1. SWIS TM Did You Know… MiBLSi State Conference Lansing Sheraton April 23, 2008 Kate Shane, Allegan AAESA Todd, Horner, Amedo, Sampson MiBLSi

2. 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?

3. 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!

4. The School-Wide Information System TM (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

5. Improving Decision-Making Problem Solution From To Problem Solving Solution Information

6. RequirementTasks to CompleteWho will Complete By WhenDate 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 referrals b.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.

7. Readiness Requirement 4 The school uses an office discipline referral form and problem behavior definitions that are compatible with SWIS

8. Sample Office Discipline Referral Form

9. Using Fields Harrassment –Gender –Racial –Sexual Hallway –East Wing –West Wing –North Wing

10. 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 DisruptionStudent engages in low-intensity, but inappropriate disruption Dress CodeStudent 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 misuseStudent engages in low-intensity misuse of property TardyStudent arrives at class after the bell (or signal that class has started).. OtherStudent engages in any other minor problem behaviors that do not fall within the above categories

11. Major Problem BehaviorDefinition Abusive language/ inappropriate language/ profanity Verbal messages that include swearing, name calling or use of words in an inappropriate way. AlcoholStudent is in possession of or is using alcohol. ArsonStudent 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. CombustiblesStudent 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. DisruptionBehavior 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 ViolationStudent wears clothing that does not fit within the dress code guidelines practiced by the school/district. Fighting/ physical aggressionActions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.). Forgery/ theftStudent 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/ tauntStudent 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.

12. 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/CheatingStudent delivers message that is untrue and/or deliberately violates rules. OtherProblem behavior causing this referral is not listed above. Staff using this area will specify the problem behavior observed. Other DrugsStudent 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 DamageStudent deliberately impairs the usefulness of property. Skip class/ truancyStudent leaves class/ school without permission or stays out of class/ school without permission. TardyStudent 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). TobaccoStudent 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.

13. Readiness Requirement 5 The school has a coherent office discipline referral process 1.Definitions for behaviors resulting in referrals 2.Predictability across faculty and administration 3.Single system for managing disruptive behavior 4.Using data for decision making 5.Agreement on the system for entering minor/major events

15. Writing Behavior Referrals What goes where and when Contact in-school back-up Escort student to 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 Administrator contacts teacher for follow up conference Teacher files yellow copy Teacher phones parent Teacher conference with student Teacher follows through on consequence Give completed referral to teacher or clip to teacher mailbox Teacher puts white copy in behavior referral file box in office Is Administrator available? Call home Is Problem behavior major? Is parent available to pick student up Write behavior referral YES 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.

16. 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

17. *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

18. 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

19. 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?

20. 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)

21. 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?

22. Did You Have Other Objectives? Anyone?

23. How do you get SWIS? SWIS Facilitator/ and develop a SWIS Licensing Agreement. SWIS Facilitator provides on-site Training for Three Staff Assistance in Using Information for Decision-Making On-going Assistance/Support Annual License Renewal