Navigating SWIS School- Wide Information System

Navigating SWIS Data Team Meeting Process: TIPS Sharing Data with Staff Q & A & Resources Agenda:

With your neighbor, discuss the following: What were your successes and challenges in using SWIS/Data? (fidelity and/or student outcome measures) We’ll hear a sampling of responses. Activity!

What is SWIS? The School-Wide Information System (SWIS) is a web- based decision system used to improve behavior support in schools and other educational facilities by providing school personnel with accurate, timely, and practical information for making decisions about school environments. Make decisions based on data. Big Idea It’s more than just record keeping, it’s about decision making. Big Idea

Why was SWIS developed? Overall Goal Make schools more effective learning environments. Strategy Repeatedly giving people the right information, at the right time, in the right format is the single most effective way to improve decision making and valued outcomes. Behavior Social behavior is the single most common reason students are excluded from schools.

What is SWIS is not? SWIS is not a replacement for CIRS (Common Incident Reporting Software, provided by VT AOE) Designed as repository of data for school behavior team to use Not designed or recommended as data reporting tool to satisfy state requirements Big Idea

SWIS Demonstration Demonstration: Report Generation and Drill Down  SWIS Dashboard  Core SWIS Reports  Average Referrals  Location  Problem Behavior  Time  Student  Day of Week  Grade  Additional Reports  Student Dashboard  Drill Down

DATA-BASED DECISION MAKING The value of data emerges only when analysis provides insight that direct decisions for students. —Stephen H. White, Beyond the Numbers, 2005

Problem Solution From To Problem Solving Solution Information (Data) Data-Based Decision Making

Formal problem solving steps that a group can use to build and implement solutions. Access to the right information at the right time in the right format A process for using data to make decisions: Formal roles (facilitator, recorder, data analyst) Specific expectations (before, during & after meetings) Access and use of data Use of electronic and projected meeting minutes A structured meeting process: Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Team Initiated Problem-Solving (TIPS) Recommended Process: Team Initiated Problem-Solving (TIPS) Recorded Module:

BEFORE: Set agenda and send to team Collect data, review, and prepare summary statements DURING: Follow agenda & time frames Review data Make precision problem statements Develop solutions Take notes and set action items AFTER: Complete action items Follow-up on action item status Effective meetings extend before and after the actual meeting time. Other key roles are necessary!

Facilitator Asks questions Implements group norms Keeps people on track (back on track) Note Taker Uses computer Word processer Save files Edit files Listens to a discussion and paraphrase critical information Is fluent with meeting minute form Data Analyst Likes data Navigates through application Discriminates what to ask when creating custom reports Creates a story from data summary For new problems Status on old problems Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Skills for Meeting Roles:

Role & Responsibilities: Create relevant data summaries for team to review Facilitate a problem solving discussion, Evaluate the impact of solutions and fidelity of implementation Prepare a brief written summary for distribution at meetings Help to generate reports during the meeting as questions of the data arise Identify a Data Analyst

1.Data is not used in our meetings so there is no need for a data analyst 2.There is no one in particular serving in this role. The Team reviews and analyzes the data together at the meetings. 3.One person on the team brings data to the meeting for the team to review. 4.There is a person identified in this role who prepares data for review and points out trends in advance for discussion and problem solving at meetings. POLL: To what extent does someone function as Data Analyst in your PBIS planning meetings?

1.Do we have a problem? (identify) 2.What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences) 3.Why does the problem exist, & what can we do about it? (hypothesis & solution) 4.What are the actual elements of our plan? (Action Plan) 5.Is our plan being implemented, & is it working? (evaluate & revise plan) Innovation neutral: Use for Reading, Behavior, Math, School Improvement TIPS Problem-Solving Mantra

Look for gaps and trends in your data How do our data compare with last year? How do our data compare with national/regional norms? How do our data compare with our preferred/expected status? 1. Do we have a problem (identify)?

Types of data to consider

2. What is the precise nature of our problem (define, clarify, confirm/disconfirm inferences)? QuestionSWIS Table/Graph What problem behaviors are occurring? Referrals by problem behavior When are problem behaviors occurring? Referrals by time Where are problem behaviors occurring? Referrals by location Who is engaging in problem behaviors? Referrals by student Why do problem behaviors keep happening? Referrals by motivation

Go to Your Data!

What?

When?

Where?

Who?

Our Precise Problem Statement…. Students in ______ grade are _______________ (Grade/s) (Problem Behavior/s) in the ________________between (Location/s) ________and _________. (Start Time) (End Time) We need to take it one step further……Why is this happening?

Problem Statement: The sixth graders are disruptive & use inappropriate language in the cafeteria between 11:30 AM and 12:00 PM Hypothesis: ?????? 3. Why does the problem exist, & what can we do about it? (hypothesis & solution)

Why?

4. What are the actual elements of our plan? Prevention Teaching Reward Extinction Corrective Consequence Data Collection Problem: The sixth graders are disruptive & use inappropriate language in the cafeteria between 11:30 AM and 12:00 PM to get peer attention.

Solution development for disruption in cafeteria Prevention: Remove/alter “trigger” for problem behavior Maintain current lunch schedule, but shift classes to balance numbers. Teaching: Define, instruct & model expected behavior Teach behavioral expectations in cafeteria Reward: Expected/alternative behavior when it occurs; prompt as necessary Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days. Extinction: Increase acknowledgement of presence of desired behavior Encourage all students to work for “Friday Five”… make problem behavior less rewarding than desired behavior Corrective Consequence: Use non- rewarding/non-reinforcing responses when problem behavior occurs Active supervision and continued early consequence (ODR) Data Collection: Indicate how you know when you have a solution Maintain ODR record and supervisor weekly report

….including logistics:

Ask the following: What will ‘it’ look like when you say it is not a problem? How often will you conduct a status review? How you will know that the solutions had a positive effect on student achievement, social competence, and/or safety? How often will you monitor student progress? What will the data tell you when the problem is solved? 5. Is our plan being implemented & is it working? (evaluate & revise plan)

Now what? Share data and plan with your staff!

Killington Grand Middle School – Aug. 1 through Oct. 6, 2015 Problem: The sixth graders are disruptive & use inappropriate language in the cafeteria between 11:30 AM and 12:00 PM to get peer attention.

Our Plan…….. Prevention: Maintain current lunch schedule, but shift classes to balance numbers. – 6 th graders will now eat with the 7 th graders, not 8 th graders Teaching: All students should be reminded of the cafeteria expectations before leaving the classroom. Please use the Teaching Matrix 6 th Grade Teachers and Para Educators - – Set aside time at the beginning of lunch to role model one of the expectations until all have been covered this week.

Our Plan Continued… Acknowledge students for following the expectations: We’d like to establish “Friday Five” – an Extra 5 min of lunch on Friday for five good days. Extinction: Be diligent about acknowledging positive behaviors in the cafeteria by handing out our BEST Bucks. Our goal is to make appropriate behaviors much more desirable

Our Plan Continued Corrective Consequence: We plan to increase and have more active supervision (e.g. Walking around during lunch, talking with students, etc….). Continued early consequence, if necessary (Minor - ODRs) Data Collection: We will continue to record ODRs and will follow-up in a week to see if problem behaviors decreased.

Fast Forward 6 weeks…..

Killington Grand Middle School – November 23, 2015 BEFORE AFTER

Example Data Team Meeting

Guiding Questions Think about this question again….. What were your successes and challenges in using PBIS data this year? What is one strategy you plan to implement back at your school?

Resources and Next Steps! Check out the VTPBiS Professional Learning Calendar for training opportunities – Navigating SWIS Webinar in the FALL Licensing info for SWIS found at Contact your State TA for support Use each other as resources!!!

Resources and Support User Guides & Materials

Resources and Support Video Tutorials

Resources and Support Support: SWIS Users Changes, Passwords and licensing info: SWIS Technical Assistance:

Questions and Answers