Developing an FBA & BIP Developing an FBA & BIP using SWIS Data using SWIS Data

Developing an FBA & BIP Developing an FBA & BIP using SWIS Data using SWIS Data

Presented by: Presented by:

Barbara Gunn, Director Barbara Gunn, Director

Renee Perron, Program CoordinatorRenee Perron, Program Coordinator

Southern Penobscot Regional ProgramSouthern Penobscot Regional Program

OBJECTIVES

• Introduction to School-Wide Information System• Why schools need effective and efficient

information systems• How does SWIS work?• Examine SPRP’s use of SWIS in data collection

In IEP development and meetings In FBA/BIP development In the use of Time-Out and Restraint Other

Introduction to School-Wide Information System

(SWIS)

Defined: Web-based information system for gathering , entering, summarizing, reporting and using office discipline referral information.

Purpose: Improve the ability of staff to develop safe and effective educational environments.

Four Key Elements of SWIS

•Data Collection System- Coherent system for assigning referrals; behavior definitions, referral form, rules for referral.

•Staff to enter data, build reports

•Computer Application – web-based, continuously available, secure.

•Decision-making – Use of Data; School-Wide & Individual.

Features of SWIS• Only reports discipline data• Highly efficient• Local control• Formatted for decision-making• Information is continuously available• Can be combined with district data

base• Secure and confidential

Why was SWIS developed?

• PBIS – Positive Behavior Interventions & Supports . Rob Horner & George Sugai

• Focus on Teams

• Need for effective decision-making

Practices for School-Wide PBIS

• Define expectations• Teach expectations• Monitor expected behavior• Acknowledge expected behavior• Correct behavioral error – a continuum

of consequences• Use information for decision-making

Using SWIS Data in the Decision-making Process

SWIS reporting options are structured for decision-making in three areas:

1. Design and management of school-wide behavior support systems.

2. Targeted interventions for problem areas and groups of students.

3. Individual student behavior support plans.

Big 5 Reports

1. Average referrals per day per month

2. Referrals by problem Behavior

3. Referrals by Location

4. Referrals by Time

5. Referrals by Student

Using Data to Build Solutions• Prevention: How can we avoid the problem context?

Who, When, Where, WhatSchedule change, curriculum, etc.

• Teaching: How can we define, teach, and monitor what we want?Teach appropriate behavior

• Recognition: How can we build in systematic reward for desired behavior?

• Extinction: How can we prevent problem behavior from being rewarded?

• Consequences: What are efficient, consistent, consequences for problem behavior?

How will we collect and use data to evaluate (a) implementation fidelity and (b) impact on student outcomes?

Referrals by Student

•

SPRP’s use of SWIS in data collection

ACCORDING TO OSEP

“In God We Trust, all others bring data!”

IEP DEVELOPMENT

• AREAS OF USE IN THE IEP:

Functional NeedsPresent Levels of Functional PerformanceAnnual Goals

IEP MEETINGS

• Provides parents, staff, sending district, and other participants with behavioral data specific to the student.

• Provides both visual and anecdotal information

• Provides graphs presenting monthly data

• Provides year-to-year comparison

FUNCTIONAL BEHAVIOR ASSESSMENT DEVELOPMENT

SWIS assists in:

– identifying & prioritizing behaviors of concern– identifying where, when, with whom the behaviors

occur– indentifying the function/purpose of the behavior– identifying how staff response affects the behavior

BEHAVIOR INTERVENTION PLAN DEVELOPMENT

SWIS assists in:

– identifying behavior to target (frequent flyers)– identifying possible environmental changes – identifying appropriate staff responses– identifying skill building needs– evaluating the success of the BIP over time– identify when the plan needs to be modified

TIME OUT

SWIS assists in:

– identifying who has required Time Out– indentifying behaviors leading to Time Out– identifying factors related to Time Out (time of day,

environment, with whom the behavior occurs, etc.)– identifying staff response on Time Out– monitoring the increase/reduction in use of Time Out

RESTRAINT

• SWIS assists in:– identifying those who have been restrained– indentifying the unsafe behaviors leading to

restraint– identifying precipitating factors– identifying staff response related to the use of

restraint– identifying staff involved in restraint– monitoring type and length of restraints– monitoring the increase/reduction in use of restraint

OTHER• JCCO (aka Probation Officers)• Judges• DHS• Med Checks• Medical Appointments/Hospitalization• Consultants-Inside and Outside of School• Family Team Meetings

VALIDITY&

RELIABILITY

• VALIDITY: Are we measuring what we want to measure?

• RELIABILITY: Are staff consistent with our data reporting/collection?

EXPERIENCE TELLS US…..

• Need to be specific about the behaviors you are targeting!

• Ensure that all staff responsible for collecting the data understand and agree upon the target behaviors!

• Ensure that all staff responsible for collecting data complete the referral form in the same manner!

• You may have to be selective when identifying staff who will collect the data!

• Keep it current-enter data on a regular basis. Delegate this task to the right people!

CONTACT INFORMATION

• Barbara Gunn (barbara.gunn@rsu34.org)• Renee Perron (renee.perron@rsu34.org)

Southern Penobscot Regional ProgramRSU #34

PO Box 543Old Town, Maine 04473

827-4441Barbara ext. 203/Renee ext. 205

SWIS CONTACT INFORMATION

www.swis.org• SWIS Overview: Contains essential information

you should know before moving forward with SWIS

• Facilitator List: Locate facilitators within Maine

info@swis.orgEmail if you need to ask questions not answered

by the website.

QUESTIONS/THOUGHTS