 --> 01:07:11,550
It used to be you could
only add the referral entry,

1246
01:07:11,550 --> 01:07:13,710
only the paperless referral people,

1247
01:07:13,710 --> 01:07:16,200
but now you can change them and edit them

1248
01:07:16,200 --> 01:07:20,190
and delete them any way you
want and this is how you do it.

1249
01:07:20,190 --> 01:07:25,190
So it looks like this school
really only has one person

1250
01:07:25,740 --> 01:07:29,100
as a referral entry, only a
paperless referral person.

1251
01:07:29,100 --> 01:07:33,600
So you may wanna be inviting
others to play that role

1252
01:07:33,600 --> 01:07:37,773
as well, which keeps it,
you know, quick and easy.

1253
01:07:38,610 --> 01:07:43,610
So that is a really good
feature of the tools

1254
01:07:45,450 --> 01:07:50,253
and I think that's all I
have to say about that.

1255
01:07:52,320 --> 01:07:55,170
[Cassandra] Awesome.
Thank you so much, Sherry.

1256
01:07:55,170 --> 01:07:58,620
I am planning to keep my video off.

1257
01:07:58,620 --> 01:08:02,100
Unfortunately, I'm having a
little bit of wifi issues.

1258
01:08:02,100 --> 01:08:06,180
I'm at UVM and I think
all the students arrived

1259
01:08:06,180 --> 01:08:09,840
and they're all Googling
and chatting online I think.

1260
01:08:09,840 --> 01:08:11,370
So bear with me.

1261
01:08:11,370 --> 01:08:16,240
I am certainly here and I am
going to share my screen now

1262
01:08:17,520 --> 01:08:22,520
and walk you through some of the reports.

1263
01:08:25,290 --> 01:08:28,410
Sherry did a nice job of giving
a little bit of a highlight,

1264
01:08:28,410 --> 01:08:32,490
so if I could just see a
thumbs up that you're able

1265
01:08:32,490 --> 01:08:33,840
to see this screen here.

1266
01:08:33,840 --> 01:08:37,473
You should just see the
launching pad for PBISApps.

1267
01:08:38,640 --> 01:08:42,570
Y'all see that? Awesome,
thank you so much.

1268
01:08:42,570 --> 01:08:45,450
So before I get into the reports, I wanted

1269
01:08:45,450 --> 01:08:50,450
to bring your attention to amazing videos

1270
01:08:50,700 --> 01:08:53,970
that you have access to.

1271
01:08:53,970 --> 01:08:55,080
Sherry had mentioned this,

1272
01:08:55,080 --> 01:08:57,900
but just wanted to show
this to all of you.

1273
01:08:57,900 --> 01:09:01,410
One, because unfortunately
our guest, Caitlyn, is unable

1274
01:09:01,410 --> 01:09:04,200
to join us today and she was very excited

1275
01:09:04,200 --> 01:09:05,430
as we were very excited

1276
01:09:05,430 --> 01:09:07,290
to have her talk a little bit

1277
01:09:07,290 --> 01:09:10,350
about her lived experience
using SWIS as well

1278
01:09:10,350 --> 01:09:13,410
as the the equity reports.

1279
01:09:13,410 --> 01:09:18,330
So in lieu of that, here are,
if you go on the main page,

1280
01:09:18,330 --> 01:09:22,447
if you go to resources and you
click on videos, you'll see

1281
01:09:22,447 --> 01:09:27,447
that SWIS PBISApps has done a
host of very brief tutorials.

1282
01:09:29,190 --> 01:09:31,620
And so anything that we sort of glance

1283
01:09:31,620 --> 01:09:35,550
over cover today briefly, if
you wanna dive in a little bit,

1284
01:09:35,550 --> 01:09:37,350
into a little bit more depth,

1285
01:09:37,350 --> 01:09:40,020
would certainly recommend these videos.

1286
01:09:40,020 --> 01:09:43,944
And so if you click SWIS,
you'll see tons of SWIS videos.

1287
01:09:43,944 --> 01:09:47,430
You'll also see a bunch of series videos

1288
01:09:47,430 --> 01:09:48,600
around data integrity

1289
01:09:48,600 --> 01:09:52,470
that Sherry just discussed, the
equity report in particular.

1290
01:09:52,470 --> 01:09:54,819
So oftentimes our first go,

1291
01:09:54,819 --> 01:09:58,830
if folks do need technical
assistance is we bring them right

1292
01:09:58,830 --> 01:10:00,630
back here to the videos

1293
01:10:00,630 --> 01:10:02,700
because they're such a valuable resource.

1294
01:10:02,700 --> 01:10:04,830
And so wanted to point that out.

1295
01:10:04,830 --> 01:10:07,080
Should you have questions that come up

1296
01:10:07,080 --> 01:10:10,170
after today's webinar,
you know exactly where

1297
01:10:10,170 --> 01:10:12,033
to look at those and find them.

1298
01:10:13,170 --> 01:10:16,350
So I'm gonna launch
right into the demo again

1299
01:10:16,350 --> 01:10:19,143
and then we'll get
started with the reports.

1300
01:10:22,500 --> 01:10:24,990
All right, so you've seen this before.

1301
01:10:24,990 --> 01:10:27,360
Thanks again Sherry, for
going through all the nuts

1302
01:10:27,360 --> 01:10:29,220
and bolts because in order

1303
01:10:29,220 --> 01:10:32,010
to generate reports it's really important

1304
01:10:32,010 --> 01:10:35,070
to attend to the tools.

1305
01:10:35,070 --> 01:10:37,560
In particular, number of days as well

1306
01:10:37,560 --> 01:10:41,850
as demographic information
for your students because

1307
01:10:41,850 --> 01:10:43,230
if you're not able to enter

1308
01:10:43,230 --> 01:10:46,890
that information, what you
will see often when you look

1309
01:10:46,890 --> 01:10:49,287
at this dashboard, no data.

1310
01:10:49,287 --> 01:10:52,080
And so we wanna make sure
we're really pre-populating,

1311
01:10:52,080 --> 01:10:54,600
do all that administrivia ahead of time

1312
01:10:54,600 --> 01:10:57,570
so we're able to get
the data that we need.

1313
01:10:57,570 --> 01:11:01,350
Because why collect data
if we're not looking

1314
01:11:01,350 --> 01:11:04,530
at it frequently and are
able to share it with folks

1315
01:11:04,530 --> 01:11:06,840
in a really accessible way?

1316
01:11:06,840 --> 01:11:09,720
So, and that's exactly what SWIS does.

1317
01:11:09,720 --> 01:11:13,140
Again, we don't work for SWIS at all.

1318
01:11:13,140 --> 01:11:15,000
There's lots of other programs out there

1319
01:11:15,000 --> 01:11:16,140
that schools are using.

1320
01:11:16,140 --> 01:11:19,260
However, we have found SWIS
to be the most user friendly

1321
01:11:19,260 --> 01:11:22,710
for schools in a really responsive way.

1322
01:11:22,710 --> 01:11:25,560
So if you're running to
a meeting an IEP meeting,

1323
01:11:25,560 --> 01:11:28,290
you can pull the student
individual student report.

1324
01:11:28,290 --> 01:11:29,670
If you're doing a staff meeting

1325
01:11:29,670 --> 01:11:31,590
and wanna get global information

1326
01:11:31,590 --> 01:11:34,170
around where some hot spots might be

1327
01:11:34,170 --> 01:11:38,070
for planning purposes,
you're able to do that.

1328
01:11:38,070 --> 01:11:40,680
And so here are, when you click

1329
01:11:40,680 --> 01:11:45,150
on SWIS, you'll see the SWIS
up here, you'll see lots

1330
01:11:45,150 --> 01:11:46,346
of reports.

1331
01:11:46,346 --> 01:11:48,780
And so what I wanna go
through very briefly

1332
01:11:48,780 --> 01:11:52,680
is you'll see the course,
there's seven core reports

1333
01:11:52,680 --> 01:11:54,210
that you'll get.

1334
01:11:54,210 --> 01:11:57,180
And so first one that I'll show all

1335
01:11:57,180 --> 01:12:01,260
of you is average referrals
per day, per month.

1336
01:12:01,260 --> 01:12:04,260
Now this is the one that's
very important for you to enter

1337
01:12:04,260 --> 01:12:07,941
in the actual student enrollment numbers

1338
01:12:07,941 --> 01:12:11,250
that Sherry was showing
earlier, as well as the number

1339
01:12:11,250 --> 01:12:12,990
of school days per month.

1340
01:12:12,990 --> 01:12:14,370
If you happen to get this graph

1341
01:12:14,370 --> 01:12:16,320
and there's no data,
then you're not gonna,

1342
01:12:16,320 --> 01:12:18,450
if there's no data, it's most likely

1343
01:12:18,450 --> 01:12:21,120
because you haven't pre-populated SWIS

1344
01:12:21,120 --> 01:12:23,700
in the tool section with that information.

1345
01:12:23,700 --> 01:12:24,990
So if you were to play around

1346
01:12:24,990 --> 01:12:26,790
with this, it would
certainly recommend going

1347
01:12:26,790 --> 01:12:28,170
to the previous school year.

1348
01:12:28,170 --> 01:12:29,070
So we're gonna go

1349
01:12:29,070 --> 01:12:32,820
to the previous school year,
we're gonna click generate.

1350
01:12:32,820 --> 01:12:34,650
And what you should see

1351
01:12:34,650 --> 01:12:39,650
at first glance is average
referrals per day, per month.

1352
01:12:40,020 --> 01:12:43,290
Let me see if I can zoom out
a little bit. There we go.

1353
01:12:43,290 --> 01:12:45,990
That might be a little
bit better for you folks.

1354
01:12:45,990 --> 01:12:49,710
And so what you'll see is literally

1355
01:12:49,710 --> 01:12:54,150
how many referrals your school
has had across the month.

1356
01:12:54,150 --> 01:12:56,490
One thing you'll note in this
little section here where it's

1357
01:12:56,490 --> 01:13:00,540
options you can select
to view all referrals.

1358
01:13:00,540 --> 01:13:04,290
You can also select majors only or minors.

1359
01:13:04,290 --> 01:13:05,920
So if we were to go to majors

1360
01:13:07,050 --> 01:13:11,400
and then actually the values on the graph.

1361
01:13:11,400 --> 01:13:12,930
And then one thing that's interesting

1362
01:13:12,930 --> 01:13:16,950
that SWIS will do is they've
compiled all of the schools

1363
01:13:16,950 --> 01:13:19,710
that are using SWIS and has have generated

1364
01:13:19,710 --> 01:13:24,665
some national sort of trend
lines and sort of averages.

1365
01:13:24,665 --> 01:13:27,510
And so what you'll do is
if you wanted to click

1366
01:13:27,510 --> 01:13:30,480
that one again, you'll click
it, nothing's changed yet.

1367
01:13:30,480 --> 01:13:32,880
You always have to go up
here to click generate.

1368
01:13:35,100 --> 01:13:39,300
And what you'll see here
is where your school is

1369
01:13:39,300 --> 01:13:42,930
at, sort of looking at other like schools

1370
01:13:42,930 --> 01:13:44,220
that are using SWIS.

1371
01:13:44,220 --> 01:13:46,890
So when you sign up for SWIS based

1372
01:13:46,890 --> 01:13:51,890
on your grade level, you're
placed in a certain category.

1373
01:13:52,260 --> 01:13:55,830
And so really you, when you
see this, you're being compared

1374
01:13:55,830 --> 01:13:59,790
to where you might fit compared
to other schools nationally

1375
01:13:59,790 --> 01:14:02,760
around either the median score

1376
01:14:02,760 --> 01:14:05,500
in terms of number of referrals per month

1377
01:14:06,450 --> 01:14:09,813
and then 75th percentile
and 25th percentile.

1378
01:14:10,710 --> 01:14:12,540
If you scroll down in any

1379
01:14:12,540 --> 01:14:15,990
of the core reports, you'll
have two options here.

1380
01:14:15,990 --> 01:14:18,450
You'll be able to see it in graph form,

1381
01:14:18,450 --> 01:14:21,180
but if you like lists like I do

1382
01:14:21,180 --> 01:14:25,290
as well, you'll see it in data in a table.

1383
01:14:25,290 --> 01:14:26,910
And so you'll be able to see

1384
01:14:26,910 --> 01:14:30,180
across the years, the
different months, the days,

1385
01:14:30,180 --> 01:14:33,753
how many days were there,
how many counts you had,

1386
01:14:34,740 --> 01:14:37,380
and you're able to explore that way.

1387
01:14:37,380 --> 01:14:40,110
Another feature is if you go

1388
01:14:40,110 --> 01:14:45,110
to, you can print the data here,
which I think is important.

1389
01:14:45,330 --> 01:14:48,450
So if you ever needed to
print, there's a print button.

1390
01:14:48,450 --> 01:14:51,570
And so again, there's lots of
different ways to play around

1391
01:14:51,570 --> 01:14:55,740
with the graphs as you continue to use it.

1392
01:14:55,740 --> 01:15:00,210
So there's also several
ways to navigate SWIS

1393
01:15:00,210 --> 01:15:02,160
in terms of getting back to where you are.

1394
01:15:02,160 --> 01:15:03,593
So there's this little home button here,

1395
01:15:03,593 --> 01:15:06,870
you can maybe see my cursor circulating

1396
01:15:06,870 --> 01:15:09,510
around it, and then you'll be able

1397
01:15:09,510 --> 01:15:12,213
to see all of your graphs that you want.

1398
01:15:13,290 --> 01:15:17,700
Behavior is often a popular choice for us

1399
01:15:17,700 --> 01:15:20,070
to have team level conversations around

1400
01:15:20,070 --> 01:15:22,440
or school level conversations around.

1401
01:15:22,440 --> 01:15:24,930
Again, you can select your start date,

1402
01:15:24,930 --> 01:15:29,010
you can select your end
date, you can select whether

1403
01:15:29,010 --> 01:15:31,530
it's majors or minors only.

1404
01:15:31,530 --> 01:15:35,064
So for the purpose of
this, I'll just do majors

1405
01:15:35,064 --> 01:15:39,630
and then I always like to
show your values on the graph.

1406
01:15:39,630 --> 01:15:40,980
You can also select

1407
01:15:40,980 --> 01:15:44,430
to show all the behaviors or just the ones

1408
01:15:44,430 --> 01:15:47,190
that actually have data
associated with them.

1409
01:15:47,190 --> 01:15:49,650
So if I wanted to click all the graphs

1410
01:15:49,650 --> 01:15:51,870
or have all the data displayed

1411
01:15:51,870 --> 01:15:54,720
on this graph, all the
behavior, excuse me, displayed

1412
01:15:54,720 --> 01:15:56,610
on this graph, I could click that.

1413
01:15:56,610 --> 01:16:00,160
And then what you'll see,
this is about a month of data

1414
01:16:01,020 --> 01:16:02,973
and you'll be able to see, here we go.

1415
01:16:04,830 --> 01:16:09,830
So there's various, you know,
data points you can see here

1416
01:16:11,040 --> 01:16:13,140
on the table as well.

1417
01:16:13,140 --> 01:16:17,250
So it looks like there's been,
you know, abusive language,

1418
01:16:17,250 --> 01:16:19,563
inappropriate language eight.

1419
01:16:20,550 --> 01:16:22,950
To dive into it a little bit more,

1420
01:16:22,950 --> 01:16:26,040
there's several ways you can view this.

1421
01:16:26,040 --> 01:16:28,980
You can also look, there's
always these little down arrows.

1422
01:16:28,980 --> 01:16:30,633
So if you click a down arrow,

1423
01:16:32,492 --> 01:16:36,540
I could change what I wanna
see in this data table.

1424
01:16:36,540 --> 01:16:38,940
If I wanted to, I could sort

1425
01:16:38,940 --> 01:16:43,050
by ascending, right,
alphabetical order or not.

1426
01:16:43,050 --> 01:16:47,070
So if I just wanted to
look at just the behavior

1427
01:16:47,070 --> 01:16:49,680
in this column, I would just click this.

1428
01:16:49,680 --> 01:16:52,563
So behavior and frequency.

1429
01:16:53,460 --> 01:16:56,430
This is really I think
more exciting when we get

1430
01:16:56,430 --> 01:17:01,110
to student data and I'll show
you that graph in a second.

1431
01:17:01,110 --> 01:17:03,120
So if we go over here,

1432
01:17:03,120 --> 01:17:07,260
this is how you would look
more globally at the students

1433
01:17:07,260 --> 01:17:11,010
in your system and what
referrals and frequency

1434
01:17:11,010 --> 01:17:12,707
and how many students are engaged

1435
01:17:12,707 --> 01:17:16,050
in certain types of behavior.

1436
01:17:16,050 --> 01:17:19,320
Again, as you're looking
for patterns of behavior.

1437
01:17:19,320 --> 01:17:23,553
So I'm going to, let's see if
this'll work. Minimize that.

1438
01:17:25,204 --> 01:17:26,280
Okay, here we go.

1439
01:17:26,280 --> 01:17:28,740
So in the demo site, again

1440
01:17:28,740 --> 01:17:30,870
if you wanna play around,
this is just one month

1441
01:17:30,870 --> 01:17:35,820
of data, I can certainly
make it three months perhaps.

1442
01:17:35,820 --> 01:17:38,550
I don't know if the demo site
will allow me to do that.

1443
01:17:38,550 --> 01:17:42,570
Again, looking at the outcome,
let's do major referrals.

1444
01:17:42,570 --> 01:17:46,170
You can then select by how many
referrals you're interested

1445
01:17:46,170 --> 01:17:49,140
in identifying for each student.

1446
01:17:49,140 --> 01:17:51,750
This comes in really
handy if you are going

1447
01:17:51,750 --> 01:17:55,350
to a team meeting and
you are really concerned

1448
01:17:55,350 --> 01:17:57,570
or having conversations around students

1449
01:17:57,570 --> 01:17:59,490
that might have received two

1450
01:17:59,490 --> 01:18:01,770
or more referrals within a month.

1451
01:18:01,770 --> 01:18:04,740
Perhaps you're noticing an uptick

1452
01:18:04,740 --> 01:18:08,013
in multiple students
receiving multiple referrals.

1453
01:18:09,900 --> 01:18:14,520
Really cool ways that you
can change and identify.

1454
01:18:14,520 --> 01:18:17,430
So minimum referrals or maximum referrals.

1455
01:18:17,430 --> 01:18:20,430
And then you'll be able to
get different data graphs.

1456
01:18:20,430 --> 01:18:24,960
You can also and show values on the graph

1457
01:18:24,960 --> 01:18:27,660
by clicking these two buttons here.

1458
01:18:27,660 --> 01:18:29,580
So I'm gonna go ahead and do that.

1459
01:18:29,580 --> 01:18:32,280
And what I like about SWIS,
it's got this friendly reminder

1460
01:18:32,280 --> 01:18:34,110
when we're talking about students

1461
01:18:34,110 --> 01:18:36,060
and their names, it gives us

1462
01:18:36,060 --> 01:18:39,960
that friendly, red confidential word.

1463
01:18:39,960 --> 01:18:43,830
Again, really thinking about
students right to privacy

1464
01:18:43,830 --> 01:18:46,500
and making sure we are
really being thoughtful about

1465
01:18:46,500 --> 01:18:49,650
who has access to this and
how we're sharing this.

1466
01:18:49,650 --> 01:18:53,340
So what's really great is you
can see the students' names

1467
01:18:53,340 --> 01:18:55,110
that are on the bottom of the graph.

1468
01:18:55,110 --> 01:18:58,620
You can also see that
there's about five students

1469
01:18:58,620 --> 01:19:01,170
so far within this particular month

1470
01:19:01,170 --> 01:19:03,630
that have received two referrals.

1471
01:19:03,630 --> 01:19:08,070
Again, a starting point to
have a larger conversation.

1472
01:19:08,070 --> 01:19:10,890
We always say that when
we're looking at data

1473
01:19:10,890 --> 01:19:13,290
at any point we're not
just making decisions based

1474
01:19:13,290 --> 01:19:16,800
on one data point, we're
really triangulating the data,

1475
01:19:16,800 --> 01:19:18,600
but at least this data graph

1476
01:19:18,600 --> 01:19:20,940
by student will allow
us, that will allow us

1477
01:19:20,940 --> 01:19:25,740
to see how our students
are doing globally.

1478
01:19:25,740 --> 01:19:29,537
You can also, if you click
down here, actually I'll do it

1479
01:19:29,537 --> 01:19:30,570
on the other one.

1480
01:19:30,570 --> 01:19:32,280
There's a way for you to do it by grade

1481
01:19:32,280 --> 01:19:34,680
as well, which is really helpful too.

1482
01:19:34,680 --> 01:19:36,963
So you can then break it out by grade.

1483
01:19:37,980 --> 01:19:41,160
So I'm gonna go back and
Sherry or Anne feel free

1484
01:19:41,160 --> 01:19:44,400
to jump in as well if
I'm missing anything.

1485
01:19:44,400 --> 01:19:46,898
I was just thinking it might
be really cool to mention

1486
01:19:46,898 --> 01:19:51,898
that in October when
you look at that graph

1487
01:19:54,330 --> 01:19:56,412
that we were just looking at.

1488
01:19:56,412 --> 01:19:57,245
[Cassandra] Let me pull it back up.

1489
01:19:57,245 --> 01:20:02,100
Yeah, the student. Yep.

1490
01:20:02,100 --> 01:20:04,230
So that's one.

1491
01:20:04,230 --> 01:20:09,118
I can't see what the half
one and two, any students

1492
01:20:09,118 --> 01:20:13,110
that have two to five office discipline

1493
01:20:13,110 --> 01:20:18,110
or observation data forms
by October research says

1494
01:20:18,660 --> 01:20:21,690
that unless we take a look and see

1495
01:20:21,690 --> 01:20:24,390
if they might need something,
they're gonna have a lot more

1496
01:20:24,390 --> 01:20:26,130
by the end of the year.

1497
01:20:26,130 --> 01:20:27,930
So it's really good.

1498
01:20:27,930 --> 01:20:30,229
It's called the October catch

1499
01:20:30,229 --> 01:20:32,970
and it's a really good
idea to have your team look

1500
01:20:32,970 --> 01:20:37,970
at how many students have
more than two referrals

1501
01:20:37,980 --> 01:20:42,120
and maybe do some proactive planning early

1502
01:20:42,120 --> 01:20:45,633
before the continues the trajectory.

1503
01:20:47,040 --> 01:20:48,090
[Cassandra] Yeah, absolutely.

1504
01:20:48,090 --> 01:20:50,970
Good, good point. Sherry,
thanks for bringing that up.

1505
01:20:50,970 --> 01:20:54,150
I believe if you go into, there's an

1506
01:20:54,150 --> 01:20:57,870
Teach by Design article about
the October catch as well.

1507
01:20:57,870 --> 01:20:59,730
So if you just Google that, you'll be able

1508
01:20:59,730 --> 01:21:02,370
to see information that
Sherry just referenced.

1509
01:21:02,370 --> 01:21:05,700
But absolutely the idea with SWIS and any

1510
01:21:05,700 --> 01:21:08,400
of our data systems, whether
you're talking about academics,

1511
01:21:08,400 --> 01:21:12,030
is we certainly want to
catch our kiddos early

1512
01:21:12,030 --> 01:21:13,590
and put in those really positive,

1513
01:21:13,590 --> 01:21:17,100
proactive preventative
strategies earlier on.

1514
01:21:17,100 --> 01:21:19,860
And we know that when we're
talking about literacy math

1515
01:21:19,860 --> 01:21:20,700
and we certainly know

1516
01:21:20,700 --> 01:21:23,160
that when we're talking
about social, emotional

1517
01:21:23,160 --> 01:21:25,140
and behavioral learning and support.

1518
01:21:25,140 --> 01:21:26,493
So absolutely.

1519
01:21:27,390 --> 01:21:31,470
So going back to our other
core reports, day a week, day

1520
01:21:31,470 --> 01:21:33,303
of the week is great as well.

1521
01:21:34,560 --> 01:21:37,110
Again, these are the big seven graphs,

1522
01:21:37,110 --> 01:21:40,560
so there's a lot more
drill down that we can do,

1523
01:21:40,560 --> 01:21:43,080
but if you're looking for a quick snapshot

1524
01:21:43,080 --> 01:21:46,500
of something, I'll show you how to get

1525
01:21:46,500 --> 01:21:49,380
a little bit more detail when
we go into the drill downs.

1526
01:21:49,380 --> 01:21:50,760
But again, if you're looking for days

1527
01:21:50,760 --> 01:21:52,530
of the week, you're
wondering what's happening

1528
01:21:52,530 --> 01:21:55,560
on a Wednesday for most of our kiddos.

1529
01:21:55,560 --> 01:21:58,620
I don't know, is it an early release day?

1530
01:21:58,620 --> 01:22:00,840
Is this structure different?

1531
01:22:00,840 --> 01:22:02,182
So again, it really gives you

1532
01:22:02,182 --> 01:22:07,182
that nice sort of 36,000 foot
view of how kiddos are doing

1533
01:22:09,390 --> 01:22:11,790
in your school by day of the week.

1534
01:22:11,790 --> 01:22:14,760
You can also look at by grade.

1535
01:22:14,760 --> 01:22:17,490
Again not necessarily drilling down

1536
01:22:17,490 --> 01:22:19,650
right now, however, I'll show you

1537
01:22:19,650 --> 01:22:23,440
in a second how SWIS will allow
you to really dive in deep

1538
01:22:24,300 --> 01:22:27,690
in particular what's happening
in sixth grade, right?

1539
01:22:27,690 --> 01:22:32,220
So again, we certainly recommend
that you frequently look

1540
01:22:32,220 --> 01:22:36,630
at those big seven core graphs
that SWIS will allow you

1541
01:22:36,630 --> 01:22:40,710
to generate as a launching
point for a conversation so

1542
01:22:40,710 --> 01:22:42,480
that you can start problem solving

1543
01:22:42,480 --> 01:22:47,480
and then do a little bit
more data diving into

1544
01:22:47,610 --> 01:22:49,680
to help you really understand what

1545
01:22:49,680 --> 01:22:52,140
that precise problem statement is.

1546
01:22:52,140 --> 01:22:55,967
Certainly with, if we were to
look at this one, six screens

1547
01:22:57,330 --> 01:23:02,040
to be popping, but again, we
don't have enough information

1548
01:23:02,040 --> 01:23:05,430
to make any plan as of yet
regarding what's going on

1549
01:23:05,430 --> 01:23:07,053
in sixth grade, right?

1550
01:23:09,810 --> 01:23:12,840
Let me go into the drill down
now 'cause I just launched

1551
01:23:12,840 --> 01:23:15,810
into that and then I'll
go talk a little bit about

1552
01:23:15,810 --> 01:23:18,390
the additional reports.

1553
01:23:18,390 --> 01:23:20,370
So up here,

1554
01:23:20,370 --> 01:23:22,950
if you go back again, I
just talked about the graphs

1555
01:23:22,950 --> 01:23:26,400
that are on the front
page of your dashboard.

1556
01:23:26,400 --> 01:23:27,690
If you wanted to dive

1557
01:23:27,690 --> 01:23:30,330
down a little deeper, let's
say though sixth grade,

1558
01:23:30,330 --> 01:23:32,760
what's going on in sixth
grade, it allows you

1559
01:23:32,760 --> 01:23:37,760
to really select specific
criteria and different variables

1560
01:23:39,660 --> 01:23:44,660
so you can really further
investigate what you know

1561
01:23:45,240 --> 01:23:48,450
for your teaming and so you
can start problem solving.

1562
01:23:48,450 --> 01:23:50,520
So for just for an example here again,

1563
01:23:50,520 --> 01:23:52,200
I'm gonna use last year's data

1564
01:23:52,200 --> 01:23:55,230
in the demo, they change
the demo every now and then.

1565
01:23:55,230 --> 01:23:57,090
So bear with me if I do something

1566
01:23:57,090 --> 01:24:00,210
and nothing pops up, you
might have to play around

1567
01:24:00,210 --> 01:24:01,710
with a little bit.

1568
01:24:01,710 --> 01:24:04,641
But let's say we were
looking at last school year

1569
01:24:04,641 --> 01:24:09,641
and we were really looking at,
let's say physical aggression

1570
01:24:11,610 --> 01:24:12,780
for an example.

1571
01:24:12,780 --> 01:24:14,190
You can either double click it

1572
01:24:14,190 --> 01:24:17,910
or you can drag it into the data set.

1573
01:24:17,910 --> 01:24:19,230
And again, we're really looking

1574
01:24:19,230 --> 01:24:21,420
at what we wanna include in this data set.

1575
01:24:21,420 --> 01:24:25,230
So last year, physical aggression really

1576
01:24:25,230 --> 01:24:28,400
if it's the primary in SWIS, those stars

1577
01:24:28,400 --> 01:24:30,930
that you notice when you do the referral

1578
01:24:30,930 --> 01:24:34,140
that Sherry had mentioned,
that those stars,

1579
01:24:34,140 --> 01:24:36,690
if you hover over them,
you'll see a little note

1580
01:24:36,690 --> 01:24:41,280
that says select primary behavior.

1581
01:24:41,280 --> 01:24:44,790
So again, we know that
often when we're recording

1582
01:24:44,790 --> 01:24:47,700
and observing behavior, we know

1583
01:24:47,700 --> 01:24:49,560
that there's multiple behaviors

1584
01:24:49,560 --> 01:24:51,900
that can happen within one incident.

1585
01:24:51,900 --> 01:24:55,710
And so with SWIS, those
stars really indicate

1586
01:24:55,710 --> 01:24:57,420
to please highlight the most,

1587
01:24:57,420 --> 01:25:00,240
you know, significant
what's the primary behavior.

1588
01:25:00,240 --> 01:25:02,370
And again, that'll be
up for you all to decide

1589
01:25:02,370 --> 01:25:04,680
and operationally define what that is.

1590
01:25:04,680 --> 01:25:09,680
But again, you can also add
other behaviors as well.

1591
01:25:10,050 --> 01:25:11,040
But let's, for the purpose

1592
01:25:11,040 --> 01:25:13,470
of just this demonstration
last school year,

1593
01:25:13,470 --> 01:25:17,670
physical aggression,
primary behavior only.

1594
01:25:17,670 --> 01:25:22,670
And let's look at, let me do one more.

1595
01:25:22,950 --> 01:25:26,373
Let's look at, let's see, cafeteria.

1596
01:25:27,240 --> 01:25:30,930
Okay, so one of our big
graphs mentions something

1597
01:25:30,930 --> 01:25:32,670
about possibly the cafeteria.

1598
01:25:32,670 --> 01:25:37,380
Again, I'm hoping this will
generate something and it does.

1599
01:25:37,380 --> 01:25:39,450
So this is really, really cool.

1600
01:25:39,450 --> 01:25:40,890
So if you're a data junkie

1601
01:25:40,890 --> 01:25:43,140
like me, this is where
I get really excited

1602
01:25:43,140 --> 01:25:47,010
because you have access to
lots of different data here.

1603
01:25:47,010 --> 01:25:49,800
So again, what I've just
done is looking specifically

1604
01:25:49,800 --> 01:25:52,500
at the cafeteria last year, I always like

1605
01:25:52,500 --> 01:25:54,870
to show values on the graph here.

1606
01:25:54,870 --> 01:25:58,290
So there were 20 incidents.

1607
01:25:58,290 --> 01:26:00,120
I did not necessarily specify

1608
01:26:00,120 --> 01:26:02,370
if you noticed whether if it was a major

1609
01:26:02,370 --> 01:26:06,273
or minor, I could certainly
disaggregate the data by that.

1610
01:26:07,230 --> 01:26:08,430
But right now we're just looking

1611
01:26:08,430 --> 01:26:12,360
at any observed behavior
last year in the cafeteria.

1612
01:26:12,360 --> 01:26:14,040
And what we're seeing is

1613
01:26:14,040 --> 01:26:19,040
we have 20 behavior
observation data forms, right?

1614
01:26:20,460 --> 01:26:23,940
So I love this little summary over here,

1615
01:26:23,940 --> 01:26:26,550
if you can see me highlight
that, you'll be able

1616
01:26:26,550 --> 01:26:30,540
to see how many referrals
there were in that time period.

1617
01:26:30,540 --> 01:26:31,380
You can also see

1618
01:26:31,380 --> 01:26:34,770
at a quick glance how
many students contributed

1619
01:26:34,770 --> 01:26:38,040
to those 20 referrals, right?

1620
01:26:38,040 --> 01:26:41,350
You can also see how
many staff are reporting

1621
01:26:42,210 --> 01:26:45,150
or recording these observations, right?

1622
01:26:45,150 --> 01:26:50,150
So 16 staff are observing,
20 referrals, 13 of them

1623
01:26:53,520 --> 01:26:56,190
of those are from students.

1624
01:26:56,190 --> 01:26:59,070
So this is where I think
it gets really exciting

1625
01:26:59,070 --> 01:27:03,390
for you to have a really
deeper dive into the data.

1626
01:27:03,390 --> 01:27:06,870
So you're able to,
yeah, Sherry, go for it.

1627
01:27:06,870 --> 01:27:09,930
No, it's just if you go
up, you can also now look

1628
01:27:09,930 --> 01:27:12,600
at those behaviors that
other criteria originally

1629
01:27:12,600 --> 01:27:14,910
and look across grade level.

1630
01:27:14,910 --> 01:27:18,670
You can change the graph
type to be any of those

1631
01:27:20,970 --> 01:27:23,150
and see, oh wow, okay, a lot

1632
01:27:23,150 --> 01:27:26,160
of those were from eighth grade.

1633
01:27:26,160 --> 01:27:29,460
So you can drill down even further

1634
01:27:29,460 --> 01:27:32,790
with the use of, once
you get your dataset,

1635
01:27:32,790 --> 01:27:35,340
your querying about look at it

1636
01:27:35,340 --> 01:27:38,610
across all the other categories,
which is really cool.

1637
01:27:38,610 --> 01:27:40,260
[Cassandra] Yeah, that is really cool.

1638
01:27:40,260 --> 01:27:44,070
So this is really, again, we're
looking at cafeteria, right?

1639
01:27:44,070 --> 01:27:47,370
But now you're saying cafeteria
and what grade, right?

1640
01:27:47,370 --> 01:27:50,790
So you're taking 20 and then
being able to see the grade.

1641
01:27:50,790 --> 01:27:51,623
Another way to do

1642
01:27:51,623 --> 01:27:54,330
that, again, there's
multiple ways to do that.

1643
01:27:54,330 --> 01:27:57,540
You certainly can go here
where the graph type is,

1644
01:27:57,540 --> 01:27:59,520
but you can also, if you go down here,

1645
01:27:59,520 --> 01:28:03,840
if I wanted to sort of do
organize the grades, right?

1646
01:28:03,840 --> 01:28:07,620
I could sort ascending and I
could then see two, you know,

1647
01:28:07,620 --> 01:28:11,913
we've got two forms for
kindergarten, but guess what?

1648
01:28:11,913 --> 01:28:14,160
It's the same kiddo, right?

1649
01:28:14,160 --> 01:28:15,990
So again, you can really be creative

1650
01:28:15,990 --> 01:28:18,990
in how you interpret and view this data.

1651
01:28:18,990 --> 01:28:23,730
You can sort also by
last name, you can sort

1652
01:28:23,730 --> 01:28:26,520
by staff member, right?

1653
01:28:26,520 --> 01:28:31,520
Again, we've already said
the location and action taken

1654
01:28:32,130 --> 01:28:34,860
and what's really cool is you have access

1655
01:28:34,860 --> 01:28:39,210
to all checking off really what
you wanna see in this table.

1656
01:28:39,210 --> 01:28:44,210
So if you really are just
interested in looking at students

1657
01:28:44,850 --> 01:28:49,850
that are on let's say a
504, let's say I need the...

1658
01:28:51,030 --> 01:28:54,540
I don't really not care
about the date right now.

1659
01:28:54,540 --> 01:28:58,200
I don't really care about the
behavior, other action taken.

1660
01:28:58,200 --> 01:29:02,490
I've really minimized the pool
that I'm looking at, right?

1661
01:29:02,490 --> 01:29:05,940
So it's a kind of a cool
way to do this as well.

1662
01:29:05,940 --> 01:29:09,660
So it certainly doesn't look
like there's many students.

1663
01:29:09,660 --> 01:29:14,310
Here we go has 504 grade,
staff and the location,

1664
01:29:14,310 --> 01:29:16,920
so lots to play around with.

1665
01:29:16,920 --> 01:29:18,000
One thing, for those

1666
01:29:18,000 --> 01:29:21,060
of you who had mentioned data integration,

1667
01:29:21,060 --> 01:29:24,120
there's certainly SDEX as
Sherry had mentioned earlier,

1668
01:29:24,120 --> 01:29:27,600
and there's a great
video I imagine about it,

1669
01:29:27,600 --> 01:29:30,720
but you can also export the
data into an Excel spreadsheet.

1670
01:29:30,720 --> 01:29:34,860
So if you're more handy and facile

1671
01:29:34,860 --> 01:29:37,440
at generating different graphs

1672
01:29:37,440 --> 01:29:40,560
or really wanna pull
information, you have that option

1673
01:29:40,560 --> 01:29:42,623
as well under the export, okay?

1674
01:29:44,580 --> 01:29:47,130
So that certainly is drilled down

1675
01:29:47,130 --> 01:29:52,130
and again, I could spend
probably two days really diving

1676
01:29:52,440 --> 01:29:53,610
into this.

1677
01:29:53,610 --> 01:29:55,350
I'm mindful of time and wanna get

1678
01:29:55,350 --> 01:29:57,660
to the other graphs as well.

1679
01:29:57,660 --> 01:30:00,540
So again, feel free to chat in the box

1680
01:30:00,540 --> 01:30:02,670
if I'm not seeing it right now.

1681
01:30:02,670 --> 01:30:06,483
But, if there's a question,
don't hesitate to let me know.

1682
01:30:07,980 --> 01:30:11,220
Alright, so that's drill down.

1683
01:30:11,220 --> 01:30:13,230
And then wanna look very quickly

1684
01:30:13,230 --> 01:30:17,130
at the additional reports,
Sherry, you can see all

1685
01:30:17,130 --> 01:30:18,360
of these, many of them

1686
01:30:18,360 --> 01:30:22,350
at the year end report, which
is Sherry had recommended.

1687
01:30:22,350 --> 01:30:24,000
Definitely do that at the end of the year.

1688
01:30:24,000 --> 01:30:27,630
That's your more
comprehensive information.

1689
01:30:27,630 --> 01:30:32,070
But let's say you're
prepping for you're planning

1690
01:30:32,070 --> 01:30:34,333
for this coming year and you wanna look

1691
01:30:34,333 --> 01:30:36,060
at your average referrals

1692
01:30:36,060 --> 01:30:39,690
across the year, you're
able to do that as well.

1693
01:30:39,690 --> 01:30:43,650
So I'm gonna grab a
little bit further down

1694
01:30:43,650 --> 01:30:44,520
in terms of the year.

1695
01:30:44,520 --> 01:30:48,363
Let's say I wanna look at
more than just two years.

1696
01:30:49,740 --> 01:30:52,260
I have this ability to really look

1697
01:30:52,260 --> 01:30:56,280
at what are our trends, average
referrals per day, per month

1698
01:30:56,280 --> 01:30:58,020
across the years.

1699
01:30:58,020 --> 01:30:59,640
I found when I was working

1700
01:30:59,640 --> 01:31:03,150
in schools, this was
certainly an opportunity

1701
01:31:03,150 --> 01:31:06,750
to not only problem solve,
but to celebrate successes.

1702
01:31:06,750 --> 01:31:08,610
It's a wonderful thing to be able to see

1703
01:31:08,610 --> 01:31:11,520
that what you're implementing
is really having some positive

1704
01:31:11,520 --> 01:31:14,040
outcomes for your kiddos and your staff.

1705
01:31:14,040 --> 01:31:17,790
And so if you're finding
that there's been a decrease

1706
01:31:17,790 --> 01:31:21,510
in referrals in December
or observation data

1707
01:31:21,510 --> 01:31:25,020
because you've implemented
a really cool practice,

1708
01:31:25,020 --> 01:31:26,640
a universal practice for everyone,

1709
01:31:26,640 --> 01:31:28,200
or even a targeted intervention

1710
01:31:28,200 --> 01:31:31,170
for those students who may
need a little bit more support,

1711
01:31:31,170 --> 01:31:32,850
this is a really great way to show

1712
01:31:32,850 --> 01:31:34,800
and celebrate that as well.

1713
01:31:34,800 --> 01:31:38,910
So again, you can think of
it as both problem solving,

1714
01:31:38,910 --> 01:31:41,160
but you know, thinking about strengths,

1715
01:31:41,160 --> 01:31:43,470
where are your pockets of success?

1716
01:31:43,470 --> 01:31:45,150
Were referrals not happening?

1717
01:31:45,150 --> 01:31:47,040
That's a question I
would always ask my team.

1718
01:31:47,040 --> 01:31:47,873
What's working well

1719
01:31:47,873 --> 01:31:52,648
in this location where we're
not seeing high, high rates

1720
01:31:52,648 --> 01:31:57,648
of students engaging in not
the best behavior, right?

1721
01:32:00,060 --> 01:32:03,390
So again, you've got several options here.

1722
01:32:03,390 --> 01:32:06,360
Location, multi-year behavior, multi-year.

1723
01:32:06,360 --> 01:32:10,473
You also have this one,
this is your staff,

1724
01:32:12,540 --> 01:32:14,880
this is referrals by staff.

1725
01:32:14,880 --> 01:32:16,260
I always like to say when we get

1726
01:32:16,260 --> 01:32:19,560
to this one, certainly would
not want to generate this

1727
01:32:19,560 --> 01:32:22,080
or display this in the first five minutes

1728
01:32:22,080 --> 01:32:23,640
of a staff meeting.

1729
01:32:23,640 --> 01:32:28,320
Again, there's a lot of
assumptions that could be made

1730
01:32:28,320 --> 01:32:31,260
and it's information
for you and your teams

1731
01:32:31,260 --> 01:32:33,570
to have a conversation about it.

1732
01:32:33,570 --> 01:32:37,080
You know, it could be perhaps that staff,

1733
01:32:37,080 --> 01:32:41,370
Seth Martin certainly has had

1734
01:32:41,370 --> 01:32:45,120
to create a few more behavior

1735
01:32:45,120 --> 01:32:48,870
or complete a few more
behavior observation forms

1736
01:32:48,870 --> 01:32:51,290
than perhaps Jason.

1737
01:32:51,290 --> 01:32:54,990
So again, it might be
looking, drilling down again

1738
01:32:54,990 --> 01:32:56,583
to see what's really going on.

1739
01:32:57,510 --> 01:33:01,067
This should never be used
as an evaluative, it's more

1740
01:33:01,067 --> 01:33:06,067
of just a point in time and
perhaps even an opportunity

1741
01:33:06,450 --> 01:33:09,780
to provide professional
development to staff.

1742
01:33:09,780 --> 01:33:11,670
Maybe there's a
misunderstanding around how

1743
01:33:11,670 --> 01:33:13,833
to actually use your behavior observation.

1744
01:33:15,180 --> 01:33:18,783
So again, really calibrating
your staff on that.

1745
01:33:20,070 --> 01:33:24,300
I also wanna go into, we have
a few more closing slides,

1746
01:33:24,300 --> 01:33:27,693
so I wanna go into the equity model.

1747
01:33:30,180 --> 01:33:32,850
When we start thinking
about one your systems,

1748
01:33:32,850 --> 01:33:33,780
I just wanna mention

1749
01:33:33,780 --> 01:33:36,443
that when we think about
the additional reports

1750
01:33:36,443 --> 01:33:40,950
and the other reports, it's
really important for you

1751
01:33:40,950 --> 01:33:45,030
to put data conversations
on your meeting agendas

1752
01:33:45,030 --> 01:33:48,090
and determine your frequency
in when you're going

1753
01:33:48,090 --> 01:33:51,330
to start, you know, when you're
going to review the data.

1754
01:33:51,330 --> 01:33:54,540
Six to every six to eight
weeks is often something

1755
01:33:54,540 --> 01:33:56,280
that we hear schools are getting together

1756
01:33:56,280 --> 01:34:00,390
and really reviewing certainly
more frequently as well.

1757
01:34:00,390 --> 01:34:01,830
I've, having been

1758
01:34:01,830 --> 01:34:04,290
in a school, I think
this is really powerful

1759
01:34:04,290 --> 01:34:08,100
and again, we wanna catch
kiddos doing the right thing,

1760
01:34:08,100 --> 01:34:10,020
and if they're not, we
wanna get ahead of it

1761
01:34:10,020 --> 01:34:11,220
as quickly as possible.

1762
01:34:11,220 --> 01:34:12,600
So that'll also be something you

1763
01:34:12,600 --> 01:34:15,240
and your teams wanna consider
is what is the frequency

1764
01:34:15,240 --> 01:34:18,180
in which you are reviewing your data?

1765
01:34:18,180 --> 01:34:23,070
And what graphs and what data
reports you're reviewing?

1766
01:34:23,070 --> 01:34:27,180
So, so equity Sherry had mentioned this,

1767
01:34:27,180 --> 01:34:31,440
and again, there's a lot of
videos on how to use this,

1768
01:34:31,440 --> 01:34:34,800
but certainly this is a new feature

1769
01:34:34,800 --> 01:34:39,600
and an incredibly important
feature that SWIS has added,

1770
01:34:39,600 --> 01:34:44,600
as we know with
disproportionality in referrals

1771
01:34:44,730 --> 01:34:49,730
and suspension and expulsion
and restraint and seclusion.

1772
01:34:50,400 --> 01:34:54,300
It's all over the news and how
are we getting ahead of that?

1773
01:34:54,300 --> 01:34:57,960
And how are we monitoring that
in our own systems, right?

1774
01:34:57,960 --> 01:35:00,510
And so it's really important
for us to attend to this.

1775
01:35:00,510 --> 01:35:04,770
And so SWIS has created these
opportunities for you to look

1776
01:35:04,770 --> 01:35:08,310
at what's referred to as the risk index.

1777
01:35:08,310 --> 01:35:10,980
And so again, quickly, quick nuts

1778
01:35:10,980 --> 01:35:12,570
and bolts, you will not be able

1779
01:35:12,570 --> 01:35:15,540
to generate this data unless you enter

1780
01:35:15,540 --> 01:35:19,530
in your student's race ethnicity, okay?

1781
01:35:19,530 --> 01:35:22,860
You also wanna make sure you wanna look

1782
01:35:22,860 --> 01:35:27,720
at your IEP status, so
make sure you have lists,

1783
01:35:27,720 --> 01:35:29,520
whoever's the data entry person,

1784
01:35:29,520 --> 01:35:32,490
if you have someone identified,
it's really helpful for

1785
01:35:32,490 --> 01:35:36,000
to have that, to have
accessible information right

1786
01:35:36,000 --> 01:35:38,340
at the ready so they could be timely

1787
01:35:38,340 --> 01:35:41,760
in putting certain
demographic information in.

1788
01:35:41,760 --> 01:35:45,330
Okay, so I'm gonna go back a year again

1789
01:35:45,330 --> 01:35:47,850
for the demo, hopefully it'll
show us a little bit more.

1790
01:35:47,850 --> 01:35:52,850
I'm just gonna do majors
for the purpose of this one.

1791
01:35:53,958 --> 01:35:58,260
And what you'll see
here is you'll get sort

1792
01:35:58,260 --> 01:36:03,260
of a description here, a real
graph of what we're seeing

1793
01:36:03,300 --> 01:36:07,380
in terms of the risk index, right?

1794
01:36:07,380 --> 01:36:10,500
So if you scroll further down,

1795
01:36:10,500 --> 01:36:15,500
what you'll see is
there's the ratio, right?

1796
01:36:16,230 --> 01:36:21,023
By race and ethnicity.
Rates by group, okay?

1797
01:36:22,470 --> 01:36:23,730
So there's three.

1798
01:36:23,730 --> 01:36:27,030
What I find really
helpful is after you look

1799
01:36:27,030 --> 01:36:29,739
at this graph, you'll see the data table.

1800
01:36:29,739 --> 01:36:31,950
And what it does is the risk ratio.

1801
01:36:31,950 --> 01:36:34,140
It really looks at the number of students

1802
01:36:34,140 --> 01:36:36,090
that are enrolled in your school

1803
01:36:36,090 --> 01:36:40,560
that are based on a certain
race or ethnicity, right?

1804
01:36:40,560 --> 01:36:42,300
Then it compares that with the number

1805
01:36:42,300 --> 01:36:47,300
of students who have had majors, right?

1806
01:36:47,370 --> 01:36:49,020
And so it'll also, and how many

1807
01:36:49,020 --> 01:36:50,730
of those students have had majors

1808
01:36:50,730 --> 01:36:54,360
and it'll give you a
percent of that population

1809
01:36:54,360 --> 01:36:57,840
and then it creates this
level of risk index.

1810
01:36:57,840 --> 01:36:59,430
What I also find really helpful

1811
01:36:59,430 --> 01:37:01,740
with this is the interpretations.

1812
01:37:01,740 --> 01:37:05,820
So based on what you've
entered into your system

1813
01:37:05,820 --> 01:37:07,980
and what we're seeing right now,

1814
01:37:07,980 --> 01:37:11,640
of the six students identified
as African or American Indian

1815
01:37:11,640 --> 01:37:16,640
and Alaskan Native, 50% have
at least one major referral.

1816
01:37:16,920 --> 01:37:19,440
So again, these are, again,
it's again, starting points

1817
01:37:19,440 --> 01:37:22,560
to have conversations, but
what we know is there's been

1818
01:37:22,560 --> 01:37:26,130
certain disproportionate reporting

1819
01:37:26,130 --> 01:37:29,160
for our black and brown kiddos.

1820
01:37:29,160 --> 01:37:33,060
And so it gives you this
opportunity to really dive into

1821
01:37:33,060 --> 01:37:37,290
that, to have some conversations, right?

1822
01:37:37,290 --> 01:37:38,820
Sherry, is there anything else you'd like

1823
01:37:38,820 --> 01:37:41,703
to add regarding the equity reports?

1824
01:37:44,370 --> 01:37:45,723
No, not really.

1825
01:37:47,550 --> 01:37:52,550
I was so impressed by Caitlyn's
presentation last time

1826
01:37:52,680 --> 01:37:57,540
and how useful these comparisons were

1827
01:37:57,540 --> 01:38:00,540
in terms of population size and proportion

1828
01:38:00,540 --> 01:38:05,540
of subpopulations having more referrals

1829
01:38:07,320 --> 01:38:08,850
and what they did about it

1830
01:38:08,850 --> 01:38:10,740
and how the process that she followed.

1831
01:38:10,740 --> 01:38:15,690
So maybe we could send them
her contact information

1832
01:38:15,690 --> 01:38:19,080
if anybody has questions about
using the equity reports,

1833
01:38:19,080 --> 01:38:21,728
I think she'd be a really
good person to tap into.

1834
01:38:21,728 --> 01:38:23,070
[Cassandra] Yeah, absolutely.

1835
01:38:23,070 --> 01:38:27,690
I did send her an email
seeing if it was okay for us

1836
01:38:27,690 --> 01:38:29,250
to give out her contact information.

1837
01:38:29,250 --> 01:38:30,660
I'm sure it would be fine.

1838
01:38:30,660 --> 01:38:33,600
However, another resource, she did attend

1839
01:38:33,600 --> 01:38:36,060
this webinar last year

1840
01:38:36,060 --> 01:38:39,128
and it's recorded, it's
also on our website,

1841
01:38:39,128 --> 01:38:41,010
so you could actually go to that.

1842
01:38:41,010 --> 01:38:44,176
We can actually drop it
into the chat in a minute.

1843
01:38:44,176 --> 01:38:47,790
I can do that for you or if
Anne, if you get to that.

1844
01:38:47,790 --> 01:38:50,820
But you can certainly see
her talk a little bit about

1845
01:38:50,820 --> 01:38:53,700
in the previously recorded
webinar to get a sense

1846
01:38:53,700 --> 01:38:55,710
of how she uses this.

1847
01:38:55,710 --> 01:38:58,140
I think it's really important.

1848
01:38:58,140 --> 01:38:59,935
I love how, you know, you can also,

1849
01:38:59,935 --> 01:39:03,780
the various student
groups IEP status, right?

1850
01:39:03,780 --> 01:39:05,220
There's lots of research right now.

1851
01:39:05,220 --> 01:39:08,280
Lots of talk about disproportionality

1852
01:39:08,280 --> 01:39:11,326
in students with disabilities.

1853
01:39:11,326 --> 01:39:16,020
You can also look at
gender, you can also look

1854
01:39:16,020 --> 01:39:18,600
at English language learners.

1855
01:39:18,600 --> 01:39:22,500
So again, you have lots of
really cool information.

1856
01:39:22,500 --> 01:39:27,500
Certainly look at the
videos that are available

1857
01:39:28,800 --> 01:39:32,595
on SWIS PBISApps and we'll certainly link

1858
01:39:32,595 --> 01:39:36,783
that other video into it from last year.

1859
01:39:38,250 --> 01:39:43,020
Let's see, I think that's it.

1860
01:39:43,020 --> 01:39:44,670
I mean, I can certainly
go into other things.

1861
01:39:44,670 --> 01:39:46,560
Sherry mentioned the triangle report.

1862
01:39:46,560 --> 01:39:49,230
I think that's really wonderful as well.

1863
01:39:49,230 --> 01:39:51,420
And finally the year end report,

1864
01:39:51,420 --> 01:39:54,810
but certainly lots of options for you

1865
01:39:54,810 --> 01:39:59,810
to see sort of the 36,000
foot view, schoolwide view.

1866
01:40:02,040 --> 01:40:03,540
Certainly opportunities for you

1867
01:40:03,540 --> 01:40:07,293
to really drill down
into your data as well,

1868
01:40:08,640 --> 01:40:11,340
and really, really great opportunities

1869
01:40:11,340 --> 01:40:14,553
for you to use the data to problem solve.

1870
01:40:16,290 --> 01:40:20,280
All right, are there any
questions while I'm here

1871
01:40:20,280 --> 01:40:22,826
before I stop sharing and we'll transition

1872
01:40:22,826 --> 01:40:27,826
to Sherry, did you
wanna share your screen?

1873
01:40:30,150 --> 01:40:31,830
Oh, am I up?

1874
01:40:31,830 --> 01:40:34,812
[Cassandra] Well, any
questions, friends out there?

1875
01:40:34,812 --> 01:40:37,479
(Sherry laughs)

1876
01:40:39,210 --> 01:40:41,403
And thanks Anne for posting that.

1877
01:40:42,690 --> 01:40:45,390
Okay, I'm not seeing any questions,

1878
01:40:45,390 --> 01:40:49,200
so again, this is a lot of information.

1879
01:40:49,200 --> 01:40:52,350
Certainly would be happy
to shoot us an email,

1880
01:40:52,350 --> 01:40:56,193
let us know what questions crop up.

1881
01:40:58,830 --> 01:41:02,280
I find it's one of those
things where you start using it

1882
01:41:02,280 --> 01:41:05,310
and then you are like,
"Oh, how do I do that?"

1883
01:41:05,310 --> 01:41:10,310
So certainly we've all been
there. Thank you, Sherry.

1884
01:41:10,950 --> 01:41:15,950
Yeah, I mean I think this
is just a list of resources.

1885
01:41:17,790 --> 01:41:18,900
Looks like if you're interested

1886
01:41:18,900 --> 01:41:22,966
in Check In, Check Out, they
have lots of resources here.

1887
01:41:22,966 --> 01:41:26,160
Cassandra showed you where
to find them on the website.

1888
01:41:26,160 --> 01:41:31,160
So that's a lot here. And
they do trainings too.

1889
01:41:32,055 --> 01:41:37,055
If Cassandra and Amy and I are
considered SWIS facilitators

1890
01:41:38,910 --> 01:41:43,910
and so we support your
schools in anything kind of in

1891
01:41:43,920 --> 01:41:48,182
between, you know, you
figuring it out yourself

1892
01:41:48,182 --> 01:41:53,182
and PBISApps at the University of Oregon.

1893
01:41:53,250 --> 01:41:58,250
But you also have the capacity
to become SWIS facilitators

1894
01:41:58,260 --> 01:41:59,730
for your districts, especially

1895
01:41:59,730 --> 01:42:01,980
if you're a district or SU person.

1896
01:42:01,980 --> 01:42:04,170
That's something that
would allow your schools

1897
01:42:04,170 --> 01:42:06,690
to have a lot more directed support.

1898
01:42:06,690 --> 01:42:09,543
I think we talked about
Teach by Design a bit.

1899
01:42:11,340 --> 01:42:15,090
Here's some activities coming up.

1900
01:42:15,090 --> 01:42:20,090
There's a process to follow for
organizing your team to look

1901
01:42:21,390 --> 01:42:24,603
at the data and do some problem
solving and action planning.

1902
01:42:25,590 --> 01:42:28,200
In fact, when Cassandra is going

1903
01:42:28,200 --> 01:42:33,200
through the drill down, it
helps you look at your data

1904
01:42:34,440 --> 01:42:36,780
through the drill down
process to really hone in

1905
01:42:36,780 --> 01:42:39,210
on the who, what, when, where, why.

1906
01:42:39,210 --> 01:42:40,740
So that you can build a plan

1907
01:42:40,740 --> 01:42:43,800
around who, what, when, where, why,

1908
01:42:43,800 --> 01:42:46,276
and what you want the outcome to be

1909
01:42:46,276 --> 01:42:48,930
for the solution finding.

1910
01:42:48,930 --> 01:42:51,120
But team initiated
problem solving is one way

1911
01:42:51,120 --> 01:42:52,710
to go about that.

1912
01:42:52,710 --> 01:42:55,924
We don't have any training
scheduled on that right now.

1913
01:42:55,924 --> 01:43:00,924
There are a few workshops
coming up that you can see

1914
01:43:01,080 --> 01:43:04,620
on this slide here where we'll be talking

1915
01:43:04,620 --> 01:43:06,360
about team initiated problem solving

1916
01:43:06,360 --> 01:43:11,360
and just really great
easy way to analyze data

1917
01:43:12,060 --> 01:43:16,710
and sort of demystify what you might need

1918
01:43:16,710 --> 01:43:19,083
to do to make a plan for change.

1919
01:43:20,010 --> 01:43:22,770
So those are the dates that you can see.

1920
01:43:22,770 --> 01:43:24,360
We have a professional
development calendar

1921
01:43:24,360 --> 01:43:26,073
where these are listed as well.

1922
01:43:27,510 --> 01:43:32,510
So our advice or suggestion
is to use the web,

1923
01:43:34,320 --> 01:43:38,250
the resources that we shared
with you and you know,

1924
01:43:38,250 --> 01:43:39,450
if you're trying to find the answer

1925
01:43:39,450 --> 01:43:43,170
to question, don't spend
more than 10, 15 minutes

1926
01:43:43,170 --> 01:43:44,910
before reaching out to one of us.

1927
01:43:44,910 --> 01:43:46,767
Could be Anne Dubie or me.

1928
01:43:46,767 --> 01:43:50,310
And we will try

1929
01:43:50,310 --> 01:43:55,230
to answer any concerns, questions
you have within 48 hours.

1930
01:43:55,230 --> 01:43:57,243
I think we've been kind of true to that.

1931
01:43:58,800 --> 01:43:59,880
If you have like a question

1932
01:43:59,880 --> 01:44:01,490
that's really an emergency, you can go

1933
01:44:01,490 --> 01:44:03,240
to PBISApps yourself.

1934
01:44:03,240 --> 01:44:05,493
We serve as the go between,

1935
01:44:06,450 --> 01:44:09,120
but that would be also an option for you.

1936
01:44:09,120 --> 01:44:13,530
You can go to their support@pbisapps.org.

1937
01:44:13,530 --> 01:44:15,660
So that would be the process we recommend

1938
01:44:15,660 --> 01:44:17,610
for like, "Oh my God, how do I do this?

1939
01:44:17,610 --> 01:44:21,603
Where do I find this?" Is
there anything else Cassandra?

1940
01:44:25,110 --> 01:44:26,910
[Cassandra] No, I think that's it.

1941
01:44:26,910 --> 01:44:29,640
I think there's lots,
certainly lots of resources.

1942
01:44:29,640 --> 01:44:32,290
We'd be happy to answer any
questions you folks have.

1943
01:44:34,320 --> 01:44:38,703
Just think it's a really
great, great tool. (chuckles)

1944
01:44:47,250 --> 01:44:51,150
So yeah, if there aren't any questions,

1945
01:44:51,150 --> 01:44:53,970
we are certainly getting
you out a little early,

1946
01:44:53,970 --> 01:44:58,601
which is maybe, (chuckles) you know,

1947
01:44:58,601 --> 01:45:00,630
which is always exciting.

1948
01:45:00,630 --> 01:45:02,883
Just appreciate you all joining.

1949
01:45:03,990 --> 01:45:06,360
Anne will be sending you a survey,

1950
01:45:06,360 --> 01:45:08,220
so please let us know how this went

1951
01:45:08,220 --> 01:45:11,490
for you this afternoon on a Monday.

1952
01:45:11,490 --> 01:45:16,018
And after you complete your
survey you'll be prompted

1953
01:45:16,018 --> 01:45:18,933
to see your certificate of attendance.

1954
01:45:19,910 --> 01:45:22,990
So thanks again everyone
for taking the time

1955
01:45:24,390 --> 01:45:25,470
and look forward to seeing you

1956
01:45:25,470 --> 01:45:28,266
at another event soon and we'll-

1957
01:45:28,266 --> 01:45:29,880
Yeah, we're happy to stay on a few minutes

1958
01:45:29,880 --> 01:45:32,553
for anybody wants to
unmute and ask questions.

1959
01:45:36,930 --> 01:45:38,230
[Student] Thank you all.

1960
01:45:39,812 --> 01:45:44,812
Thank you for coming.

1961
01:45:49,158 --> 01:45:49,991
Okay.