basic saig - Wisconsin PBIS Network

Report
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 District
 Kathy 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: 373
 Grade levels: Kindergarten – Grade 5
 Economically Disadvantaged: 76.9%
 Ethnicity:
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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 History
 2008 Tier One training
 2009-2010 Implemented Tier One & Tier Two training
 Spring of 2010 Started Check In/Check Out (CICO)
and tried to figure out SAIG
 2010-2011 Tried to figure out SAIG
 2011-2012 Tried to figure out SAIG
 2012-2013 Finally started putting the pieces together
Pieces of the Puzzle
Based on Tier II Training and
Benchmarks for Advanced Tiers Fidelity
Tool(BAT)
 Based on data
 Tied to school-wide expectations
 Daily Progress Monitoring
 What curriculum do we use? Must be able to join
quickly, at any time, and is skill based
 Entrance/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?
Move into SAIG Basic
 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
A Piece of the Puzzle 
Fidelity
Based on data
BASIC SAIG
Based 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!!! Moment
Look at our top problem behaviors and top
problem locations based on SWIS data
BASIC SAIG
Based on data
By Location
(2011-2012 End of year data)
BASIC SAIG
Based on data
By Problem Behavior
(2011-2012 End of year data)
HERE ARE OUR
Basic SAIG!!!
Externalizers
By Location
 Cafeteria
 Classroom (Academic
Behaviors)
 Playground
By Problem
Behavior
 Disruption (Academic
Behaviors)
 Physical Contact
 Disrespect /
Non-compliance / Defiance
HERE ARE OUR
Basic SAIG!!!
Internalizers
 Friendship/Feeli
ng Management
A Piece of the Puzzle 
Fidelity
✔ Based on data
Tied to school-wide
expectations
Benchmarks of Advanced Tiers
AH-HAAA!!! Moment
Re-Teach weekly cool tools that are
tied to expectations on our school-wide
matrix
Our School-Wide
Expectations
Respect Self
Respect Others
Respect Environment
BASIC SAIG
Example: Objectives for
Respect/Compliance
A Piece of the Puzzle 
Fidelity
✔ Based on data
✔ Tied to school-wide expectations
Daily Progress Monitoring
Benchmarks of Advanced Tiers
AH-HAAA!!! Moment
Daily 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 SAIG
Example: DPR for
Respect/Compliance SAIG
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
in a timely manner, and is skill
based
Benchmarks of Advanced Tiers
AH-HAAA!!! Moment
Follow 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 based
Entrance/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 SAIG
Example: Our data rules for
SAIG Basic
Remember 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?
Move into SAIG Intensive
 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
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 SAIG
Based 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!!!
Externalizers
 Compliance/Respect
Internalizers
 Peer
Relations/Friendship
for Adults
 Respect for Peers
 Feeling Management
Academic
• Organization
• Impulse Control
INTENSIVE SAIG
Tied to School-Wide
Expectations
Longfellow’s Expectations
 Respect Self
 Respect Others
 Respect Environment
INTENSIVE SAIG
Daily Progress Monitoring
Respect for Peers
INTENSIVE SAIG
What 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 SAIG
Example: Objectives for
Respect for Peers K-2
Intensive SAIG
Entrance/Exit Criteria
Data points
 SWIS data
 DPR scores from previous
intervention
 Universal Screener
INTENSIVE SAIG
Example: Our data rules for
SAIG Intensive
Remember 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 lessons
Sample of DPR
Skills steps being taught
Visuals to prompt students to use skills
taught in group
Ways 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
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
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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 Overcome
Who 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: 587
 Grade levels: Grade 6 - 8
 Economically Disadvantaged: 50.9%
 Ethnicity:
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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
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Tier One training/planning
Year ended with many staff changes and movement off Tier 1 team
 2011-2012
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Implemented Tier One
Started Tier Two training
Spring 2012 CICO pilot (6th grade)
 2012-2013
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Revisited Tier 1
Implemented CICO building-wide
Completed Tier 2 training
Planned for SAIG
 2013-2014

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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 violation
 Documentation form is used
 Major referrals (ODR)
 Associate principal handles discipline and reteaches/reviews matrix expectations using schoolwide or classroom matrices
SAIG INTENSIVE
Next Step for Non-Responders
 Disciplinary data was used to identify needs and form
SAIG group topics:
 Academic/Study Skills
 Attendance/Engagement
 Handling Emotions (for externalizers)
 Coping Skills (for internalizers – we know they’re out
there!)
What curriculum is used?
 Use what we have
 Second Step lessons
 Tough Kid series
 We can afford free!
 http://www5.milwaukee.k12.wi.us/dept/rti/saigcurriculum-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
weeks
 Not 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 Effort
How 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 Effort
How 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 Effort
How 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)
Hopefully, now you can…
relax a little!!!
Any Questions??

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