SWISTM Did You Know…

MiBLSi State ConferenceLansing Sheraton

April 23, 2008

Kate Shane, Allegan AAESATodd, Horner, Amedo, Sampson

MiBLSi

Objectives

• Remember what the School-Wide Information System is?

• What kind of account maintenance is necessary?

• How do we use the system to make decisions?

• What is the latest and greatest?

Questions for You

• How many in Cohort 1, 2, 3, 4• How many are the newly elected data entry

person, keeper of the book, etc?• Do my objectives meet yours? If not…

(just wait till the end….)

How many of you would like to save a tree?Make a note of forms that you would like me to

email to you. The slides will be online before you know it!

The School-Wide Information SystemTM (SWIS)

• Defined:– A web-based information system for

gathering, entering, summarizing, reporting and using office discipline referral information

• Purpose:– To improve the ability of school

personnel to develop safe and effective educational environments

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

Information

Requirement Tasks to Complete Who will Complete

By When Date of Completio

n

1.School-wide discipline is one of the top three goals for the school.

2. Administrative support for the implementation and use of SWIS™ is available.

3. A behavior support team exists, and they review referral data at least once a month.

4. The school uses an office discipline referral form that is compatible with SWIS™ referral entry.

5. The school has a coherent office discipline referral procedure that includes:a. definitions for behaviors resulting in office-managed vs. staff-managed referralsb.a predictable system for managing disruptive behavior

6. Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times.

7. Three people within the school are identified to receive one, 2½ -3 hour training on the use of SWIS™.

8. The school has computer access to the Internet, and one of the following web browsers (Internet Explorer 6.0 or higher for PC [IE not compatible on Macs], Safari 1.0 or higher, Mozilla 1.5 or higher, Firefox 1.0 or higher, Netscape 7.0 or higher).

9. The school agrees to on-going training for the team receiving SWIS™ data on uses of SWIS™ information for discipline decision-making.

10. The school district agrees to provide a facilitator who will work with school personnel on data collection and decision-making procedures.

Readiness Requirement 4• The school uses an office discipline

referral form and problem behavior definitions that are compatible with SWIS

Sample Office Discipline Referral Form

Using Fields

• Harrassment– Gender– Racial – Sexual

• Hallway– East Wing– West Wing– North Wing

Minor Problem Behavior

Definition

Inappropriate verbal language

Student engages in low intensity instance of inappropriate language

Physical contact/ aggression

Student engages in non-serious, but inappropriate physical contact

Defiance/ disrespect/ non-compliance

Student engages in brief or low-intensity failure to respond to adult requests

Disruption Student engages in low-intensity, but inappropriate disruption

Dress Code Student wears clothing that is near, but not within, the dress code guidelines defined by the school/district.

Information and Other Electronics

Technology Violation

Student engages in non-serious but inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/ computer.

Property misuse Student engages in low-intensity misuse of property

Tardy Student arrives at class after the bell (or signal that class has started)..

Other Student engages in any other minor problem behaviors that do not fall within the above categories

Major Problem Behavior Definition

Abusive language/ inappropriate language/ profanity

Verbal messages that include swearing, name calling or use of words in an inappropriate way.

Alcohol Student is in possession of or is using alcohol.

Arson Student plans and/or participates in malicious burning of property.

Bomb threat/ False alarm

Student delivers a message of possible explosive materials being on-campus, near campus, and/or pending explosion.

Combustibles Student is in possession of substances/objects readily capable of causing bodily harm and/ or property damage (matches, lighters, firecrackers, gasoline, lighter fluid).

Defiance/disrespect/ insubordination/ non-compliance

Refusal to follow directions, talking back and/or socially rude interactions.

Disruption Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.

Dress Code Violation Student wears clothing that does not fit within the dress code guidelines practiced by the school/district.

Fighting/ physical aggression Actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).

Forgery/ theft Student is in possession of, having passed on, or being responsible for removing someone else's property or has signed a persons name without that person’s permission.

Harassment/ tease/ taunt Student delivers disrespectful messages (verbal or gestural) to another person that includes threats and intimidation, obscene gestures, pictures, or written notes. Disrespectful messages include negative comments based on race, religion, gender, age, and/or national origin; sustained or intense verbal attacks based on ethnic origin, disabilities or other personal matters.

Inappropriate Display of Affection

Student engages in inappropriate (as defined by school) verbal and/or physical gestures/ contact, of a sexual nature to another student/adult, either consensual or non-consensual.

Information and Other Electronics

Technology Violation

Student engages in inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/or computer.

Lying/Cheating Student delivers message that is untrue and/or deliberately violates rules.

Other Problem behavior causing this referral is not listed above. Staff using this area will specify the problem behavior observed.

Other Drugs Student is in possession of or is using illegal drugs/substances or imitations.

Out of Bounds/ Off School Location

Student is in an area that is outside of school boundaries (as defined by school)

Property Damage Student deliberately impairs the usefulness of property.

Skip class/ truancy Student leaves class/ school without permission or stays out of class/ school without permission.

Tardy Student is late (as defined by the school) to class or the start up of the school day (and Tardy is not considered a minor problem behavior in the school).

Tobacco Student is in possession of or is using tobacco.

Vandalism/Property Damage

Student participates in an activity that results in substantial destruction or disfigurement of property.

Readiness Requirement 5• The school has a coherent office

discipline referral process1. Definitions for behaviors resulting in

referrals2. Predictability across faculty and

administration3. Single system for managing disruptive

behavior4. Using data for decision making5. Agreement on the system for entering

minor/major events

Writing Behavior ReferralsWhat goes where and when

Contactin-schoolback-up

Escort studentto neighboring

class

Parent picks up

child

Call front office,ask for

Administrator

Escort student to office

Administrator determines

detention or out of school

suspension

File referral. White, to the Office

Yellow , to the Teacher/referral writer

Administratorcontacts teacher

for follow up conference

Teacher filesyellow copy

Teacher phones parent

Teacher conferencewith student

Teacher follows through on

consequence

Give completedreferral to teacher or clip to teacher

mailbox

Teacher puts white copy

in behavior referral

file box inoffice

Is Administrator available?

Call home

IsProblem behavior major?

Is parentavailable topick student up

Writebehavior referral

YES

YES

YES

NO

NO

NO

Each Behavior referral is summarized into a school wide data base.Monthly reports are shared school wide, other reports can be generated upon request.

Time is Precious*

• Review of basic maintenance– Annually: enrollment, ethnicity, instructional

days (SNOW DAYS)– Scheduling data entry and report generation– Passwords– Training/Retraining people– Staff/students: leaving, changing names– Maintain your institutional memory

*Time

• Who is your SWIS facilitator?• If you run into a problem, don’t spend

more than 15 minutes trying to fix it without calling for help!– Log off, log back on– Turn off, reboot– Switch computers

• Go to your users’ manual• Go to SWIS.org

How Do We Use the “Big 5”?

• School-wide/Universal– Who, What, When, Where, How Many?– Monthly Team/School Improvement

• Targeted Students, Interventions– BEP/CICO Coordinator, weekly– Are you doing what you said you were going

to do?

• Intensive Students– Child Study/SAT, FA/BIP, IEPs

Here’s a Thought…at a staff meeting:

• Have your teachers list their classroom rules• Then, circle the one that is most problematic• Compare with behaviors by grade chart• Do they match?• If not, is it due to

– Perception– Underreporting– Over-reporting?– A lack of classroom rules or no classroom rule to

address the problem behavior?

Latest and Greatest

• CICO is now available– Free for current SWIS accounts through June– $50 annually

• Data Integration Methods– Download file from SWIS– S-Dex downloads SWIS from all District

schools– Schools Interoperability Framework (coming

soon)

Let’s Review My Objectives

• Do you remember what the School-Wide Information System is?

• Do you know what kind of account maintenance is necessary?

• Do you know how to use the system to make decisions?

• What do you think of the latest and greatest?

Did You Have Other Objectives?

• Anyone?

• Anyone?