PBIS Assessments & SWIS Jennifer Rollenhagen,Ed.S., MiBLSi Measurement & Evaluation Specialist MiBLSi Implementers’ Conference, 2012

A free website where you can download copies of the measures, enter your school’s scores online, and view graphs of your results on PBIS Implementation efforts. A website to track office discipline referrals

Agenda SWIS Facilitators: New Certification Training Structure Revisit SWIS Problem Behavior Definitions Flowchart CICO-SWIS Updates ISIS-SWIS Updates Data Integration Advanced Report Generation and Data Analysis PBIS Assessment BAT Electronic Tool Review of new resources-voiceover powerpoints BoQ Snapshots Universal Screening Student Risk Screening Tool (SRSS) Early Warning Signs (EWS) Tool for Middle & High Schools 2 minutes: Share with you elbow partner which agenda item are you most interested in and why.

New Certification Requirements for SWIS Facilitators Starting January 2012 separate certification trainings for: SWIS – 2 1/2 day training in person CICO-SWIS – 2 hour training via webinar ISIS-SWIS – 1 day training in person (coming soon) or four 90-min webinars (later) SWIS Facilitators certified before January 2012 have been trained and are certified for both SWIS and CICO-SWIS. All SWIS Facilitators will need to be certified to license ISIS-SWIS

Revisit SWIS Problem Behavior Definitions with schools Office managed vs Staff managed

CICO-SWIS Updates

Student History Management –Users requested a way to enroll and unenroll students easily in the account. CICO Period Management –Schools wanted to be able to make changes to the period management if changes were made to the number of expectations/periods. The changes could only be done by contacting SWIS account management.

Student History Manager

Period Management

Advanced Period Management

Modifying/Deleting Templates Only modify or delete templates when there are no student data OR If the data is incorrect and all the data needs to be deleted and re-entered ANY DELETED DATA CANNOT BE RECOVERED

Advanced Period Management

ISIS-SWIS Updates Individual Student Information System

Module within the SWIS application designed to coordinate and monitor individualized student support Uses a student file format for uploading & storing critical documents (i.e. assessment and support plans) defining measures and data entry schedules Summarizes and formats data for problem- solving & decision-making WHAT IS ISIS-SWIS? Individual Student Information System

~80% of Students ~15% ~5% ISIS-SWIS is intended for students requiring: Tier 3 supports in any content area and/or Supported by an Individual Education Plan (IEP)

Efficiency  Individual student progress monitoring  Daily data entry  Twice weekly review  Documentation Equity  Students requiring TIER III supports have equal access to quality support  Predictability for staff leads to clear roles and responsibilities Quality  Compliance with IEP procedures  Keeping history or student programs & progress Why Use ISIS-SWIS?

Provides structure/tools for creating & maintaining student files Data are formatted for individual student progress monitoring, goal setting, & decision making Student File Set Up is based on the goals/objectives identified in the student’s support plan (e.g. IEP, BSP) Data entry is defined by the Student File Set Up Checklist Serves as a team decision-making tool Provides evaluation data for –fidelity of plan implementation –student outcome data Individual Student and School Wide WHY USE ISIS-SWIS

SYSTEMS PRACTICES INFORMATION Supporting Staff & Student Behavior and Decision Making Building Capacity and Sustainability OUTCOMES For Social Competence, Academic Achievement, and Safety

ISIS-SWIS STUDENT FILE DASHBOARD

 Roles  ISIS-SWIS Facilitator  Coordinator  Data Entry  Team Member  Community Member  Access Levels  SAMI  Coordinator  Full Use  Read Only  Scope of Access  Single Student  Multiple Students ROLES & ACCESS LEVELS An ISIS-SWIS Facilitator is someone who can consistently provide technical assistance for coordinating the implementation and evaluation of Individual Student Support. Responsibilities: Readiness Licensing Swift at ISIS-SWIS Training Ongoing Support and Coaching (includes using ISIS-SWIS data for decision making)

ISIS-SWIS Facilitator (SAMI Access) –Sets up 1-3 Coordinator(s) within the school Coordinators (Coordinator Access) –Set up student file (based on plan) Measures Data Entry schedule Report Generation schedule –Manage/Coordinate Team members Access/scope for district liaison/other users Timelines with team Data Entry Staff (Full Access) –Enter data for specific student file(s) Data Analyst (Read Only Access) –Generate reports for specific student file(s) –Examples: district liaison, school psychologist, administrator PERMISSIONS

A person could have: –Full use access for all students: ISIS-SWIS Facilitator, Coordinator, Data Entry –Full use access for two students (Data Entry) & Read Only access for 4 students (Team Member) –Full Use access for one student (Coordinator) & Read Only access for one student (Team member) –Read Only access for all students (District Liaison) –Full Use access for one student (Coordinator) and Read Only access for all other students (District Liaison) EXAMPLES OF A PERSON WITH DIFFERENT ROLES & ACCESS ACROSS STUDENTS

Four feature areas include –Implementation Capacity –Coordination Capacity –Individual Student Support Practices –ISIS-SWIS Data Use NINE READINESS REQUIREMENTS

Documentation Features for Tier III System of Support 1.Purpose of Individualized Student Support Interventions and expected student outcomes 2.Student screening and selection to program decision rules and procedures 3.Procedures for notification, participation in individualized student support, & for on-going communication 4.Procedures for training staff, students, families, transportation, substitute staff, others 5.Data system for monitoring student progress 6.Decision making cycle and people responsible INDIVIDUAL STUDENT SUPPORT PRACTICES

Example

What Does ISIS-SWIS cost? Annual Subscription Fee ISIS-SWIS Alone$200 per school ISIS-SWIS w/ SWIS suite of tools **$150 per school ISIS-SWIS bulk pricing (20+ schools) $150 per school **Price is in addition to the annual subscription fees associated with SWIS and CICO-SWIS

 SWIS = $250  SWIS+CICO-SWIS ($250+$50) = $300  SWIS + ISIS-SWIS ($250+$150) = $400  SWIS + CICO-SWIS+ISIS-SWIS ($250+$50+$150) = $450  ISIS-SWIS (stand alone) = $200 * Bundling 20 or more ISIS-SWIS License Agreements on a single invoice, comes with a reduced annual rate of $150 Examples

Measure the degree in which the intervention was implemented as defined/expected Strive for 80% fidelity of implementation as measured weekly (bi-weekly) on scale of 1-5 Make easy for staff to record data Fidelity Check Board: X on number line Fist of five Fidelity check basket Direct observation Fidelity of Implementation How well did we do what we said we would do?

FIDELITY OF IMPLEMENTATION SCALE OF LOWHIGH Did you implement the plan? # of days Wk 1: Wk 2: Wk 3: Wk 4: Wk 5: Wk 6: Wk 7: With what level of quality did you implement the plan? Wk 1: Wk 2: Wk 3: Wk 4: Wk 5: Wk 6: Wk 7:

Staff Fidelity Card

SWIS & Integration with School Information Systems

Double Entry –Enter all office discipline referral information into both systems, OR –Enter all ODR information into SWIS; only state reportable offenses into School Information System S-Dex: (DISTRICT IT ASSISTANCE NEEDED) –Download data from SWIS and upload into District’s system ECS Distributor: ( DISTRICT IT ASSISTANCE NEEDED) –Download data from SWIS and upload into a Data Warehouse Current Options

Download file from SWIS

S-Dex –An application that collects all SWIS data from schools within a district into one exportable file. –S-DEX can be located at: – An S-DEX Manual is available under resources on and provides specific step by step instructions for set up and use.

ECS Distributor

 Industry initiative enabling diverse applications to interact & share data easily  Initially started by Microsoft to create “a blueprint for educational software interoperability & data access”  SWIS is in the process of SIF certification  Down the road solution SIF (Schools Interoperability Framework)

SWIS Data S-DEX Tab-or Common Delimited List: Excel file Summary File District Data Warehouse District: School Information System (e.g. SASI, Pentamation, eSIS SWIS SIF Agent District/State : Zone Integration Server ECS Distributor

SWIS Facilitators contact: Megan Cave IT Questions forwarded to SWIS IT Staff SIF: Joseph Boland Questions?

Michigan Student Data System

Reporting Discipline Data to MDE MDE Required Fields for Special Education –Incident ID –Date of Incident –Incident Type –Serious Bodily Injury –Sexual Assault –(Initial/Secondary/Other) Consequence Type –Initial Days –Initial Start Date –Secondary Days –Secondary Start Date –Other Days –Other Start Date –Follow Up

Take Away Fields are similar, but not compatible enough If schools were to set up SWIS to allow for the same data entry fields as the MSDS, it would eat up all of the extra info fields in SWIS. What takes more time, gathering the information or entering it into the system? –What if referral forms were set up to allow for recording all required information, even if the data is still entered separately into each system?

Behavior Data Summary Pink Assessment Binder

Ethnicity Report – Prairie View Middle School Do we have a problem? 589 Students Advanced Report Generation & Analysis

Table 1 Divide # of referrals in ethnicity by total # of referrals Number of Enrolled Students Number of Referrals Percentage of Enrolled StudentsPercentage of Total Referrals Native %0.00 % Asian %3.07 % Af Am %22.70 % Latino %23.93 % Pacific % White %50.31 % Unknown % Not Listed % Totals589163

Table 2 Divide # of students with referrals in ethnicity by total # of students with referrals Number of Enrolled Students Number of Students With Referrals Percentage of Enrolled Students Percentage of Students With Referrals Native %0.00 % Asian %4.65 % Af Am %20.93 % Latino %20.93 % Pacific % White %53.49 % Unknown % Not Listed % Totals58943

Table 3 Number of Enrolled Students Number of Students With Referrals Percentage of Students Within Ethnicity With Referrals Native % Asian % Af Am % Latino % Pacific % White % Unknown % Not Listed % Totals58943

Other data needed for problem solving? Custom Reports & Graphs ◦ What ◦ When ◦ Where ◦ Who ◦ Why Other data sources?

Using Data to Build Solutions: Four Elements to Consider for Staff and Students Prevention: How can we avoid the problem context? ◦ Who, When, Where ◦ Schedule change, curriculum change, etc Teaching: How can we define, teach, and monitor what we want? ◦ Teach appropriate behavior ◦ Use problem behavior as negative example Recognition: How can we build in systematic reward for desired behavior? Extinction: How can we prevent problem behavior from being rewarded? Consequences: What are efficient, consistent consequences for problem behavior? Monitoring: How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?

Solution Development Prevention Teaching Recognition Extinction Corrective Consequence Data Collection

Benchmarks for Advanced Tiers (BAT) Anderson, Childs, Kincaid, Horner, George, Todd & Spaulding, 2009 The BAT is a self- assessment that measures implementation of schools’ Tier behavior support systems. The BAT is completed by school PBIS teams with their PBIS coach.

BAT Sections ItemsFocus 1-3A. Implementation of Schoolwide PBIS 4-6B. Commitment 7-10C. Student Identification 11-12D. Monitoring and Evaluation 13-17E. Tier 2 Support Systems 18-27F. Main Tier 2 Strategy: Implementation 28-31G. Main Tier 2 Strategy: Monitoring and Evaluation 32-43H. Tier 3: Intensive Support Systems 44-53I. Tier 3: Assessment and Plan Development 54-56J. Tier 3: Monitoring and Evaluation

BAT Electronic Form 1.BAT Tab 2.Type in:Name of school 3.Date of assessment 4.Tier 2 Intervention 5.Optional: Secondary Tier 2 Intervention 6.Item scores 0-2 Adapted from Missouri’s School-wide Positive Behavior Support Initiative

BAT Electronic Form Reports BAT Scores BAT Subscale

Additional Measurement Tools Voiceover Powerpoints Self Assessment Survey (SAS) –How to Complete the SAS –How to Generate SAS Reports –How to Interpret SAS Results Benchmarks of Quality (BoQ) –How to Complete the BoQ –How to Input BoQ Data (PBIS Coordinators) –How to Generate BoQ Reports Access videos at More videos to come!

Implementation Snapshots: Benchmarks of Quality (BoQ) Supplemental Tool to support and enhance team understanding of each of the ten critical features of the BoQ Identifies implementation products and outcomes for each of the critical features of the BoQ Describes the roles of the RtI Coordinator, Building Administrator, Coach, School Leadership Team, School Staff, Students, and Families/Community in the implementation of PBIS May assist with the “can’t vs won’t do” analysis

Example of a BoQ Snapshot

Student Risk Screening Scale (SRSS) A universal screening tool for K-12 –Provides schools with an additional measure of student outcomes in behavior –Free, Efficient, & Research Validated Administered 3x a year –October, December, May Consists of 7 items –Steal –Lie, cheat, sneak –Behavior –Peer Rejection –Low academic achievement –Negative attitude –Aggressive behavior

SRSS Flowchart

Schoolwide Graph: Reading & Behavior

Schoolwide Graph: Universal Screening Results for Behavior & Reading

Early Warning Signs (EWS) Tool Middle & High School

EWS for Middle & High Schools A Universal Tool: Enables schools/districts to identify students who may be at risk for academic failure Monitor students’ responses to interventions Relies on student level data available at the school or district including indicators for attendance, course failures, and behavior to calculate potential risk for eventual dropping out Purpose: To support students with an increased risk of academic failure, in order to get them back on track for academic success and eventual graduation

EWS Indicators

Early Warning Signs

3-2-1 Processing From today’s session: What 3 big ideas are you going to take away?What 3 big ideas are you going to take away? What 2 questions do you have?What 2 questions do you have? What 1 action are you going to implement when you return to your district?What 1 action are you going to implement when you return to your district?