Swift at SWIS User Training

Swift at SWIS User Training
Collecting and Analyzing Office Discipline Referral (ODR) Data with the School-Wide Information System (SWIS)

Training Intentions Purpose: Introduce the purpose, features, and procedures related to implementing SWIS Target Audience: Individuals preparing to use SWIS to collect and analyze problem behavior data Objectives: Understand purpose and benefits of using SWIS Demonstrate SWIS navigation & functionality Build fluency using the SWIS application

Introductions

Role of SWIS Facilitator
SWIS Facilitators have the privilege and responsibility of supporting local schools as they implement and maintain SWIS through: Initial Installation User Training Team Coaching Technical Assistance Annual Readiness Checks Within SWIS, my role is the SWIS Facilitator. That means I have the privilege of working with local schools on SWIS implementation. It’s also a responsibility since the SWIS license agreement requires schools to maintain a certified SWIS Facilitator to continue subscribing to SWIS. I attended a 2.5 day training where I learned the in’s and out’s of SWIS, the purpose and research behind the system, and the skills needed to help schools to maintain “SWIS Readiness.” My responsibilities include: Helping schools get SWIS installed, up and running. It takes about a year to get readiness fully in place and everyone fluent with their role and the procedures. Training a small handful of people to manage the SWIS account, enter and monitor data, and generate reports for meetings Coaching the behavior or Tier I team to use the SWIS reports to improve decision making about PBIS and school climate Providing technical assistance to the users and teams when questions or problems come up related to SWIS Conducting annual reviews of documentation and procedures related to best practices for responding to problem behavior and collecting referral data (maintaining readiness)

Contact Information Name: Role: SWIS Facilitator Home Organization: Best Contact Information: Phone: Fax: Facilitator note: Personalize this slide before training ad then remove this sticky note or slide it of this PPT slide. Facilitator Note: Add pictures or additional background information as desired/relevant This is an opportunity to start building visibility and relationships with your users. Remember that they will contact YOU for all support, training, and coaching after the training!

Continuum of Decision Making
Tertiary—intensive, individualized 5% of student population Secondary—targeted, small group 15% of student population Universal—primary prevention provided to all students, effective for approximately 80% School-Wide PBIS organizes practices, interventions, and support systems into three tiers: Tier I is what all students and staff can expect. Students who are not responsive or successful with Tier I alone are provided targeted or Tier II supports to give a little extra instruction and structure on top of Tier I. For students who are need more individualized or intensive supports to be successful then a third, Tier III layer is added. Successful SWPBIS implementation will support at least 80% of students with Tier I systems alone and an additional 15% with layered Tier II supports. This means that the intensive resources needed for Tier III should be limited to no more than 5% of students. All specialized interventions are more effective and more durable with universal, school-wide behavioral expectations as a foundation.

What is SWIS? The School-Wide Information System (SWIS) is a web-based decision system used to improve behavior support in education by providing staff with accurate, timely, and practical information for making decisions about the school environment/climate.

Big Ideas Make better decisions based on data
Respond consistently to problem behavior Regularly monitor patterns of problem behavior across the school Identify contexts (e.g., locations, grade levels, schedules) where more support is needed Understand why problem behaviors continue (i.e., perceived motivation or function of the behavior) Reduce referral disproportionality by race, ethnicity, disability, gender, and other characteristics

Why Was SWIS Developed? Goal Strategy Why Behavior?
Make schools more effective learning environments Strategy Repeatedly give people the right information, at the right time, in the right format, which is the single most effective way to improve decision making and achieve valued outcomes Why Behavior? Social behavior continues to be the single most common reason why students are excluded from schools or instruction.

Data-based decision making
The value of data emerges only when analysis provides insight that directs decisions for students. —Stephen H. White, Beyond the Numbers, 2005

Outcome: Enhanced social competence & academic achievement
Data Decision Making Supports Systems Staff Behavior Supports Practices Student Behavior Supports Outcome Outcome: Enhanced social competence & academic achievement The PBIS and RtI logic model encourages schools to start by identifying specific goals or outcomes and then align the data, systems, and practices needed to achieve those goals. In schools, we are often looking for goals related to improving the social competence and academic achievement of our students. To improve social competence, we need data about our behavioral systems and practices as well as data about student behavior. Office discipline referrals (ODRs) are usually the most efficient data and schools already have a process to collect this information.

Data-Based Decision Making
Decisions are more likely to be effective and efficient when they are based upon data. The quality of decision making depends most on the first step – defining problems to be solved. Precise (who, what, where, when, how often, why) Clear (general agreement across team)

Fidelity Outcomes Types of data
There are type types of data we want to pay attention to: Fidelity data tells us about the systems and practices that we, as adults, provide to students. Outcome data tells us about the impact that our current systems and practices are having on students.

Connecting Outcomes & Fidelity
Lucky Sustaining Positive outcomes, low understanding of how they were achieved Replication of success is unlikely Positive outcomes, high understanding of how they were achieved Replication of success likely Losing Ground Learning Undesired outcomes, low understanding of how they were achieved Replication of failure likely Undesired outcomes, high understanding of how they were achieved Replication of mistakes unlikely Outcomes When we fail to look at information about our systems and practices as adults, then the outcomes might be good, but we consider it luck or attribute it to things outside our control (e.g., it’s a good group of kids). When the outcomes show that we’re losing ground, then we are surprised or start blaming resources or students. Both set up schools for failure. When we pay attention to adult behaviors and kid behaviors, then we can learn from mistakes or adjust practices and systems when resources or student needs change over time, and we can start sustaining success over time. Fidelity

Data-based Decision Making
Data help us to ask the right questions, they do not provide the answers. We use data to: Identify & refine problems Define the questions that lead to solutions Data help place the “problem” in a context rather than upon the students. Fidelity and outcome data aren’t enough to tell us what to do differently, but they will help us to ask better questions so we can 1) identify what is working and what isn’t, 2) define problems with precision, and 3) place problems within a context rather than upon students.

Continuous Quality Improvement
Reassess and revise solution(s) as needed Identify current status and problems with precision Monitor outcomes & compare to goal(s) DATA Establish goal(s) So how do we use fidelity and outcome data to improve the quality of our schools? There are many data-based decision-making models available. This is a simplified model that shows the basic features. We want data to drive our decisions toward continuous quality improvement. To accomplish this, we evaluate current data to determine where we are currently and define any current problems. Then we use data to plan where we want to be and how we will get there. We then implement the plan and use data to ensure that the plans are delivered with integrity and fidelity. Then we go back and gather more data to evaluate whether we are making progress toward goals and make revisions to the plan if needed. This cycle continues as new problems are identified. Develop solution(s) Implement solution(s) with integrity

Continuum of Decision Making
Tertiary—intensive, individualized 5% of student population Secondary—targeted, small group 15% of student population Universal—primary prevention provided to all students, effective for approximately 80% When we apply this logic across each tier, then we end up with durable support systems that maximize resources and efforts so that all students benefit. All specialized interventions are more effective and more durable with universal, school-wide behavioral expectations as a foundation.

Decision-Making Quotes
As decision makers, we need a deliberate process to guide us through the examination and analysis of data. Without this, we may be apt to substitute strongly held opinions for the fact-based conclusions that would be derived from a review of the actual data. - D.B. Reeves, The Leader’s Guide to Standards, 2002 Data-based decision making (DBDM) is the process of planning for student success (both academic and behavioral) through the use of ongoing progress monitoring and analysis of data. - Douglas County School District (Colorado)

Improving Decision Making
Identify the RIGHT data, format, time, people Ask the RIGHT questions Be STRATEGIC in developing solutions and action planning To improve decision making, we need to identify the right information in the right format, and give it to the right people. Those people will use it to ask the right questions and strategically develop solutions and action plans to address problems and meet goals.

Improving Decision Making
Problem Solution Compare that to the old model of identifying a problem and then jumping right to solutions. Instead, we’ll use our decision-making model to more clearly define the context of problems before moving into solution development. Then those solutions are put into an action plan so that our solutions are really implemented with integrity. Problem Problem Solving Solution Action Planning

Solvable (Precise) Problems
Question Description What What problem behavior is occurring? How Often Is this an ongoing problem, new problem, old problem, small-group problem, school-wide (big) problem? Where Are there locations where the problem is more likely to occur? Who How many students and which sub-groups are more likely to engage in the problem? When Are there times of day or days of week when the problem is more likely to occur? Why In the context above, are students trying to access or avoid something? Is it about attention, tasks/activities, or resources (items)? Research about behavior and decision making suggests that problems can’t effectively and efficiently be solved until we have all the right information, which means we need to know the right questions to ask. These are all basic W/H questions, and data can usually help us narrow down the questions. Who, what, where, when, and how often are the questions that tell us the context that is making it easier to use problem behavior than following the expectations. The last question is always “why,” and this is going to be new for many people. Asking “Why” is about narrowing down that context and identifying what is the strongest, function-based reason why students continue to engage in that problem. We need to narrow down the context so we can focus our attention, efforts, and resources, but we need the “why” to tell us what is or isn’t likely to help the problem. Behavioral Research tells us that trying to solve problems without the “why” has a 50/50 chance of making the problem better or worse. That’s huge! Part of adopting SWIS means that we are committed to helping all staff in the school think about not only the context but also why they believe the student engaged in that behavior. It’s okay to be wrong, and sometimes students can actually tell us what the motivation was…for example: they hit the student because they knew they would get out of the speech they had to deliver after lunch…(avoiding a task). It’s still important to ask the question. This is now a required part of the referral form, and we need to support each other to think about the “why” and give it our best guess. Otherwise, our decisions are going to have that 50/50 chance of being wrong, which takes more of our limited time and resources.

Research on PBIS Sustainability
Schools report administrative support, staff buy-in, fidelity, and data to be enablers of PBIS implementation. Common barriers to PBIS sustainability are resources, turn-over, fidelity, and staff buy-in. The frequency that data are presented to all school staff is the single factor most related to high PBIS sustainability. Improving the collection and use of data for decision making is linked with higher fidelity and sustainability of school-wide PBIS. It can also help us maintain buy-in from our staff and administrators when problems are identified and resources or practices need to be shifted. Enablers and Barriers. McIntosh, K., Predy, L., Upreti, G., Hume, A. E. & Mathews, S. (2014). Sustainability McIntosh, K., Kim, J. R., Pinkelman, S., Rasplica, C., Berg, T. & Strickland-Cohen, M. K. (under review). McIntosh, K., Kim, J. R., Pinkelman, S., Rasplica, C., Berg, T. & Strickland-Cohen, M. K. (under review). McIntosh, K., Predy, L., Upreti, G., Hume, A. E. & Mathews, S. (2014).

Integrity and confidentiality

Access to SWIS Role Description SWIS Admin (1-2) Full access to manage settings, person records, referral data, and all reports including data integrity Data Entry (1-2) Access to enter data and review most reports (all except staff reports) and monitor data integrity Data Analyst (optional) Access to review most reports (except staff reports) including data integrity Reporter Access to review most reports (except staff reports) To maintain SWIS, 3-5 staff members need to be identified to manage the SWIS account. Each person has a role and access level that matches their SWIS responsibilities. SWIS Admin users make sure that the SWIS settings align with team agreements, the school’s referral form, and SWIS readiness. This should be the person who really knows SWIS well. Data Entry users are responsible to enter referrals into SWIS each day (or on an alternative schedule) and maintain the student and staff records. Data Analysts generate reports for meetings and decision making. Often these users will stay up-to-date with the patterns and provide monthly summary reports to the Behavior or PBIS team and identify the problems that need attention. Data analysts also help monitor the data integrity so that the reports accurately reflect reality. Reporters generate reports but aren’t able to monitor data integrity. Each user will have a role and will receive the access level needed to perform their role or roles in SWIS. If their role shifts we might need to do some retraining and shift their access level. Please be sure to contact me (the SWIS facilitator) if you think roles and access levels need to be reviewed or changed. Please contact your SWIS facilitator if roles or access levels change (or need to).

Process for requesting SWIS access
Contact assigned SWIS facilitator to request a new user/access level Identify role and responsibilities related to SWIS data New user will complete Swift at SWIS training with the SWIS facilitator SWIS Facilitator will provide new user account information (temporary password) When roles or access levels need to change, the first step is to contact me, your SWIS facilitator (if there are co-facilitators please describe those procedures and who will be the primary contact). I will work with the SWIS Admin or the team to identify the role and responsibilities the new user will be taking over. If another user is moving away from those tasks, then their access will be removed once the new user is trained. Training will need to be scheduled for the new user just as you all are doing now. This might be difficult to schedule mid-year, so please try to give plenty of notice so there are no lapses in data entry or reporting. After the training is finished, I can set up a new account and provide a temporary password to that user to allow them to log into SWIS. The temporary password expires after 3 days, so be sure to log in right away and enter a permanent password.

Data Integrity For data to be useful, it should match the overall perceptions of staff, students, and families. Inaccurate data = False Assumptions = Poor Decisions Staff training and buy-in are key to data integrity (e.g., motivation, major vs. minor)! The SWIS Data Integrity tool will assist users in identifying duplicate or missing information Data Integrity is about keeping our data clean and accurate. If the reports don’t match the reality, it usually means staff need additional training or that we need to provide more frequent updates about how SWIS data are used and why it’s important to document student behavior consistently. The more consistent and accurate our data the better information we have available to make good decisions. Inaccurate data leads to false assumptions (or missing information) that can result in poor decisions. SWIS includes a Data Integrity tool to identify potential errors or missing data. It won’t catch everything but can be very helpful in keeping clean data.

Confidentiality Data about staff and students are highly confidential.
Regularly review district confidentiality policies about student data. Confidential passwords/accounts Log out after use (10 minute time-out) As educators, we all know the dangers and best practices for maintaining student confidentiality. However, it’s important to consider how this applies to SWIS data as well. Imagine finding out that all the referrals you’ve ever written were shared with the behavior team or that your child’s referral data was shared at a meeting where parents and students were present. While we all have the best of intentions, mistakes can happen when we don’t purposely set up guidelines for keeping data confidential. Walking away from your desk while you’re in the middle of looking SWIS reports or entering a referral opens the door for someone to alter data or generate reports without an understanding of how best to interpret and use the information. When you receive your account password please put it somewhere safe, not on a sticky note under your keyboard. Even if you’re out sick and there’s no one else to enter data, please don’t ask someone else to log into your account. Be sure to log out of your account when you move away from your SWIS tasks. SWIS will automatically time out your login session after 10 minutes of no activity. We will practice this when we go through the activities in training.

Reflection How will the data integrity be maintained and prioritized in staff communications? Regularly review Data Integrity tool on SWIS Regular updates and reminders at staff meetings Other ideas? How will we maintain confidentiality of SWIS data while giving the right access to the right people? Identified roles Process for requesting reports/data Let’s take a few moments to talk through data integrity and confidentiality, starting with these two questions. A couple of recommendations are provided, but feel free to think outside the box. Open up your activity packets and jot down ideas and information that need to be shared with other staff members after this training.

Navigating SWIS Reports
Let’s start talking about the reporting options in SWIS. Data Analyst Role

Data Analyst The data analyst(s) are responsible to:
Generate the SWIS Core Reports at least monthly Identify and drill down to gather 1-2 precise problem statements the team may need to address Provide a summary and relevant graphs to the team before/during the regularly scheduled meeting Monitor data integrity (fix as needed) Generate ad hoc reports upon request (e.g., grade level meetings, parent-teacher conferences, district reports) In SWIS, we use the term Data Analyst to describe the role of digging into SWIS reports to identify problems and summarize information for teams to use in decision making. Data Analysts build fluency in using SWIS reports so they can efficiently identify precise problems and bring the most relevant graphs. This means that teams can use the meeting time to focus on building solutions and action plans. Data Analysts may also build reports for special requests (ad hoc) such as parent-teacher conferences. SWIS limits access to a small group of staff, so it’s important that one or two people can take these requests and deliver the reports as needed. All SWIS users will monitor data integrity. SWIS will try to help by identifying duplicates and missing information, but this also means looking at reports and asking whether the patterns match staff perceptions of problem behavior. It might take some time for all staff to get used to using our new procedures to document behavior consistently.

Demonstration: SWIS Reports
Demo Account SWIS Dashboard Core SWIS Reports (monthly review) Average Referrals Location Problem Behavior Time Student Day of Week Grade Additional Reports (quarterly or annual review) Student Dashboard (as needed) Drill Down (identifying problems) Data Integrity (quarterly or monthly) Updated note for more explicit demo Let’s take a look at all the reports available in SWIS. You’ll get a chance to practice in the activities in a bit… but you are welcome to follow along with me for practice. SWIS Demo. The SWIS Demo account allows us to look at SWIS reports without compromising the confidentiality of real student names. It also helps us to focus on the features because these are students and staff you don’t know. Here’s how we access the SWIS Demo… SWIS Dashboard. SWIS uses a data-first strategy to help schools always start with data. The Dashboard gives a brief year-at-a-glance view of the core reports. Regardless of why you’re logging in, this helps you to remember that the power of SWIS is in giving accurate and timely information about the climate of the school. View Reports. There are many reports in SWIS and we won’t have time to go into depth about each. We’ll give nickel tour and later I will work with the data analyst user(s) to make sure at least someone in the school has enough information to get the full benefit from all the reporting tools. Core Reports. The first section contains the core reports and these should be reviewed at least monthly. Average Referrals Report. The Average Referrals Per Day Per Month report shows the overall patterns of referrals across a school year. We can adjust the report to show majors only, minors only, or all. We can also add the national summary data which gives a frame of reference by comparing the median referrals for schools of similar grade levels. Location. Once we know the overall patterns then we can start to disaggregate them by different filters or perspectives. Here we can look at where on the campus problems are occurring. The options let us narrow down to a date range, specific referral type, and we can sort the order so that we can easily see where staff are more likely to observe problems. Problem Behavior. Similarly we can look at referrals by problem behavior to determine what kinds of problems are being referred by staff. Time. Next we can use the Referrals by Time of Day to identify whether there are specific times during the day when staff are more likely to observe problems. Student. The Referrals by Student report tells us whether we have large amounts of students engaging in problem behaviors or just a few. It can also be used to help screen for students who may need additional supports. For example, if a student has 2 or more referrals within 3 months we might refer the student as a potential candidate for tier 2 supports. A student with 6+ referrals in 3 months may need more intensive or tier 3 supports. Day of Week. Sometimes we might want to look at whether particularly days of the week are over-contributing to problems in the school. Grade. There might also be patterns across grade levels. Additional Reports. The core reports give a broad overview of the problems being reported across the school and some potential ‘red flags’ to follow up on. The additional reports offer some additional views or summaries of data such as the Suspension/Expulsion report, the Ethnicity Reports, and the Year-End Report. Student Dashboard. Sometimes individual student reports are needed to show the history of a specific student’s problem behavior. The Student Dashboard provides a set of reports that are specifically designed to provide the contextual information and history of the referrals received by one student. Let’s quickly look at the history for Tim Welton (or another student who has 6+ referrals from the Referrals by Student Report). Drill Down. The Drill Down tool is a great tool that allows data analysis to take the ‘red flags’ found in Core and Additional Reports and follow them like clues to identify specific contexts that are supporting problem behavior and need to be addressed at a systems-level. Data Integrity. We’ve talked about the importance of Data Integrity. Let’s take another quick look at the Data Integrity tool. Even though this isn’t a report about problem behavior, it does give us some indicators about whether the reports we are looking at are trust-worthy. For data to be useful it needs to be clean and accurate. We should also compare it to perceptions across staff from time-to-time to make sure that behavior isn’t over- or under-reported across the school.

Activity: SWIS Reporting
Demo Account Generate each of the Core SWIS Reports and note any “red flags” (possible school-wide problems): Average Referrals – with National Data for current year Location – sorted alphabetically for this month Problem Behavior – with Majors only for last month Time – for the current year Day of Week – for the last two weeks Grade – for the current year For each activity identify for participants whether the activity is completed independently, in pairs, or in small groups. Facilitator Note: Most activities can be completed independently, in pairs, or as a whole group. To the extent possible you want each person to develop their fluency so that they can independently use the application reports and features. However, pair and whole group activities may be appropriate when (a) participants are nervous or struggle with technology, (b) participants need more interaction to stay on task, or (c) when time is running short and the activities need to be completed more quickly. Now it’s your turn to generate reports. You are going to generate the core reports first and look for 2 or 3 “red flags”. Remember that red flags refer to a possible problem context that we need to further look into. For this activity use the SWIS term so that it’s easy to see in the report. For example if you find a “red flag” problem behavior of “Tardy” then write down “Tardy”. You don’t need to find a red flag for each report, just choose 2 or 3 that you would be curious about if this were your school’s data.

Generate each of the Additional SWIS Reports: Multi-Year Average Referrals – for last 2 years Multi-Year Problem Behavior What was the most frequent problem behavior last year? What is the most frequent problem behavior this year? Student Dashboard – for Winston Weller For each activity identify for participants whether the activity is completed independently, in pairs, or in small groups. Next, we’ll generate a few other reports that might be useful or requested for a meeting.

Extension Activity: SWIS Reporting
What kind of report(s) are used to summarize school-wide status at monthly meetings? Generate this information for the current year. What report(s) are used to begin a meeting about the status of an individual student? Generate this information for Mark Banks. What report(s) are used to discuss problem behaviors by location? Generate this information for last month. The administrator asks the time of day when problems are most likely to occur. CORE REPORTS STUDENT DASHBOARD For each activity identify for participants whether the activity is completed independently, in pairs, or in small groups. LOCATION Whole Group activity. Give participants time to think before showing the answer and then give them time to complete the task (independently, in pairs, or as a whole group on the main projector). What kind of report(s) are used to summarize school-wide status at monthly meetings? CORE REPORTS ***Participants might respond with “SWIS Dashboard”. The full functionality of the reports is needed to adequately summarize the referral data for a single month/date range. Generate this information for the current year. What report(s) are used to begin a meeting about the status of an individual student? STUDENT DASHBOARD Generate this information for Mark Banks. What report(s) are used to discuss problem behaviors by location? REFERRALS BY LOCATION Generate this information for last month. The administrator asks the time of day when problems are most likely to occur. REFERRALS BY TIME TIME

The administrator asks which student has the most referrals this school year. What is the student’s name? How many referrals has the student received? What is his/her most common problem behavior? Where is the student most likely to have difficulty? When is the student most likely to have difficulty? The student support team is meeting about this student, what report(s) will you provide? For each activity identify for participants whether the activity is completed independently, in pairs, or in small groups. Next you’re going to generate reports to help answer some questions that the administrator has. This time try to go a bit faster so that you can get a sense of how long it would take to answer these questions as a fluent SWIS user. The administrator asks which student has the most referrals this school year. What is the student’s name? How many referrals has the student received? What is his/her most common problem behavior? Where is the student most likely to have difficulty? When is the student most likely to have difficulty? The student support team is meeting about this student, what report(s) will you provide?

The PBIS Tier II/III Team is screening for students who may need additional supports. How many students received 3 or more major referrals this year? How many students received 3 or more minor referrals this year? Which students received 3 or more minor referrals in the last 2 months? How many out-of-school suspensions have occurred during the current year? For each activity identify for participants whether the activity is completed independently, in pairs, or in small groups. Facilitator Note: If time is running short then skip this activity… you can send it as “homework” or come back to it at the end if there’ The PBIS Tier II/III Team is screening for students who may need additional supports. How many students received 3 or more major referrals this year? How many students received 3 or more minor referrals this year? Which students received 3 or more minor referrals in the last 2 months? How many out-of-school suspensions have occurred during the current year?

Account set up & Management
Person Management, Account Settings, School Settings

Managing the SWIS Account (Tools)
Person Management Add/update/modify student records Add/update/modify staff records Account Settings Personal preferences School Settings Core Settings Application Settings Managing the SWIS account takes a village or a team of users. The “person records” for students and staff need to stay updated so reports about who is doing what are accurate. Person Management is the tool used to add, update, modify, and/or merge person records as needed to accurately reflect the students and staff who are connected with referral data. Each user has personal Account Settings available to allow small adaptations to match their personal preferences and their role. School Settings provide the core information about the school context such as contact information, grade levels, enrollment, and number of school days. There are also features that allow some customization of SWIS such as whether IEP information will be collected for student records and whether custom fields to track information beyond the basic SWIS fields will be used. The capability to change most of the School Settings is available only to the 1-2 SWIS Admin users. This reduces the possibility of accidental changes being made. School Settings should always align with the team agreements, staff training, referral forms, and best practices for collecting and reporting behavior data. These should be set after discussion and agreements across the team and with all SWIS users. During the school year, they should only be changed after agreement from the team and users. However, SWIS Admin and Data Entry users can change number of School Days to accurately record changes in school calendar (snow days, boiler broke – no school, etc.) and School Enrollment when there is a significant change (e.g., >5%).

SWIS Admin The SWIS Admin user(s) are responsible to:
Oversee the SWIS account (data integrity, data entry procedures, reporting procedures) Annually review and enter Enrollment and School Days information (sometimes shared with Data Entry users) Communicate with administrator, team, and users when changes to School Settings have been proposed. Monitor data integrity (fix as needed) In SWIS, there need to be one or two people assigned to manage the account. The SWIS Admin knows all the features in SWIS and is responsible to make any changes in the SWIS Settings about what information is collected. The SWIS Admin works closely with the facilitator, school administrator, and team to make sure that data collection and entry procedures are in line with SWIS requirements and best practices. The SWIS Admin is not necessarily the school administrator; it can be, but care should be given to denote the difference so participants in the training understand that here we are talking about the person(s) in charger of the SWIS account at the school. Every year, school information is entered about Student Enrollment and School Days. We’ll talk about the Data Entry role in a bit, but Data Entry users also can access enrollment, school days, and person management. All other changes should be discussed with the team, the administrator, and sometimes with me as your facilitator before the SWIS Admin makes the change in SWIS. This ensures that changes are well thought through and in line with team practices and procedures.

Facilitator Training Account
Username: facilitator Password: firstnamelastname Please, do not use real student or staff names in this account. The account will be refreshed after the training to remove the practice data. Facilitator Note: Describe your Facilitator Training Account and how to access it. I’m going to demonstrate the tools and settings in a special training account called a Facilitator Training Account. This is the only password that we are allowed to share for PBISApps.org and you have the login information in your packet.

Demonstration: Account Set Up & Management
Demo Account Facilitator Person Management Student Records Staff Records Account Settings School Settings School Profile Core Application . You can watch as I demonstrate or you can log in and follow along. You might also want to keep your User’s Manual handy so you can look up the specific section that covers the Tools. Person Management Because Referrals are connected to both the student who receives the referral and the staff who observed/referred the behavior SWIS needs basic information about students and staff. These records need to be updated periodically so that the information is accurate and that we don’t end up with duplicates. PBISApps recommends only entering student and staff information for those who are connected to referrals which means that the same person who enters the referral data needs to manage the Person records. *Describe the procedures determined during readiness… if further discussions are needed schedule a separate meeting with the team lead, administrator, and primary data entry users. If Person Import or another data integration tool has been adopted be sure to let users know who and how often the records will be imported. Minimum Features to demonstrate in Person Management: Add New Student Edit Staff Merge – Keep/Retain the record with most accurate/complete information and merge the less accurate record. All SWIS, CICO-SWIS, and ISIS-SWIS data will merge together under a single record Update Record Status – Active means the person may be connected to a referral, Inactive means the person is not currently at the school but may come back, Archived means the person is not likely to return to the school Account Settings *The account settings are individualized for each person. This is where each user can update their user account information and make minor adjustments such as what the report or data entry defaults options are. The Account Settings are straight-forward and there is not time to review all the options, users should explore on their own when they receive their real account information. School Settings. To use SWIS the school has met several readiness requirements, including a comprehensive review and update to the referral form and the process for addressing and documenting student problem behavior. The first tool, School Settings includes some minor customization options. I always encourage schools to keep the process and settings very simple and straightforward, at least for the first 6 months. Once all staff are used to using the procedures and form consistently then we can revisit the settings and start to identify where modifications or additions might be needed. School Profile Profile Information – basic info about the school Contact Information – These are the people your facilitator (me) can contact if there are questions about SWIS. These are also the staff members that might communicate directly with PBISApps if the facilitator is unavailable or there is an urgent question. Core Data School Days (annual data entry and quarterly reviews) – these are the student contact days in each month and are usually entered before the school year begins when the district calendar is set. These should be reviewed and updated at least quarterly to make sure that any changes to the school’s calendar are reflected. School Enrollment (annual data entry) – SWIS needs to know the number of students in each racial and ethnic category in order to provide the Ethnicity Reports which show any potential indicators of disproportionality. The total enrollment is also used to generate several other SWIS reports such as the Average Referrals report and the Year-End report. Applications General – quickly show each option and describe the purpose but reiterate that the default settings are usually best for the first 6 months and that you will check in later about possible modifications. ****If there are already team agreements then just describe any major decisions that were made and how they will impact the process. SWIS – quickly show each option and describe the purpose but reiterate that the default settings are usually best for the first 6 months and that you will check in later about possible modifications. ****If there are already team agreements then just describe any major decisions that were made and how they will impact the process. CICO-SWIS (if the school already uses CICO-SWIS then review these settings very quickly) Annual Review Schedule – At least once each year you will need to review these settings with the team and/or key stakeholders. If you are looking at major changes to the referral form, process, or School Settings please be sure to include me so we can make sure that any changes are in line with the SWIS license agreement. Each change can impact the efficiency and integrity of SWIS so communication is very important!

Activity: Account Set Up
Facilitator Demo Account School Settings: Enter School Days for the current year Enter School Enrollment for the current year You lost a day of school this month due to inclement weather. Adjust your data accordingly. Facilitator Note: Most activities can be completed independently, in pairs, or as a whole group. To the extent possible you want each person to develop their fluency so that they can independently use the application reports and features. However, pair and whole group activities may be appropriate when (a) participants are nervous or struggle with technology, (b) participants need more interaction to stay on task, or (c) when time is running short and the activities need to be completed more quickly. Now you get to explore the Account Set Up Tools. Take out your packet and make sure you’re on the right page. Remember that you are logging into my Facilitator Training Account and you will use my login information. *If you find that information has already been entered (probably by the person/pair next to you) then just adjust the numbers a bit so that you know how the feature works. Remember that our focus is on learning how to use SWIS and how the features impact data entry and reporting. Don’t worry too much if the information doesn’t exactly match the activity… just focus on practicing the use of the feature.

Facilitator Demo Account Person Management (Student List): Add a new student record Edit a student record Merge two student records together Person Management (Staff List): Add a new staff record Edit a staff record Merge two staff records together

Facilitator Demo Account Add New Staff Record: Don Morris Edit Student Record: Lucy Anderson is really Lucie Sanderson Merge Student Records: Larry Holman was accidentally entered incorrectly as Randy Holman For each activity identify for participants whether the activity is completed independently, in pairs, or in small groups. Let’s try going a little fast on these activities…

Facilitator Demo Account Edit Staff Records: Inactivate Dean Smith and Janice Veckler Archive Thomas Martin Edit Student Records: Inactivate Candice Warrenton and Janice Zimmerman Archive Jason Miller For each activity identify for participants whether the activity is completed independently, in pairs, or in small groups.

Entering referrals in Swis
SWIS is located at Let’s Data Entry Role

Data Entry The Data Entry user(s) are responsible to:
Enter referral data into SWIS each day (or on alternating days) Communicate with referring staff or administrator when referrals are incomplete or do not align with procedures/policies Monitor data integrity ( and fix as needed) Manage (i.e., enter, modify) student and staff person records The third core role in SWIS is called Data Entry… this role is critical. The SWIS requirement is that data are always up-to-date within 3 days, but entering data every day means that the Data Analyst can generate and summarize reports that accurately reflect staff perceptions. At PBIS Applications, we highly recommend daily entry. The Data Entry role has a protected time and place during their workday to enter referrals, and it’s important that all staff (including the school administrator) respect this time and help reduce distractions. The data entry user will also review the referrals. When there is a problem such as missing information or if comments don’t align with school policies, then they will either return the form to the referring staff or pass it on to the administrator to follow-up and find the missing information. For example, if the referring staff member isn’t certain of the motivation or the administrator needs to determine the final action taken, then it’s important that this information is finalized before entering the referral into SWIS. The Data Entry staff are often put in charge of maintaining the student and staff person records in Person Management, so that the SWIS information is accurate and up-to-date and includes no duplicates. Duplicate or missing information impacts data integrity, which impacts the accuracy of the reports and decision making.

Demonstration: Data Entry
Facilitator Demo Account Enter Referral Major Minor Find Referral Modify Referral Let’s take a look at the referral entry process. Facilitator Note. Enter at least one referral from start to end (show that changing the referral type from major to minor changes the available list of problem behaviors. Left/Required fields. On the left are all of the required SWIS fields. These fields must be completed with the accurate information before the referral data can be saved. This means the data entry user(s) will want to scan the forms first and send incomplete forms back to the referring staff or to the administrator as needed to get all the information needed. Referral Type: Major is usually office-manages and minors are usually staff-managed problems Student: Type part of the student’s name to search the active student records or click on the blue directory to open the full student list. If the record might have been inactivated or put under the wrong name then search the director BEFORE adding a new record. Grade: The first time a student gets a referral each school year the grade needs to be entered. After that SWIS will “remember” the grade level for the rest of the year. IEP Status: This just lets you know if the student has a current IEP in which case the Sp.Ed. Teacher or administrator might need to be notified of the referral. Staff: Repeat instructions from Student (above) Date: Default is always the current date which promotes daily data entry and saves a few seconds each referral. Otherwise, use the calendar tool or type in the date. Time: This is the time of the incident so if the time is left blank be sure to send the form back to the referring staff. Location: Select the location identified Problem Behavior: Describe the agreements/procedures documented during readiness. If the school has chosen to allow multiple problem behaviors indicate that the primary behavior is always first (usually the most serious behavior) and that additional problem behaviors aren’t required, just allowed as needed. Perceived Motivation: Remind participants that this might be an adjustment for staff but is a key ingredient to turning SWIS data into accurate, timely, useful information for teams to solve problems and improve the school climate. Discourage the use of ‘unknown’ or ‘other’ and instead prompt a follow-up interview with the staff or student if possible. These options are only there for those few situations where there is not enough information about the incident to guess the motivation. Others Involved: It is unethical to list the names of other students in a referral but it is helpful to know whether the incident involved others so that the context of problem patterns can be better understood. Action Taken: Describe the agreements/procedures documented during readiness. If the school has chosen to allow multiple actions taken then indicate that the primary action is always first (usually the most severe) and that additional actions aren’t required, just allowed as needed. Seclusion/Restraint: These are less commonly used but when any form of seclusion from peers or staff was used or the student was physically restrained it is important to document this. (Some schools require additional documentation to be collected for these incidents, find out if this is the case for the participants being trained). Right/Extra Information. ON the left you can find the Find Referral Button as well as places for additional information as needed. Notes. While the required information is usually sufficient to help teams identify and solve problems there are times when more is needed. Notes allow brief descriptions or comments to be entered about the incident that might not be clear from the required information. Over time we will help staff to keep these notes concise and focused only on the information that needs to be documented. Only enter the most relevant information in SWIS, even if there are longer notes on the referral form itself. Custom Fields. We know about Custom Fields from the School Settings. Here is how these translate into data entry. (Custom fields will vary across Facilitator Training Accounts but describe at least one custom field and how it would be used such as Parent Contact or Hallways). Don’t forget to Save your Referral! The Save and Copy button is useful if multiple students receive referrals for the same incident. The relevant information is copied over to a new referral to save a little time. Find/Modify Referral. Let’s use the Find Referral tool to locate the referral we just saved. Make one modification (e.g., a second Action Taken was determined by the administrator, the Time was incorrectly entered).

Activity: Data Entry Enter Practice Referrals: Find/Revise Referrals:
Facilitator Enter Practice Referrals: Katie Kassidy Marie Banks Chris Black Find/Revise Referrals: Revise date to 9/2 and the time to 10:30 a.m. Demo Account For each activity identify for participants whether the activity is completed independently, in pairs, or in small groups. In your packet are a three referrals. You are going to practice entering these referrals and then revise one of them. Facilitator Note. If you use the standard practice referrals then let participants know that they might need to update the School Settings or Person Management since previous activities impact the Settings. You can also revise the activities related to Person Management, Settings, and Referrals to reflect what the school has already adopted. This would allow participants to become familiar with their own process but would require some up-front work for you before the training. Be sure that all participants enter at least 2 referrals independently and that the Data Entry users get enough practice to feel confident in their task.

Activity (Option 1): Data Entry
Add 5 more referrals, making up the incident data from personal experiences (please don’t use real names). Incorporate the following into at least one referral: Copy referral information from one referral to the next Utilize at least one custom field Use either Harassment Type or Weapon Type information Enter a referral for one student who is new to the school (make up the student information) Enter a brief note regarding the incident For each activity identify for participants whether the activity is completed independently, in pairs, or in small groups. Try going a little faster. When the School Settings are simplified a fluent user can enter a referral in under 35 seconds… that’s efficiency!

Discussions

Activity: Discussion & Agreements
How will we ensure that data stay accurate and up-to-date? How will we establish a communication system that maximizes efficiency? How will data entry staff access necessary information to complete tasks (e.g., student records, IEP status)? Work as a whole group or in small groups. Encourage note-taking and further discussion after the training with the appropriate teams and stakeholders.

Activity: Discussion & Agreements
How will we ensure that data are available and incorporated into our meeting and decision cycles? Who will be responsible to check data integrity regularly (e.g., weekly, monthly, quarterly)? Work as a whole group or in small groups. Encourage note-taking and further discussion after the training with the appropriate teams and stakeholders.

Technical Assistance Contact Procedures

Resources and Support Video Tutorials
User Guides & Materials (e.g., SWIS User’s Manual) Support Articles Next I want to make sure that you know about all the resources available on the PBISApps.org website. Demonstrate the following: Resources Video Tutorials – open the SWIS video library and point out a few examples User Guides & Materials – open the SWIS library; show how to sort and navigate through different pages, download the User’s Manual Support Use the Search tool to demonstrate how key words can be entered to find information efficiently Open the SWIS support articles to show how many there are Point out that while contact information is listed it is primarily intended for facilitators to use and the school will contact you as a facilitator.

Technical Assistance For technical support, please contact me, your SWIS facilitator, not the PBIS Applications staff. The facilitator provides: Training for all users Technical assistance Team coaching Annual readiness reviews This might be a good time to remind the participants about your contact information from Slide #6. Also indicate any preferences in contact methods and your typical turn-around for responding to voice or messages. If there are multiple facilitators in the district who partner together on technical assistance and training you can include their contact information as well.

Technical Assistance Procedures
1 Use available web and print resources to locate relevant information (10-15 minutes) 2 Contact SWIS facilitator (give 48 hours for facilitator to respond) 3 Contact PBISApps staff if the request/question is urgent or related to billing Personalize this slide if needed based on your local process for technical assistance (e.g., add a step for contacting a co-facilitator) When you do have a question or problem related to SWIS, here is the official procedure. Check the User’s Guide, support articles, and other online resources to find out if others have had the same question of problem. However, after 20 minutes of searching in the most logical places, please feel free to contact me via phone or and I will respond within 48 hours if at all possible. I’ll make sure to remind you of my contact information from time to time so that you always have it. Because of my role and other responsibilities within the district there might be times when I am not able to get back to you within 48 hours. I’ll try to communicate or set my out-of-office message so that you know whether to expect a response. The PBISApps staff as a rule do not provide direct support directly to school users, they do understand that as facilitators we are sometimes unavailable due to travel, illness, etc. If after 48 hours you still haven’t heard back from me then go ahead and contact the PBISApps staff directly. Let them know who your facilitator is and that I was unavailable. If they can, they will point you in the right direction.

Big Ideas The SWIS data system will support decision making about supporting students The confidentiality and integrity of data directly impacts the quality of decision making Your role in maintaining SWIS integrity is important! Keep in touch with your facilitator!

Training Evaluation Did we accomplish our objectives?
Understand purpose and benefits of using SWIS Demonstrate SWIS navigation & functionality Build fluency using the SWIS application Was this a good use of your time? Are you comfortable taking on this role? This is one option for a training evaluation… if there is a district or preferred evaluation that asks similar questions please feel free to remove this slide and use that form/process.

SWIS Drill Down Data Analyst

Solvable (Precise) Problems
Question Description What What problem behavior is occurring? How Often Is this an ongoing problem, new problem, old problem, small-group problem, school-wide (big) problem? Where Are there locations where the problem is more likely to occur? Who How many students and which sub-groups are more likely to engage in the problem? When Are there times of day or days of week when the problem is more likely to occur? Why In the context above, are students trying to access or avoid something? Is it about attention, tasks/activities, or resources (items)? Research about behavior and decision making suggests that problems can’t effectively and efficiently be solved until we have all the right information, which means we need to know the right questions to ask. These are all basic W/H questions, and data can usually help us narrow the questions. “Who?” “What?” “Where?” “When?” and “How often?” are the questions that tell us the context that is making a problem behavior easier than following the school expectations. The last question is always “why,” and this is going to be new for many people. Asking “Why?” is about narrowing down that context and identifying what is the strongest, function-based reason why students continue to engage in that problem in that context. We need to narrow down the context, so we can focus our attention and resources, but we need the “why” to tell us what is or isn’t likely to help the problem. Behavioral research tells us that trying to solve problems without the why has about a 50/50 chance of making the problem better or worse. That’s huge! Part of adopting SWIS, means we are committed to helping all staff in the school think about not only the context but also why they believe the student engaged in that behavior. It’s okay to be wrong and sometimes students can actually tell us (e.g., they hit the student because they knew they would get out of the speech they had to deliver after lunch). It’s still important to ask the question. This is a required part of the referral form, and we need to support each other to think about the “why” and give it our best guess. Otherwise, all of our decisions are going to have that 50/50 chance of being wrong that may take more of our limited time and resources.

SWIS Drill Down Building precise problem statements requires isolating a “red flag” and following the trail. Think of the game of Clue and using the information you have to narrow down the who, what, where, when, how often, and why. The SWIS Drill Down tool is the PBISApps version of Clue.

School-Wide Focus The Drill Down process can be used for:
School-wide patterns and concerns (most common) Classroom patterns and concerns (use cautiously) Grade-level or sub-group concerns (use cautiously) Individual Student concerns (use Student Dashboard first) We’ll focus on using the Drill Down process to identify school-wide problems that the Tier I PBIS team can focus on in decision making. Once the basic skills are mastered, the same process can be used for different kinds of decision making such as grade-level team meetings, and individual student support planning (remember to start with the Student Dashboard though). Be careful to provide the data that is appropriate for the group of people making the decisions. The School-Wide PBIS team is probably not the group to make decisions about 6th grade or Brian Bender’s individual support plan.

Drill Down Steps 1. Identify a Red Flag Start with just 1 red flag
Examples: specific location, problem behavior, time of day, sub-group of students (e.g., 6th grade, male students) Non-examples: multiple red flags, individual student/staff names Goal: Choose a school-wide concern to be able accurately build the context supporting problem behavior Start by choosing one area of concern that seems to be impacting the overall student climate. This might be a location, a specific problem behavior, a certain period of the day, anything that seems to stand out in the initial review of reports. Sometimes a specific sub-group of students can be a red flag but be careful that the red flag doesn’t become a problem outside the scope of the school-wide team. If there’s a problem in 6th grade then the PBIS team might be included, but the decisions should include representatives of the 6th grade team. In some cases, it would be more appropriate to send the problem right to the grade level team or to the administrator. As a Data Analyst, you will have to make some judgment calls about what red flags to drill down into and who should receive the information. The intention isn’t to ignore or cover up potential problems, but we want to maintain confidentiality and give the right information to the right people.

SWIS Facilitator Certification Training - Module 4
Use the Core Reports and Additional Reports to identify potential school-wide red flags to drill down. SWIS Facilitator Certification Training - Module 4

Core SWIS Reports SWIS Facilitator Certification Training - Module 4
For example, you might notice in the Core SWIS reports that there are many referrals coming from the cafeteria than what is expected or desired. Another red flag might be that there the 7th and 8th grade students are receiving more referrals than other grade levels. Another might be that there seem to be a lot of activity in the afternoon after 1:30. SWIS Facilitator Certification Training - Module 4

Drill-Down Worksheet We’ll use the SWIS Drill-Down Worksheet to keep track of our process. That way if we decide that our focus was too broad or too narrow we can back-track. It can also be used to help other data analyst users understand how a precise problem was identified if there are questions later. This worksheet is on the PBISApps website, and I recommend using it, at least until you feel confident in the process and beyond if it continues to be helpful. The red flag item is marked at the top, along with which type of W/H question it represents (e.g., cafeteria is where, inappropriate language is what, after 1:30 is when).

Drill Down Steps 2. Start “drilling down” the (referral) data
Choose a date range and 1 red flag to: Answer the next W/H context question (i.e., who, what, where, when, how often) Goal: Within a given time range, we want to be sure that we’re using the red flag to lead us to the next clue (i.e., w/h question). Step two is to use the Drill Down tool to filter down to a specific date range and the red flag item. In most cases, it is important to start with just 1 red flag. If you start with 2 context filters at the same time, then there’s a chance that the true problem will get hidden because multiple problems are occurring.

Change the graph type to change the lens of analysis.
Data Drill Down Choose the Report Filters one at a time. Start with the date range and 1 red flag. Change the graph type to change the lens of analysis. In the Drill Down tool, there are report filters on the left that you can drag over (or double-click) to include or exclude in the data set. Most of the time you should be using the “Include” rather than the “Exclude” box. By default, SWIS will include the current school year as a filter. If you want to look at patterns for the whole year you can leave this… or you can find the Date range that you are working within, for example the referrals since the last meeting or last major break. Next, you will add the 1 red flag that you identified in Step 1. Click on generate, and we’ll see that only those referrals we asked for are included in the graphs and table below. The “Graph Type” (on the right) can be changed to answer a number of different W/H questions. Each graph is a different perspective and can be used to identify the next clue or W/H question. Try not to make assumptions right away about the problem context… each graph is one piece of a puzzle. SWIS Facilitator Certification Training - Module 4

Drill Down Steps 3. Keep “drilling down” and check the status
Choose one context filter at a time: Answer each W/H context question one at a time to make sure we’re connecting the right dots Check the Summary for numbers Consider ethnical implications of including or excluding specific sub-groups or individuals! Goal: Identify a system-level issue that includes at least 10 students doing the same thing in the same context Step 3 is to continue the same process of taking each new clue or piece of information about the context of the problem and adding it as a filter. In the Drill Down tool, each time you add a new filter you will click generate and then change the graph type to view the situation through a different lens. It’s okay to decide that the patterns are too broad to narrow down. For example for “Who” you can indicate that “a large group of girls across grade levels” are engaging in the problem. The Drill Down tool includes a summary box that we’ll look at. Check these numbers each time you add a new filter. Usually, we suggest that a group smaller than 10 students or 10 referrals is probably closer to a student problem than a school-wide problem.

Drill Down Summary Here is the Summary box and right now this drill down shows that there are at least 15 students, 15 referrals, and 15 staff members involved in this particular problem.

System vs. Small Group/Individual
System-Level Problem Small Group/Individual Problem The context is supporting the problem At least 10 students are involved At least 10 referrals At least 2 staff members agree We have a specific group or student that needs more instruction or support The context is supporting most students, so systems and practices are effective The SWIS “rule-of-thumb” is that 10 students engaging in the problem within a specific context is a system-level problem that should be addressed by changing practices and systems. If less than 10 students are engaged in the problem, then those specific students need additional instruction or support, but the systems don’t necessarily need to be changed. It’s also okay to look at the data and decide that it’s really not a big problem. We’ll never eliminate all problem behavior, and if the levels of behavior are acceptable and they aren’t related to safety, there might be another problem or issue we can focus our attention upon. It’s okay to be doing well and move to another red flag!

Problem Context What? more ODRs for aggression How often? average of 3 referrals per day Where? on the playground Who? a large number of students When? first recess Why? ??? Here is an example of a problem context… (read statement). Remember that the last question to ask is always “Why”. If teams try to solve problems with only the context information, we know they have an equal chance of making problems better or worse. Looking at this context, we can all think of possible solutions, maybe re-teaching the expectations, increasing staff, increasing praise for safe behavior, more consistently responding to aggression by all staff members. These aren’t bad solutions, but we don’t have all the information yet to know if those are the best solutions. SWIS Facilitator Certification Training - Module 4

Drill Down Steps 4. Identify the Perceived Motivation (Why)
Within the identified context filter: Answer each W/H context question one at a time to make sure we’re connecting the right dots Check the Summary for numbers Consider ethnical implications of including or excluding specific sub-groups or individuals! Goal: Identify a system-level issue that includes at least 10 students doing the same thing in the same context Once all the needed filters have been added to narrow down the problem, then it’s time to change the graph type to “Perceived Motivation.” As the data analyst, you might also need to verify with a few of the referring teachers or the students themselves, but if there is one motivation that seems to keep coming up, then that is probably a great place to start.

Drill Down Steps 5. Summarize the problem Put all the clues together:
Include each W/H question in a clear statement that provides both the context and the perceived motivation of the problem. Once all the needed filters have been added to narrow down the problem, then it’s time to change the graph type to “Perceived Motivation”. As the data analyst, you might also need to verify with a few of the referring teachers or the students themselves, but if there is one motivation that seems to keep coming up, then that is probably a great place to start.

Solvable (Precise) Problem
There are more ODRs for aggression on the playground than last year (average of 3 ODRs per day). These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. What? more ODRs for aggression How often average of 3 referrals per day Where? on the playground Who? a large number of students When? first recess Why? Get access to the new playground equipment We now have a solvable or precise problem statement. Look at that… the playground aggression seems to be related to accessing items. A few additional conversations tell us that there are a few new rubber balls and jump ropes, and the kids are shoving and pushing to get access to them. The solutions we discussed before might still be helpful, and we should always take the time to provide instruction to students about the appropriate way to request what they want and need. But we can relieve a lot of the tension by requesting a few more pieces of equipment, so that there are enough to go around. Then, we can be specific with our instruction, praise, and correction. We don’t need more staff or to re-teach all the playground expectations. We can focus our energy where it is needed. SWIS Facilitator Certification Training - Module 4

Activity: Drill Down Use the SWIS Drill Down Worksheet to conduct two Drill-Downs: Identify a Red Flag Start “drilling down” the (referral) data Keep “drilling down” and continually check the “Summary” for numbers of students and referrals. Identify the Perceived Motivation (Why) Summarize the problem Suggestion: Complete one drill-down together, and then allow each data analyst to conduct a second drill-down on their own.

Drill-Down Worksheet Once you’ve completed the top portion of the Drill-Down worksheet, you can bring this to the team meeting and summarize your findings so that the team can identify goals and solutions. The team might not want to record their decisions on this worksheet, but it’s a good reminder so that all of the important information is documented somewhere.

Follow-Up Coaching Options
Which of the following options might be most helpful? Schedule time to do the first (real) drill-down together /fax your first drill-down worksheet before meeting for feedback and tips Briefly meet before team meeting to review the drill-down summaries Follow-up coaching is what turns any training into a practical skill. Let’s figure out what kind of coaching I can provide that will be most helpful to you. Here are the 3 basic options… (read options) Note to facilitator: It’s best to schedule this close to a team meeting, so that there is immediate feedback not only from you mbut from the team on whether the information was helpful, not enough, or described in too much detail (took up too much meeting time). The team might decide the summary would be better in an ahead of the meeting ,so that members can process, or the summary can be printed out and only briefly summarized out loud. Questions?

Training Evaluation Did we accomplish our objectives?
Understand purpose and benefits of using SWIS Demonstrate SWIS navigation & functionality Build fluency using the SWIS application Was this a good use of your time? Are you comfortable taking on this role? This is one option for a training evaluation… if there is a district or preferred evaluation that asks similar questions, please feel free to remove this slide and use that form/process.

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