Social Academic Instructional Groups

(SAIG)Wisconsin PBIS Leadership Conference 2013

Wisconsin Dells

Longfellow Elementary Sheboygan, WI

Sheboygan Area School District

Who Are We?Tammy Olig

School Counselor and Internal Coach at Longfellow Elementary

Sheboygan Area School DistrictKathy Kobelsky

School Psychologist and External Coach at Longfellow Elementary and Farnsworth Middle School

Sheboygan Area School District

Who is Longfellow Elementary?

(2012-13 School Year)Total Enrollment: 373Grade levels: Kindergarten – Grade 5Economically Disadvantaged: 76.9%Ethnicity:

Hispanic/Latino 22.8% American Indian/Alaskan Native 0.5% Asian 18.2% Black or African American 11.5% White 40.2% Multi-racial 6.7%

Our PBIS History2008 Tier One training 2009-2010 Implemented Tier One & Tier Two

trainingSpring of 2010 Started Check In/Check Out (CICO)

and tried to figure out SAIG2010-2011 Tried to figure out SAIG2011-2012 Tried to figure out SAIG2012-2013 Finally started putting the pieces

together

Pieces of the PuzzleBased on Tier II Training and

Benchmarks for Advanced Tiers Fidelity Tool(BAT)

Based on dataTied to school-wide expectationsDaily Progress MonitoringWhat curriculum do we use? Must be able to join

quickly, at any time, and is skill basedEntrance/Exit criteria

AH-HAAAAAAAA!!!!

What I Finally Figured Out!Basic SAIG

Low level Tier II intervention where students are re-taught school-wide expectations

Topics based on top problem areas by Location and Problem Behavior.

Similar to Academics – re-teach math concept to small group

Re-teach using cool tools Lessons are twice a week for 30

minutes each 6-8 lessons Use of Daily Progress Monitoring

much like CICO

Intensive SAIG For students who have the

skills, but “Won’t do” or choose not to do

Review social skills Focus on acknowledging

students for making respectful choices

Previously have been on CICO before and in SAIG Basic

Not responding to Tier One or CICO?

Low level Tier II intervention where students are re-taught school-wide expectations

Topics based on top problem areas by Location and Problem Behavior.

Similar to Academics – re-teach math concept to small group Re-teaching of cool tools Lessons are twice a week for 30 minutes each 6-8 lessons Use of Daily Progress Monitoring much like CICO

Move into SAIG Basic

A Piece of the Puzzle Fidelity

Based on data

BASIC SAIGBased on Data

What support do your students need in order to follow your school-wide expectations

based on data?Tier One and CICO supports are

not enough based on data!

Benchmarks of Advanced Tiers

AH-HAAA!!! MomentLook at our top problem behaviors and

top problem locations based on SWIS data

BASIC SAIGBased on data

By Location (2011-2012 End of year data)

BASIC SAIGBased on data

By Problem Behavior (2011-2012 End of year data)

HERE ARE OUR Basic SAIG!!!

By LocationCafeteriaClassroom (Academic

Behaviors)Playground

By Problem Behavior

Disruption (Academic Behaviors)

Physical Contact Disrespect / Non-compliance / Defiance

Externalizers

HERE ARE OUR Basic SAIG!!!Internalizer

sFriendship/

Feeling Management

A Piece of the Puzzle Fidelity

✔ Based on dataTied to school-wide expectations

Benchmarks of Advanced Tiers

AH-HAAA!!! MomentRe-Teach weekly cool tools that are tied to expectations on our school-

wide matrix

Our School-Wide Expectations

Respect SelfRespect OthersRespect Environment

BASIC SAIGExample: Objectives for

Respect/Compliance

A Piece of the Puzzle Fidelity

✔ Based on data✔ Tied to school-wide expectationsDaily Progress Monitoring

Benchmarks of Advanced Tiers

AH-HAAA!!! MomentDaily Progress Report and scoring system is

same as Check In/Check Out form, with goals of the group specified under each school wide

expectation

BASIC SAIGExample: DPR for

Respect/Compliance SAIG

A Piece of the Puzzle Fidelity

✔ Based on data✔ Tied to school-wide expectations✔ Daily Progress MonitoringWhat curriculum do we use? Must be able to join at any time in a timely manner, and is skill based

Benchmarks of Advanced Tiers

AH-HAAA!!! MomentFollow Cool Tool Format to teach and practice school-wide as students go

through the day

A Piece of the Puzzle Fidelity

✔ Based on data✔ Tied to school-wide expectations✔ Daily Progress Monitoring✔ What curriculum do we use? Must be able to join at any time and is skill basedEntrance/Exit Criteria

Benchmarks of Advanced Tiers

AH-HAAA!!! Moment(Knew we needed to have this, but daily monitoring was difficult)

Access to strategy (Entrance Criteria) – use SWIS data and DPR %ages

Monitor, modify, or discontinue (Exit Criteria) - Use same Scoring System as CICO and enter DPR scores into

SWIS

BASIC SAIGExample: Our data rules

for SAIG BasicRemember to have more than one data source

Entrance Criteria: CICO DPR – Student scores less than 80% on CICO DPR, 80% of the

time during four weeks on CICO SWIS – 2 Office Discipline Referrals (ODR) during the four weeks on

CICO

Exit Criteria: SAIG DPR – Student scores 80% on SAIG DPR, 80% of the time SWIS – 0/1 Office Discipline Referrals (ODR) during the time in SAIG (4

weeks)

Puzzle Complete Fidelity!!!!!

✔ Based on data✔ Tied to school-wide expectations✔ Daily Progress Monitoring✔ What curriculum do we use? Must be able to join at any time and is skill based✔ Entrance/Exit Criteria

Not responding to Basic SAIG?

For students who have the skills, but “Won’t do” or choose not to do

Review social skills Focus on acknowledging students for making

respectful choicesPreviously have been on CICO before and in

SAIG Basic

Move into SAIG Intensive

Still must include the Pieces of the Puzzle

Fidelity ✔ Based on data✔ Tied to school-wide expectations✔ Daily Progress Monitoring✔ What curriculum do we use? Must be able to join at any time and is skill based✔ Entrance/Exit Criteria

INTENSIVE SAIGBased on Data

What support do your students need in order to follow your

school-wide expectations based on data?

Tier One, CICO, SAIG Basic supports are not enough based

on data!

HERE ARE OUR Intensive SAIG!!!

ExternalizersCompliance/

Respect for AdultsRespect for Peers

InternalizersPeer

Relations/FriendshipFeeling Management

Academic• Organization

• Impulse Control

INTENSIVE SAIGTied to School-Wide

Expectations

Longfellow’s Expectations Respect Self

Respect Others Respect Environment

INTENSIVE SAIGDaily Progress Monitoring

Respect for Peers

INTENSIVE SAIGWhat curriculum do we

use?

Resources Skillstreaming the Elementary School Child and

Skillstreaming in Early Childhood

Teaching Social Skills to Youth (Boys Town Press) The Tough Kids Handbook

Second Step

INTENSIVE SAIGExample: Objectives for

Respect for Peers K-2

Intensive SAIGEntrance/Exit Criteria

Data pointsSWIS dataDPR scores from previous

interventionUniversal Screener

INTENSIVE SAIGExample: Our data rules

for SAIG IntensiveRemember to have more than one data source

Entrance Criteria: CICO DPR – Student scores less than 80% on SAIG Basic DPR, 80% of the

time during four weeks in SAIG Basic SWIS – No change or increase in Office Discipline Referrals (ODR) during

the four weeks on SAIG Basic

Exit Criteria: SAIG DPR – Student scores 80% on SAIG Intensive DPR, 80% of the time SWIS – 0/1 Office Discipline Referrals (ODR) during the time in SAIG Basic

(4 weeks)

Additional Puzzle Pieces

Teacher Packet:Brochure (Describes SAIG and gives schedule of meetings)Objectives and lessonsSample of DPRSkills steps being taughtVisuals to prompt students to use skills

taught in groupWays to help student be successful

Additional Puzzle Pieces

Parent Packet: • Brochure (Describes SAIG and gives schedule of meetings) • “Opt Out” – return only if denying permission

for child to be in group • Objectives and lessons • Sample of DPR and directions to discuss, sign and return to school the next day • Skills steps being taught to review and reinforce at

home • Visuals to prompt students to use skills

taught in group

Hurdles to Overcome Scheduling

Administrative support needed here!

Have grade levels pick a HALF HOUR block at the SAME TIME MONDAY-FRIDAY that students can be pulled for behavior interventions

Kindergarten 8:00-8:30 Grade 1 12:50-1:20 Grade 2 2:15-2:45 Grade 3 2:15-2:45 Grade 4 11:10-11:40 Grade 5 12:00-12:40

Hurdles to OvercomeWho is going to run SAIG?

At Longfellow:School Counselor – one of me!Ideally, someone in building daily to prompt and

facilitate transfer of skills into the natural setting via DPR

We are looking at Educational Assistants for Basic SAIG

District and Building Administrators need to provide additional staff for SAIG or reassign staff to a different role and/or job duties

SAIG Matrix

What about Middle School?

Who is Farnsworth Middle School?

(2012-13 School Year)Total Enrollment: 587Grade levels: Grade 6 - 8Economically Disadvantaged: 50.9%Ethnicity:

Hispanic/Latino 20.3%American Indian/Alaskan Native 0.5%Asian 15.2%Black or African American 4.9%White 57.9%Multi-racial 1.0%

Farnsworth’s PBIS History 2010-11

Tier One training/planning Year ended with many staff changes and movement off Tier 1 team

2011-2012 Implemented Tier One Started Tier Two training Spring 2012 CICO pilot (6th grade)

2012-2013 Revisited Tier 1 Implemented CICO building-wide Completed Tier 2 training Planned for SAIG

2013-2014 Revisit Tier 1 Implement SAIG

BASIC: Re-teaching the Matrix

Part of the Consequence System Minor referrals – Teacher Managed

Teacher issuing minor re-teaches expectations Based on location or type of violationDocumentation form is used

Major referrals (ODR)Associate principal handles discipline and re-

teaches/reviews matrix expectations using school-wide or classroom matrices

SAIG INTENSIVENext Step for Non-Responders

Disciplinary data was used to identify needs and form SAIG group topics:Academic/Study Skills Attendance/EngagementHandling Emotions (for externalizers)Coping Skills (for internalizers – we know they’re out

there!)

What curriculum is used?

Use what we have Second Step lessonsTough Kid series

We can afford free!http://www5.milwaukee.k12.wi.us/dept/rti/saig-curri

culum-intro/

• Tracking Tool to monitor effectiveness of SAIG groups

WHEN?????

It’s all about the schedule……

And schedules always change……

Here’s what we came up with…..

• Attendance/Engagement, Coping Skills, and Handling Emotions During Advisory Block (similar to homeroom) 2 sessions per week, 30 minutes each, for 3 weeks 20 minutes advisory time and 10 minutes from class

before or after Advisory block Taught by pupil services staff

• Academic/Study Skills During WIN (intervention blocks) Taught by teachers – incentive no prep required!

Considerations…..SAIG sessions are closed, but available every

three weeksNot ideal, but it’s a step in the right direction

Administrative support is critical!

Staff buy-in ~ All roads lead back to Tier 1

Middle School SAIG Matrix

Note for School Counselors ( and other Pupil Service

Personnel)

Students are not in SAIG because of a situation (for example Family Change group) – students are in SAIG because of their reaction to a situation

SAIG are not “Therapy Groups”- students are taught pro-social skills and problem solving skills that will lead to behavioral and academic success

This is different than how I was taught and always ran groups

School Wide EffortHow can teachers help?

Agree as a grade level a daily half hour block of time for Behavior Interventions

Allow student to attend group Prompt and reinforce use of skills taught in group Remind student when it is time for group Remind student to Check In first thing in the morning, and check out at the

end of the day Remind student to take DPR to specials or other classes Remind (if needed) student to have Daily Progress Report filled out at

designated time periods Encourage student to take yellow part home to have signed by parents and

returned Include POSITIVE COMMENTS in a ratio of 5:1 on the

point sheet

School Wide EffortHow can

Building Administrators help?

Emphasize the connection between behavior and academic success

Require a Behavior Intervention time for all grade levels

Provide time for staff development on SAIG (and all Tiers of PBIS in general)

School Wide EffortHow can

District Administrators Help?

Support Building Administrators and schools in implementing PBIS

Hold Building Administrators accountable for implementing PBIS Emphasize the connection between behavior and academic

success Balance out number of Academic Interventionists and Behavior

Interventionists Provide time for staff development on SAIG (and all Tiers of PBIS

in general)

relax a little!!!

Hopefully, now you can…

Any Questions??