Social Academic Instructional Groups (SAIG)
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Transcript of Social Academic Instructional Groups (SAIG)
Social Academic Instructional Groups
(SAIG)Wisconsin PBIS Leadership Conference 2013
Wisconsin Dells
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
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
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
HERE ARE OUR Basic SAIG!!!
By LocationCafeteriaClassroom (Academic
Behaviors)Playground
By Problem Behavior
Disruption (Academic Behaviors)
Physical Contact Disrespect / Non-compliance / Defiance
Externalizers
Benchmarks of Advanced Tiers
AH-HAAA!!! MomentRe-Teach weekly cool tools that are tied to expectations on our school-
wide matrix
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
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 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 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
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
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
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)