SAIG – Everything You Wanted to Know but Were Afraid to Ask

Dana KuehlKent SmithWisconsin RtI Center- PBIS Network

Jodi HubbardPBIS CoordinatorEau Claire Area School District

Acknowledgements This material is gathered from a variety of sources

including: WI RTI Center-PBIS Network training material Maryland PBIS Network Illinois PBIS Network

The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

Housekeeping This is intended as a targeted overview of what SAIG is

and the different types. It is NOT a training session.

Kent Smith smithk@wisconsinpbisnetwork.org

Dana Kuehl

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5 Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%

•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1 Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/check-out

Individualized Check-In/Check-Out, Groups

& Mentoring (e.g., CnC)

Brief Functional Behavioral Assessment/Behavior Intervention Planning

Complex FBA/BIP

Wraparound

ODRs, Attendance,

Tardies, Grades, DIBELS, etc.

Daily Progress Report

Competing Behavior Pathway, Functional

Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups

Illinois PBIS Network, Revised May 2009Adapted from T. Scott, 2004

Tier 2/Selected

Tier 3/Intensive

Inte

rven

tionAssessm

ent

Simple Selected Interventions(Differentiation!)

BASICSocial/Academic

Instructional Groups

Harder than starting from scratch

Schools think they are “already doing it”

• Need to deconstruct some existing teaming approaches and practices

• Data not being used except to justify placements

Changing Existing SystemsSAIG

Re-teaching of school-wide expectations, Cool Tool format

• Smaller group• In natural location

• Increased acknowledgement• More frequent pre-corrects

Modified Cool Tool format• More concrete examples/role playing

• Differentiated modality of presentation

Instruction in smaller skill set• More fully defined steps needed to be

successful at expectation

Basic SAIG

Common areas (playground, hallway, cafeteria)

Classroom procedures (based on classroom data)

Staff identified need (top 3 behavioral challenges – what interferes with learning?)

Basic SAIGExp

ect

ati

on

Com

mon a

reas

of

need

A word about fidelity(the new F word in education)

If less than 70% of youth are responding to any of the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.

___________________ Selected PBIS Team Meeting Minutes and Problem-Solving Action Plan Form

Date: Time: Location: Facilitator: Minute

Taker:Data Analyst

Today’s Meeting

Next Meeting

Interventions % Responding

Interventions % Responding

Interventions % Responding

Interventions % Responding

CICO

Mentoring Complex SAIG

Complex FBA/BIP

Simple SAIG

IndividCICO

Simple FBA/BIP

Wrap-around

Team Members (bold are present today):

 

POP QUIZ

Can a social/academic instruction group have one

student in it?

Two Types of SAIG

BASIC SAIG

Need based on data rules (ODR and DPR)

Basic re-teaching of universal expectation in setting

Quickly done

Measured on standard DPR

Used when behavior is limited to a particular setting

INTESIVE SAIG(Social Skill Instruction)

Specific skills instruction need identified by ODR, DPR and FBA.

Instruction is intensive, specialized

Measured on DPR, but may also used other data measures

Used when skill deficit is significant, linked to maintaining variable, most likely part of BIP

Example Individualized Daily Progress ReportNAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be RespectfulAsk peers to play

game

2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Adapted from Grant Middle School STAR CLUB

+ Example Individualized Daily Progress ReportNAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be ResponsibleAsk for breaks

2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Adapted from Grant Middle School STAR CLUB

Questions?

+

Jodi HubbardLocust Lane ElementaryTier II Interventions: SAIGAugust 2014

+Locust Lane: Our Population2013-14 Enrollment: 289

Grade Levels: Kindergarten – 5th

Economically Disadvantaged: 64%

Ethnicity: Hispanic/Latino ~ 1.7% American Indian/Alaskan Native ~ 2% Black or African American ~ 2.7% Multi-racial ~ 5.8% Asian ~ 23.5% White ~ 64%

+Locust Lane: PBIS

June 2009 – trained Tier I

Fall 2009 – kicked off Tier I

December 2009 – trained Tier II

March – June 2010 – piloted CICO

Fall 2010 – rolled out CICO

Fall 2011 – added SAIG

Fall 2012 – integrated our academic & behavior teams

Winter 2012-13 – retrained Tier II w/new training materials

+Locust LaneTier II & Data Teams

Members/Roles Coaches/Facilitators Intervention Coordinators Recorder Data Manager Communicator Administrator

Meets weekly (alternating discussions) System Discussion Student Discussion

PBIS Members - Counselor & Psych Meets weekly

Reviews SWIS for Tier I System Reviews CICO for Tier II System

RtI Members - Psych, Lit & Math

Coaches, Principal Meets weekly - System

Discussion Meets every 6 weeks - Student

Discussion

Tier II Team Data Teams

Wisconsin Conversation Chart

+

2 ODR’s for the same behavior or 3 ODR’s for any behavior in 30 days

Locust LaneEntering Tier II: CICO

Use the BESS to screen for internalizing behavior 2 times a year (October & February) – School Based Mental Health

Data Review Team meets weekly to review Tier I System Data for new qualifiers

Tier II Team meets weekly review RFA’s

Tier II reviews BESS results for intervention

+Locust LaneSimple Tier II Interventions

ORSend to problem-solving team for brief FBA/BIP

+Locust LaneCICO: Data Review

Initial Review - Week 3 80% or better on DPR Continue as is

Week 4 Data Team progress

monitors weekly

Week 6 Continue 80% or better on

DPR Move to fade process Data Team continues

progress monitoring

Initial Review - Week 3 Receiving less than 80% on DPR Reverse RFA to teacher to choose

no change, SAIG, CICO change Consider brief fba

Week 4 Use DPR to monitor progress of

layered on intervention Data Team progress monitors

weeklyor

Brief fba conducted and BIP created

Move to fade process based on success of layered interventions

Successful Not Sucessful

+Locust LaneBasic SAIG

Low level Tier II intervention that may be used when students are not successful after 3-4 weeks in CICO

Students are re-taught school-wide expectations using cool tools

Taught by the adult in charge of the location whenever possible and by the counselor or school social worker when not possible

Lessons are driven by data and taught in setting

Progress Monitored with CICO DPR

+Locust LaneCICO w/ Individualized Features

Change location of Check-In and/or Check-Out

Change Check-In/Check-Out Greeter

Change Check-In and/or Check-Out time (or add additional times)

+What do we do when kids

are not responding to

these basic

interventions?

+Intensive Tier II Interventions

+Locust LaneIntensive SAIG

Our Tier II Team

Conducted by Social Worker or Psych

FBA determines if it is a skill or performance deficit

BIP is created Interventions are layered on Interventions are data driven Interventions are evidence

based and factor into exit criteria

Students may join existing social skill instructional groups or new groups are formed based on need

Began discussions for adding

+Locust LaneIntervention Groups

Challenges Time Part time employees Small numbers of student’s meeting our data

rule System for tracking these interventions

Creative Solutions Block off “high flyer” time on calendar Combine groups of students

+Locust LaneIntervention Groups 2013 - 14

3rd Grade Girls Group

Disrespect/Fighting/Threatening at Recess

5 participants

10 Lessons/one per week

Progress Monitored w/DPR from CICO for 3 of the girls

2 of the 3 met the exit criteria of 80 % or more on DPR and 0-1 ODR’s

What about the other 2 girls???????

Resource used: Bullying in the Girls World by Diane Senn

+Locust LaneIntervention Groups 2013 - 14

4th Gr Boys – Fighting/PAgg at Recess

3 participants (2 – CICO, 1 BESS)

8 Lessons/one per week

3 of 3 met exit criteria

1st Gr Boys – Disruption in the Classroom

3 participants

8 Lessons/one per week

3 of 3 met exit criteria

3rd Gr Boys Group - Fighting at Recess

2 participants (1-CICO, 1 BESS)

8 Lessons/one per week

1 of 2 met exit criteria

Resource used: Helping Young People Learn Self-Regulation by Brad Chapin

+ResourcesA few of our favorites

Helping Young People Learn Self-Regulation by Brad Chapin

Bullying in the Girls World by Diane Senn

Skillstreaming the Elementary School Child by Ellen McGinnis

Skillstreaming in Early Childhood by Ellen McGinnis

Think Social by Michelle Garcia Winner

Superflex by Michelle Garcia Winner

I Can Problem Solve by Myrna Shure

+

Questionsor

Comments

+Contact Information

Jodi Hubbard

jhubbard@ecasd.k12.wi.us

715-852-3703