SAIG – Everything You Wanted to Know but Were Afraid to Ask Dana Kuehl Kent Smith Wisconsin RtI Center- PBIS Network Jodi Hubbard PBIS Coordinator Eau Claire Area School District
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 [email protected]
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
+
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