The Swift at ISIS-SWIS User training is designed to be delivered by certified ISIS-SWIS facilitators as they prepare 2-4 school-level personnel to manage ISIS-SWIS accounts and monitor students who receive Tier III (individualized) supports.

1. ISIS-SWIS
User Training
Collecting & Analyzing Data for
Individualized Supports

2. Training Intentions
• Purpose: Prepare a small number of staff
members to implement and maintain ISIS-SWIS.
• Target Audience: Individuals preparing to use
ISIS-SWIS to collect and analyze individual
support plan data
• Objectives:
• Introduce basic principles of tertiary (Tier III) supports
• Demonstrate ISIS-SWIS navigation & functionality
• Build fluency using the ISIS-SWIS application

3. TERTIARY (TIER III) SUPPORTS
Basic Principles

4. 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%
Continuum of Decision Making
All specialized interventions are more effective
and more durable with universal, school-wide
behavioral expectations as a foundation.

5. Person-First Supports
Essential Question:
Is the student successful at this level of
support?
Students themselves do not fit into a tier of
supports; instead, their needs are addressed
at the tiers provided.
Intensity is a two-way street.
Improved student outcomes are the
result of continually monitoring and
modifying (as needed) instructional
programs and methods.
Math
Reading
Social-Emotional
Writing

6. Essential Components of Tertiary Systems
• Focus = Few students,
5% of overall population
• Setting = Small group, 1 – 3 students,
general environment or other
appropriate settings within the
school/facility
• Instruction = Individualized, explicit,
and focused on remediation of skills,
matched to student need, intervention
duration: 20+ weeks
• Assessments = Individual diagnostic
assessment, weekly or twice weekly
progress monitoring

7. Essential Systems Elements
Coordinating Team
Tier III systems planning
team exists and meets
regularly.
Team has a defined leader.
Membership represents
behavioral expertise,
administrative authority,
intensive support
expertise, knowledge
about students, and
knowledge about school
operations.
Student Support Team
A uniquely constructed
team exists for each
individual student support
plan.
Student support team is
comprised of relevant
stakeholders.
Student support team
exists to design,
implement, monitor, and
adapt the student-specific
support plan.
Data-based
Decision Making
Outcome and fidelity data
are reviewed by a
student’s support team at
least monthly.
Data are used to modify
the support plan to
improve behavior
outcomes and improve
fidelity of implementation.

8. Systematic Evaluation
Hypothesis Statement Comprehensive Support
Strategies
Systematic Evaluation
o Operational description
of problem behavior
o Identification of context
where problem behavior
is most likely occurring
o Maintaining reinforcers
(e.g., behavioral
function) in the
identified context
o Teaching strategies
o Specific recognition for
desired behavior
o Strategies for removing
rewards for problem
behavior
o Safety elements, as
needed
o Clear, measureable goals
o Process for assessing
implementation fidelity
o Process for assessing
student outcomes
o Action plan for
implementation
Comprehensive Assessment
(e.g., observations, interviews, academic data, attendance)

9. Success, teacher
acknowledgment
Sent to hall to
‘calm down’
Function: escape task
Complete math
assignment
Crying, pushing
papers off desk
Raise hand &
ask for break
Given double-
digit addition
problems
Routine: Math Class
Addie
Prior
instructional
failure
Setting Event
Strategies
Antecedent
Strategies
Teaching Behavior Alternative
Consequence
Eliminate/Neutralize
Setting Events
Eliminate/Modify
Antecedent
Teach Alternative Behavior Reinforce Alternative/ Desired
Behavior
Prompt Alternative/
Desired Behavior
Teach Desired Behavior/Skill Respond to Problem Behavior/
Redirect / Extinguish
Make the problem
behavior ineffective
-------------------------
Elevate reward for
alternative and
desired behavior
Eliminate rewards for
problem behavior
Make the problem
behavior
inefficient
-----------------
Teach a better
alternative
Teach desired
behavior
Make the problem behavior irrelevant
----------------------------------
Remove antecedents that trigger the
problem behavior,
Change schedule, tasks, transitions

10. Goal = Enhanced Social Competence
& Academic Achievement
Data
Decision Making Supports
Systems
Staff Behavior Supports
Practices
Student Behavior Supports

11. Fidelity Outcomes
Types of Data

12. Continuous Quality Improvement
Identify current
status and precise
problems
Establish
goal(s)
Develop
solution(s)Implement
solution(s)
with integrity
Monitor
progress
toward
goal(s)
Adjust plan as
needed

13. Advantages of ISIS-SWIS
Efficiency
Structured
creation and
maintenance of
student files
One home for
progress
monitoring, goal
setting, and
decision making
Instantaneous
access to data
Equity
Equal access to
quality support
plan management
Enabling of clear
roles,
responsibilities,
and predictability
Quality
Supports
compliance with
federal procedures
for Tier III support
Comprehensive
student file for
quality decision
making
Documentation of
progress and
intervention
history
Flexibility
Files and measures
tailored to a
student’s needs

14. Confidentiality

15. TOOLS
School Settings, Account Settings, Person Management, Data Integrity

16. What are School Settings?
School Settings allow schools/facilities to customize
a set of features within the SWIS Suite to address
local decision-making needs such as:
School Profile & Contact Information
Core Data: Days, Enrollment & Ethnicity
Application Settings
Data Integrity

17. What are (User) Account Settings?
Account Settings allow an individual user to update
their profile information as well as personalize
application settings to accommodate data entry or
their reporting preferences.
Account Settings are unique to each school user
and can be modified at
any time the user decides
to make a change.

18. What is Person Management?
Person Management allows schools/facilities
to organize and manage student, staff, and
non-staff person records that are associated
with SWIS Suite data.

19. Data Integrity
The Data Integrity tool assists school users in
maintaining accurate account information by
monitoring specific “common” errors such as
duplicate or missing information.

20. Activity: Tools

21. CASE FILES

22. Creating a New Student Case File
What? The electronic version of the student’s
physical file which often includes the documents,
support plans, and data associated with the
student’s individualized support.
When? When individualized data will be collected
for the student

23. Creating a New Student Case File
Who? ISIS-SWIS coordinators or facilitators can set
up new student case files
What Information is needed?
Student Information
(name, ID, gender, ethnicity, race, IEP/504
status)
Plan Information
(Coordinator, Plan start date, Implementation
Status, next review/assessment dates)

24. Carly Johnson
Carly Johnson 56744
Female Non-Hispanic No
4th Black Yes/Intel. Dis.
April Stone
03/15/2015
03/2016
astone@demo.edu
Progressing
02/2016

25. Brian Bender
Brian Bender 75262
Male Non-Hispanic No
8th White Yes/Spec. LD
Margie Rose
01/09/2015
1/2016
mrose@demo.edu
Progressing
12/2015

26. Team Members
Who? All stakeholders and student support team
members
What Access? Access and training varies based on
assigned tasks
What Information is needed?
Person Information
Adults: name, ID, email address
Students: name, ID, gender, ethnicity/race, 504/IEP
status
Team Member Information
Role (relationship to student/team), access level

27. Documents
What to include? The “living” documents teams
need to regularly review, use, or modify
What not to include? Highly sensitive documents or
documents that are not useful for decision making
Document Types
Assessment
Plan
Meeting
Other

28. Minimum Documentation
To take full advantage of the School-Wide
Reports in ISIS-SWIS each student case file
should include a minimum of two documents:
1. Assessment
Current assessment summary
2. Plan
Current support strategies/plan

29. Measures
What? The data that will drive implementation
decisions
Who? Coordinators or Facilitators
What will be measured?
Fidelity
Adults: How will we know the staff are accurately and
consistently implementing the strategies?
Outcomes
Students: How will we know the student is benefiting
from supports and making progress toward goals?

30. Discuss: Data Collection Strategies

31. Activity: Student File—Team
Together: Carly Johnson (yellow materials)
Independent Practice: Brian Bender (blue materials)

32. WARNING
To avoid duplicates in the Facilitator
Training Account and general confusion,
you’ll need to personalize your case files:
• Student Names
• Team Member Email Addresses

33. WARNING
Experience has shown that using your initials
and training date is effective to reduce
confusion.
o Trainee = Doug Fitzgerald Ross (DRF)
o Training Date = April 23 (423)
• Student Case File Name =
DFRCarly Johnson & DFRBrian Bender
• Team Member = DFRJoe Binder
• Fake Email = joebinder@dfr423.com

34. ISIS-SWIS Exploration
Log into the account and locate the electronic
case file documents for Carly & Brian.
Facilitator Training Account
Username: facilitator
Password:

35. DATA ENTRY

36. Data Entry
What? The data that will drive implementation
decisions
Who? Data Entry, Full Access, Coordinators
Data Collection Sources
Physical data sheets
Electronic data sheets
Permanent products
Verbal reports

37. Develop Standard Data Entry & Report
Generation Procedures

38. ISIS-SWIS Exploration
Facilitator
Account

39. REPORTS

40. Student File Reports
• What?
o Measure
o Time Segment
o Single Time Segment Reports
• Who?
All users with access can see reports
• Organization Tool
Data Entry & Report Generation Schedule
Student Progress Report

41. • How are the Tier III systems working?
• How many students are receiving tertiary tiers of
support?
• Are interventions and supports being implemented
with fidelity?
• Are students making progress toward goals?
• Are there specific barriers or problems that need to be
addressed?
• How are Tier I and Tier II systems working?
• What information needs to be communicated?
School-Wide Questions

42. ISIS-SWIS Exploration
Facilitator
Account

43. PLANNING & DISCUSSIONS

44. Discuss: Setting Up Teams & Users
Facilitator
Coordinator
Team
Member
Team
Member
Team
Member
Coordinator
School-Wide
Read Only

45. Discuss: Routines
How will routines and procedures be organized to
support best practices for data collection and use?
Student-Level School-Wide (Systems)
Teaming
Case File Set-Up
Data Entry
Reporting
Decision-Making

48. Support
Technical Assistance
• Please utilize the resources provided and the
pbisapps.org website. Spend about 15 minutes
looking for the relevant information, then stop
and contact your facilitator (me).
New User Requests (Staff turnover)
• If a new coordinator or school-wide read only user
needs to be given access, please contact your
facilitator (me) to schedule a new user training.

49. Facilitator Contact Information
• Name:
• Email:
• Phone:
My role is to provide training, coaching, support,
technical assistance and to annually complete
readiness ‘checks’ for ISIS-SWIS implementation.