Social Academic Instructional Groups (SAIG)

1. Social Academic Instructional Groups (SAIG) Wisconsin PBIS Leadership Conference 2013 Wisconsin Dells

2. Longfellow Elementary Sheboygan, WI Sheboygan Area School District

3. 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

4. Who is Longfellow Elementary?(2012-13 School Year) • Total Enrollment: 373 • Grade levels: Kindergarten – Grade 5 • Economically Disadvantaged: 76.9% • Ethnicity: • Hispanic/Latino 22.8% • American Indian/Alaskan Native0.5% • Asian18.2% • Black or African American 11.5% • White40.2% • Multi-racial 6.7%

5. Our PBIS History • 2008Tier 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

7. Pieces of the PuzzleBased 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

9. AH-HAAAAAAAA!!!!

10. What I Finally Figured Out! Basic SAIG 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 • 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

11. 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

12. A Piece of the Puzzle  Fidelity • Based on data

13. BASIC SAIGBased on Data What support do your students need in order to follow your school-wide expectations based on data? Tier Oneand CICOsupports are not enough based on data!

14. Benchmarks of Advanced Tiers AH-HAAA!!! Moment Look at our top problem behaviors and top problem locations based on SWIS data

15. BASIC SAIGBased on data By Location (2011-2012 End of year data)

16. BASIC SAIGBased on data By Problem Behavior(2011-2012 End of year data)

17. HERE ARE OUR BasicSAIG!!! By Location By Problem Behavior Disruption (Academic Behaviors) Physical Contact Disrespect / Non-compliance / Defiance Externalizers • Cafeteria • Classroom (Academic Behaviors) • Playground

18. HERE ARE OURBasic SAIG!!! Internalizers • Friendship/Feeling Management

19. A Piece of the Puzzle  Fidelity ✔ Based on data • Tied to school-wide expectations

20. Benchmarks of Advanced Tiers AH-HAAA!!! Moment Re-Teach weekly cool tools that are tied to expectations on our school-wide matrix

21. Our School-Wide Expectations • Respect Self • Respect Others • Respect Environment

22. BASIC SAIGExample: Objectives for Respect/Compliance

23. A Piece of the Puzzle  Fidelity ✔ Based on data ✔ Tied to school-wide expectations • Daily Progress Monitoring

24. 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

25. BASIC SAIGExample: DPR for Respect/Compliance SAIG

26. 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

27. Benchmarks of Advanced Tiers AH-HAAA!!! Moment Follow Cool Tool Format to teach and practice school-wide as students go through the day

28. 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

29. 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

30. BASIC SAIGExample: 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)

31. 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

32. 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 choices • Previously have been on CICO before and in SAIG Basic Move into SAIG Intensive

33. 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

34. 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!

35. HERE ARE OUR IntensiveSAIG!!! Externalizers Internalizers Peer Relations/Friendship Feeling Management • Compliance/Respect for Adults • Respect for Peers Academic • Organization • Impulse Control

36. INTENSIVE SAIGTied to School-Wide Expectations Longfellow’s Expectations • Respect Self • Respect Others • Respect Environment

37. INTENSIVE SAIGDaily Progress MonitoringRespect for Peers

38. INTENSIVE SAIGWhat curriculum do we use? Resources • Skillstreamingthe Elementary School Child and Skillstreaming in Early Childhood • Teaching Social Skills to Youth (Boys Town Press) • The Tough Kids Handbook • Second Step

39. INTENSIVE SAIGExample: Objectives for Respectfor Peers K-2

40. Intensive SAIGEntrance/Exit Criteria Data points • SWIS data • DPR scores from previous intervention • Universal Screener

41. INTENSIVE SAIGExample: 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)

42. 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

43. 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

44. 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

45. 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

46. SAIG Matrix

47. What about Middle School?

48. Who is Farnsworth Middle School?(2012-13 School Year) • Total Enrollment: 587 • Grade levels: Grade 6 - 8 • Economically Disadvantaged: 50.9% • Ethnicity: • Hispanic/Latino 20.3% • American Indian/Alaskan Native0.5% • Asian15.2% • Black or African American 4.9% • White57.9% • Multi-racial 1.0%

49. 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

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