Using Your Schools SWIS Data for School Student

Using Your School’s SWIS Data for School & Student Level Analysis Jen Rollenhagen & Cathy Claes State Conference 2016 miblsi. org

Acknowledgements • PBIS Technical Assistance Center • University of Oregon – PBISApps 22

Intended Outcomes Participants will: 1. 2. 3. 4. Understand what SWIS is Describe how SWIS data informs decision making Generate SWIS reports at the school and student level Understand how SWIS Drill Down leads to the development of a precise problem statement 5. Practice drill down, precise problem statement and solution development at both the system and student level 6. Be able to apply this process in own school 33

Agenda • Overview of SWIS and Data-Based Decision Making • Report Generation • System Level SWIS Drill Down • Student Dashboards and Individual Student Drill Down 44

Activity Write down the following: 1. How has your school used SWIS data for data-based decision making? 2. What teams in your building have used SWIS data? 3. How often do the teams use SWIS data for decision making? 55

Overview of SWIS and Data Based Decision Making 66

Who is PBIS Applications • PBIS Applications is a series of educational tools created to support the implementation of Multitiered Systems of Support (MTSS). • The PBIS Application tools (SWIS, CICO-SWIS, ISIS-SWIS, PBIS Assessment, and PBIS Evaluation) have been utilized in more than 25, 000 schools domestically and internationally. PBISApps, 2016 77

Defining MTSS • Involves a combination of components that facilitates higher academic and social achievement • Provides students who are not benefiting from the general curriculum with targeted small-group interventions • Intensive interventions are individually developed for students with significant challenges and the interventions are linked to results from careful assessment of the student’s needs Mc. Intosh and Goodman, 2015 88

Defining MTSS (cont. ) • Throughout each Tier of support, interventions are matched to student needs • Progress is frequently monitored to make decisions about changes in instruction or goals • Data are used to allocate resources to improve student learning Mc. Intosh and Goodman, 2015 99

Systems Change OUTCOMES S CE TI DA T AC A PR Supporting Decision Making Supporting Student Behavior SYSTEMS PBISApps, 2016 Supporting Staff Behavior 1010

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% PBISApps, 2016 All specialized interventions are more effective and more durable with universal, school-wide behavioral expectations as a foundation. 1111

Student-Centered Decision Making Essential Question: Is the student successful at this level of support? Writing Students are not labeled as green, yellow, or red; students are supported with the appropriate level of supports for success. Reading Social-Emotional As intensity of support increases, so does the frequency and intensity of progress monitoring. Math PBISApps, 2016 1212

What is the School-Wide Information System (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. 1313

Three Components of SWIS 1. Computer Application o Web-based technology that is secure, subscription-based, and continuously available for entry, management, and reporting of data 2. Data Collection System o Practices and resources to support collection and organization of data (e. g. , documentation, staff, time, training) 3. Decision System o Practices and resources to support team-based analysis of data for continuous quality improvement (e. g. , documentation, team agreements, problem-solving routines) 1414

Why was SWIS developed? Need: School teams implementing schoolwide positive behavior interventions and supports (SWPBIS) needed effective decision making at the school building or facility level. Initial Developers: Seth May, William Ard III, Anne Todd, Rob Horner, George Sugai, Aaron Glasgow, and Jeff Sprague 1515

Value & Utility of SWIS • Why focus on behavior? • Social behavior is the single most common reason students are excluded from education (U. S. Dept. of Ed. ) • What’s the goal? • To make schools more effective learning environments • How? • 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 achieve valued outcomes (Gilbert, 1978) 1616

Improving Decision Making We used to… Problem Solution PBISApps, 2016 1717

Continuous Quality Improvement Identify problems with precision Reassess and revise solution(s) as needed Monitor outcomes and compare to goal(s) Implement solution(s) with integrity and fidelity A T A D Establish goal(s) Develop solution(s) PBISApps, 2016 1818

Why Use Data for Decision Making • Decisions are more likely to be effective and efficient when they are based on data • The quality of decision making depends most on the first step • Defining the problem to be solved with precision and clarity 1919

Using SWIS Data to Ask the Right Questions • Data help us to ask the right questions. . . they do not provide the answers • Use data to: Identify problems • Refine problems • Define the questions that lead to a solution • • Data help place the “problem” in the context rather than in the students 2020

Using SWIS Data for Efficiency • The right data, at the right time, given to the right people results in decisions that are better, faster, cheaper • To make decisions, schools need decision systems with data that are: Relevant (right information in the right format) • Accurate (consistent across staff, entered correctly) • Timely (current, quick to find, continuously available) • 2121

Using SWIS to Build Decision Systems • Guide schools to build comprehensive “decision systems” not “data systems” Data System • Systems that houses data Decision System • Agreements on the collection and use of data (including a o District Student data system) Information System • Routines and procedures to (SIS) embed SWIS application data o Excel spreadsheet into decision making o SWIS application 2222

Tips for Building Decision Systems • Analyzing data in layers to “drill down” What is our current reality? • Is there a problem? Red Flag • • • Put the problem into context – get specific • • It’s okay if your data shows you are doing well; how will you maintain desired student outcomes What, where, when, who, how often, & why Be efficient, don’t drown in the data 2323

Using SWIS Data for Decision Making • Universal Screening Tool • Proportion of student with: 0 -1 Major Office Discipline Referrals (ODRs) • 2 -5 Major ODRs • 6+ Major ODRs • • Progress Monitoring Tool • Summative Evaluation • Compare data across time to prevent previous problem patterns 2424

Using the Referrals by Student Report as a Universal Screening Tool PBISApps, 2016 2525

Research Study on Early Intervention 2626

Research Study on Early Intervention 2727

Using SWIS Data to Solve Problems SWIS Dashboard • Helps check the vital signs of the school • Helps identify areas for further inquiry 2828

Using SWIS Data to Identify a Problem Behavior The first step in any problemsolving process is identifying the problem. 2929

Using SWIS Data to Dig Deeper Problem identification involves identifying the context! tion a c Lo lem r b Pro avio h Be e Tim ts n de Stu n tio a v ti Mo 3030 Knowing the context of a problem helps identify relevant solutions!

Activity • Jot down one new item of SWIS information you learned from this section that you believe will have an impact on how your school’s teams understand SWIS and use SWIS data. • How and when will this information be shared with the teams in your school? 3131

Report Generation 3232

MIBLSI Drill Down Worksheet 3333

SWIS Report Demonstration • Core SWIS Reports • Additional SWIS Reports • Data Drill Down 3434

Activity • Find the SWIS Report Generation Activity in your workbook. • Access the SWIS Demo account and generate the listed reports. 3535

SWIS Drill Down 3636

Identifying School-wide Behavior Problems • What data to monitor ODRs per day per month • OSS, ISS, attendance, teacher reports • Fidelity of PBIS implementation – SWPBIS TFI • • What question to answer • Do we have a problem? • What questions to ask of level, trend, peaks How do our data compare with last year? • How do our data compare with national/regional norms? • How do our data compare with our expected goals? • 3737

Using Data to Refine Problem Statements • The statement of a problem is important for teambased problem solving • Everyone must be working on the same problem with the same assumptions • Problems often are framed in a “primary” form. That form creates concern, but it is not a useful form for problem solving Primary problems are based on initial review of data • Drill down into data to build more “precise” problem statement • 3838

Precise Problem Statements • What are the data we need for a decision? • Precise problem statements include information about the following questions: • What is the problem behavior? • How often is the problem happening? • Where is the problem happening? • Who is engaged in the behavior? • When is the problem most likely to occur? • Why is the problem sustaining? 3939

Primary vs. Precise Problem Statements Primary Statements Precision Statement • There are more ODRs for aggression on the September has more playground than last year. suspensions than last year. These are most likely to Gang behavior is increasing. occur during first recess, with The cafeteria is out of a large number of students, control. and the aggression is related Student disrespect is out of to getting access to the new control. playground equipment. • Too many referrals • • 4040

Precise Statement Example • There are more ODRs for aggression on the playground than last year. 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: Where: Who: When: Why: more ODRs for aggression playground large number of students first recess to get access to the new playground equipment 4141

Prioritization • A team’s judgment about the significance of a problem and whether to address it now will likely be a function of the problem behavior’s: Intensity: how dangerous it is • Frequency: how often it is occurring • Trend: whether its frequency is decreasing, staying the same, or increasing • • Consider when more then 1 problem has been initially identified 4242

Transforming Data into Information • Look first at your patterns. What is the story the data tell? • Is there a trend? • Where are the peaks? Where are the valleys? • Match the data to current perceptions • Compare your data • With the national median • With data from last year • With what your staff/students/families want 4343

Asking the Right Questions • SWIS data lead to asking the right questions. • If there are many referrals in classrooms: • • Which classrooms? Which students? What problem behaviors? When? • If there are many referrals in the cafeteria: Which students? What times? • Which lunch periods? Beginning or end? • What problem behaviors? • • 4444

WHY? — The Hardest Question • What is perceived as maintaining the problem behavior? • Always assess motivation AFTER you have defined: • Who? , What? , When? , Where? • You always ask WHY students misbehave in the context. • Look for the “primary” motivation if there are multiple possibilities. 4545

Activity • Using either the SWIS Demo account or one of your schools’ SWIS accounts, complete Steps 1 – 8 on the MIBLSI SWIS Drill Down Worksheet. 4747

Steps for Defining Goals 1. Define the problem with precision 2. Define the measure of the problem (level, amount) 3. Define what would be considered “good” 4. Use the goal to guide the solution • How can we move from where we are to where we want to be? 4848

Defining the Goal • Precise Problem Statement (where we are): • At the end of October, 9 middle school students are engaged in defiant behavior in the classroom, mostly in the morning, and they appear to be avoiding tasks. Two students account for 9 of the 19 referrals • Goal (where we want to be): • Reduce classroom referrals for defiance by 80% by the end of November 4949

Activity • On the same MIBLSI SWIS Drill Down worksheet, complete Step 9. 5050

Using Data to Develop Solutions • Prevention—How can we avoid the problem context? • 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 systematically reward positive behavior? • Extinction—How can we prevent problem behavior from being rewarded? • Consequences—How can we systematically correct problem behavior? • How will we collect and use data to evaluate: • Implementation fidelity • Impact on student outcomes 5151

Steps for Solution Development Solution Component Action Step(s) Prevention Teaching Recognition Extinction Corrective Consequence Data collection • • • What data will we look at? Who is responsible for gathering the data? When/How often will data be gathered? Where will the data be shared? Who will see the data? 5252

Solution Development 5353

Activity • On the same MIBLSI SWIS Drill Down worksheet complete Step 10. 5454

Student Dashboards 5555

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Student Level Precise Problem Statements • What are the data we need for a decision? • Precise problem statements at the student level include information about the following questions: • What is the problem behavior for this student? • How often is the problem happening occurring? • Where is the problem happening? • When is the student most often engaging in the problem behavior? • Why is the problem sustaining? 5757

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Student Level Precise Statement Example • Winston is displaying defiance and using inappropriate language in the classroom most often at 10: 00 or 12: 30 in order to obtain adult attention. • • • Who: Winston What: defiance and inappropriate language Where: classroom When: 10: 00 & 12: 30 Why: to obtain adult attention 6565

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Activity • In SWIS, look at the Student Report on the Dashboard Identify one student and go to their Student Dashboard • Using the SWIS Individual Student Drill Down worksheet, complete the problem solving steps • 6767

Activity - Reflection 6868

Resources • Websites: PBISApps – https: //www. pbisapps. org • MIBLSI – https: //miblsi. org • Livebinder http: //www. livebinders. com/play? id=1765484 • 6969