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.
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Course revision is a reality of daily life in higher education. Each semester, faculty review their courses to ensure that they are presenting current concepts and providing proper methods of assessment and interaction for their students. Unfortunately, most review and revision is done during periods of frantic activity just before or during the beginning of the semester. This methodology does not allow for deep consideration of issues and can negatively affect learning for students.
Focused revision is a methodology of review that tasks faculty to review a course over a longer period of time and focus on one pedagogical aspect, such as interaction, content presentation, rubric development, etc. Focusing on a specific aspect of a course, to the exclusion of others, increases the efficacy of that aspect of the course while maintaining the current level of quality on the other aspects. This methodology also changes course revision from a summative process to a formative process and allows for the effective inclusion of student feedback into course design. The process also allows faculty to create efficiencies in their process to maximize time and minimize work. Multiple focused revisions may build on each other to create a synergy between course components, thus creating a more effective learning environment in both the physical and the digital classrooms, leading to increased student engagement and learning.
This is the peer-reviewed article form of my assessment literacy slide show. This article was recently published in the Spring, 2009 edition of OnCUE, a peer-reviewed journal published in Japan for college and university educators. A Japanese translation of the abstract is provided at the beginning.
Evaluating Teaching in Higher EducationEmma Kennedy
This powerpoint is taken from a workshop for university teachers on the basics of evaluation, including its advantages and disadvantages, and how to best use evaluation as a tool for improving the student experience in higher education.
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Course revision is a reality of daily life in higher education. Each semester, faculty review their courses to ensure that they are presenting current concepts and providing proper methods of assessment and interaction for their students. Unfortunately, most review and revision is done during periods of frantic activity just before or during the beginning of the semester. This methodology does not allow for deep consideration of issues and can negatively affect learning for students.
Focused revision is a methodology of review that tasks faculty to review a course over a longer period of time and focus on one pedagogical aspect, such as interaction, content presentation, rubric development, etc. Focusing on a specific aspect of a course, to the exclusion of others, increases the efficacy of that aspect of the course while maintaining the current level of quality on the other aspects. This methodology also changes course revision from a summative process to a formative process and allows for the effective inclusion of student feedback into course design. The process also allows faculty to create efficiencies in their process to maximize time and minimize work. Multiple focused revisions may build on each other to create a synergy between course components, thus creating a more effective learning environment in both the physical and the digital classrooms, leading to increased student engagement and learning.
This is the peer-reviewed article form of my assessment literacy slide show. This article was recently published in the Spring, 2009 edition of OnCUE, a peer-reviewed journal published in Japan for college and university educators. A Japanese translation of the abstract is provided at the beginning.
Evaluating Teaching in Higher EducationEmma Kennedy
This powerpoint is taken from a workshop for university teachers on the basics of evaluation, including its advantages and disadvantages, and how to best use evaluation as a tool for improving the student experience in higher education.
Feedback to students about academic writing_INTEGRITY ProjectLaura Costelloe
This presentation - delivered to partners on the INTEGRITY project - provides some guidance to academic faculty on the theory and practice of providing feedback to students on academic writing. Prepared and delivered by Dr Laura Costelloe and Dr Mark Glynn, Teaching Enhancement Unit at Dublin City University. Incorporates material from the National Forum for the Enhancement of Teaching and Learning and the Y1 Feedback Project.
Feedback to students about academic writing_INTEGRITY ProjectLaura Costelloe
This presentation - delivered to partners on the INTEGRITY project - provides some guidance to academic faculty on the theory and practice of providing feedback to students on academic writing. Prepared and delivered by Dr Laura Costelloe and Dr Mark Glynn, Teaching Enhancement Unit at Dublin City University. Incorporates material from the National Forum for the Enhancement of Teaching and Learning and the Y1 Feedback Project.
Data Driven Instructional Decision MakingA framework.docxwhittemorelucilla
Data Driven
Instructional Decision Making
A framework
Data –Driven Instruction
Data-driven instruction is characterized by cycles
that provide a feedback loop
in which teachers plan and deliver instruction, assess student
understanding through the collection of data, analyze the data, and
then pivot instruction based on insights from their analysis.
From: Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-TeachersKnowBest-MakingDataWork.pdf
Data-Driven Decision Making Process Cycle
Data Planning
and
Production
Data Analysis
Developing
an Action
Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data is used
From : Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-
TeachersKnowBest-MakingDataWork.pdf
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Instructors need to
facilitate this data –driven
instruction decision loop
in a timely and smooth
fashion
…and on an ongoing basis
• Per student
• Per class
• Per group
Data –Driven Instruction Feedback Loop
Roles Inherent in the Data-Driven Instruction
Decision Making Loop
• Planner
• Data Producer
• Data Analyst
• Monitor
• Reporter
• Data End User
• IT
• Operations and Logistics
Data Planning and Production Questions
• What questions are to be addressed in future data-informed
conversations? Which questions are more important?
• What information (metrics) are needed to answer these question?
• Is the information available and feasibly attainable?
• Are the necessary technology and resources available?
• How can current non-data based instructional decision making be
mapped to data-based instructional decision making process?
• What are the costs associated with this endeavor?
• What are the timelines ?
• How and when will the data be collected and stored?
Data Analysis Questions
• What relations exists between the metrics? What patterns do
the data reveal?
• How many levels of the metric are needed to answer the
questions?
• Do the original questions need to be revised or expanded?
• Do the original metrics need to be redefined or expanded?
• What analytical tools are currently available? What tools
need to be designed to support the analysis?
• What method of analysis or evaluation will be used?
• What are the data limitations, strengths, challenges, context?
Monitor Questions
• How are the metrics evolving as the learning and instructional
processes evolve.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
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
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
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.
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?
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:
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
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
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
46.
47.
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.