1. Social and Academic Instructional Groups SAIG

2. Agenda Introductions and Background
SAIG – Social Academic Instructional Groups
10 Critical Features
SAIG Curriculum
SAIG Implementation
Progress Monitoring for SAIG

3. Social Academic Instructional Groups
Three types of skills-building groups:
1) Pro-social skills
2) Problem-solving skills
3) Academic behavior skills
Involves use of Daily Progress Report (DPR) Card
Currently, these are often the skill groups facilitated by Social Workers, Counselors, and Psychologists 3 3

4. Social Academic Instructional Groups
Three types of skills-building:
1) Pro-social skills (replacement behaviors for avoidance, withdrawal, etc.) Friendship Skills/Social Awareness/Relationship Building
2) Problem-solving skills (replacement behaviors for fighting, arguing, etc.) Conflict Resolution Skills/Anger Management Skills/Self Management
3) Academic Behavior skills (replacement behaviors for getting out of seat, poor study habits, talking out during instruction, etc.) Study/Organizational Skills/Focus/Self-Management Skills/Responsible Decision-Making 4 4

5. Social Academic Instructional Groups
Selection into groups should be based on youths’ reaction to life circumstance, not existence of life circumstances
Example: fighting with peers, not family divorce
Skills taught are common across youth in same group
Example: “Use your Words” for all students in problem-solving skills group
Data should measure if skills are being used in natural settings, not in counseling sessions
Is there a transference of skills to classroom, cafeteria, etc.?
Stakeholders (teachers, students, family) should have input into success of intervention
Example: Daily Progress Report (DPR) Card 5 5

6. 10 Critical Features of Tier 2 Interventions

7. Parkwood Data-Based Decision Rules
#4 Intervention can be modified based on assessment and/or outcome data
Parkwood Data-Based Decision Rules
(Interventions are always layered and added to the previous intervention) 
Small Group
Responding: 80% or better for 60 data points
Not Responding: 79% or below for 60 data points; individualized CICO is added to the intervention
What are your own data decision rules to know when a student needs a SAIG?
Parkwood Elementary CUSD 300

8. Use #2 voice level when upset
#5 Intervention includes structured prompts for what to do in relevant situations
EXPECTATIONS
1st block
2nd block
3rd block
4th block
Be Safe
Use your words
Use deep breathing
Be Respectful
Keep arm’s distance
Use #2 voice level when upset
Be Responsible
Ask for breaks
Self-monitor with DPR
Total Points
Teacher Initials

9. Creating the SAIG Curriculum

10. 3 Key Factors in Successful SAIG Curriculum
Have a Roadmap/Template
Skills that are taught need to be pinpointed before choosing curriculum and are clear enough that teachers can pre-correct, shape, and reinforce for generalization in classroom
Example: “Working on expressing feelings” equates to “Using I messages” on DPR Card
Pay attention if you are choosing to use pieces of a packaged curriculum rather than your already created universal behavior lesson plans
Differentiate between stand-alone curriculum and curriculum made to have lessons build upon one another
Example:
Stand alone curriculum can be used
Skills Streaming
Second Step
Curriculum that builds upon previous lessons – use with caution
ART
3. Build SAIGs on top of a strong universal curriculum

11. Choosing or Designing Group Interventions
Choose and modify lessons from pre-packaged material based on the skill needed for the group
and/or
Use already created universal behavior lesson plans (Cool Tools) or create lesson plans to directly teach replacement behaviors

12. SAIG Template Considerations
Type of group
Pro-social skills
Problem-solving skills
Academic behavior skills
Purpose of the group
Identify skills that will be taught
Opportunities to practice new skill
Culturally appropriate behavior lesson plans that addresses skill set

13. Create Your Own Lesson Plans: Teaching Behavioral Expectations
1) State behavioral expectations 2) Specify observable student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Reinforce appropriate behaviors 13

14. Packaged Behavior Lesson Plans
Second Step (Grades PreK-8)
Thinking, Feeling, Behaving (Grades 1-12)
Tough Kids Social Skills (Grades 3-7)
Walker Social Skills Curriculum (Grades 6-12)
Skillstreaming (Grades PreK-12)
Stop & Think Social Skills (Grades PreK-8)
Passport (Grades 1-12)
I Can problem Solve (Grades PreK-6)
Aggression Replacement Training
Please inform teams that when picking group interventions for their school/district that it is important to assess that the chosen intervention has proven successful for their specific school/community population. (ex: socioeconomic, ethnicity, rural/urban, etc….)
All of above examples could be used to develop universal behavior lesson plans.

15. Pro-Social Skills (Friendship)
From Skill Streaming
Introducing Yourself
Beginning a Conversation
Ending a Conversation
Joining In
Playing a Game
Asking a Favor
Offering Help to a Classmate
Giving a Compliment
Accepting a Compliment
Suggesting an Activity
Sharing
Apologizing
From Strong Kids (Grades 3-5)
About My Feelings
Ways of Showing Feelings
These are examples of lessons that could be taught in a pro-social skills instructional group

16. Problem-Solving Skills
From Skill Streaming
Knowing Your Feelings
Expressing Your Feelings
Recognizing Another's Feelings
Showing Understanding of Another's Feelings
Expressing Concern for Another
Dealing with Your Anger
Dealing with Another's Anger
Expressing Affection
Dealing with Fear
Rewarding Yourself
Using Self-Control
Asking Permission
Responding to Teasing
Avoiding Trouble
Staying Out of Fights
Problem Solving
Accepting Consequences
Dealing with an Accusation
Negotiating
From The Peace Curriculum
Using Positive Self-Talk to Control Anger
Homework #3 Anger Control: Consequences for Your Actions
Keeping Out of Fights
Examples of lessons/topics that might be taught in a problem solving skills instructional skills group

17. Academic Behavior Skills
From Skill Streaming
Listening
Asking for Help
Saying Thank You
Bringing Materials to Class
Following Instructions
Completing Assignments
Contributing to Discussions
Offering Help to an Adult
Asking a Question
Ignoring Distractions
Making Corrections
Deciding on Something to Do
Setting a Goal
From Getting Organized Without Losing It
Homework Checklist
After School Scheduler
9 Great Reasons to Use a Student Planner
This slide can be useful for teams who are going to adapt a curriculum or who are looking for examples of what skills would be taught in an academic skills instructional group

18. SAIG Implementation

19. Coordinator vs. Facilitator
Organizes and oversees the specific intervention of SAIG
Roles include scheduling meetings and collecting and reviewing data to share during team meetings
Facilitator
Directly provides intervention support services to youth/families in SAIG
Roles include meeting with students for SAIG(s)

20. Who Should Facilitate the SAIGs?
Consider using non-clinical staff for running simple secondary intervention such as SAIGs
Simple secondary interventions are skill based interventions that do not need to be provided by clinicians
Remember these interventions are used to provide additional opportunities for students to see, practice, and internalize Universal expectations
Consider using clinical based staff for higher level interventions such as simple and complex FBA/BIP, Wraparound, and RENEW

21. SAIG Facilitator Qualifications
Accepting of diversity
Organized; keeps data, starts/end on time
Establish/enforce ground rules (confidentiality, mandated reporter)
Background check
Personal boundaries
Discussion facilitation skills (active listening, paraphrasing, modeling)

22. Example SAIG Facilitators
Teacher’s Aide Classroom Teachers Librarians Secretaries Parents/Grandparents Volunteers Local Community Partners
Please share any other examples in the chat

23. SAIG Procedures Welcome Purpose of Group
Introductions (if necessary, new members to SAIG)
Purpose of Group
Group Norms – expectations of group aligned to school-wide expectations
Curriculum with practice
Closing
Reflection
Application
Goal Setting
Corey & Corey, 2006

24. SAIG Considerations Frequency and duration of groups
How to structure behavioral interventions within existing school day schedule
What if kids need both an academic and behavioral intervention

25. Training the Staff on SAIG
How will you explain/model the skills that are outlined for SAIG?
What do teachers need to know:
How a student gets into the intervention
How long a student will participate
How transference of the skill(s) will be measured
How to use Daily Progress Report Card
Their role in teaching, pre-correcting, shaping, and reinforcing noted skills
Common questions/concerns

26. Progress Monitoring for SAIG

27. Use of Daily Progress Report
Assesses transference and generalization of skills
Is youth using new skills in actual settings? (not just while in group lesson)
Prompts replacement behaviors
Reinforcement of replacement behaviors
Stakeholder feedback and buy-in

28. Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors.
CICO
EXPECTATIONS
1 st block
2 nd block
3 rd block
4 th block
Be Safe
Be Respectful
Be Responsible
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken 28

29. Same card is used for ALL students
SAIG Problem Solving Skills
Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.
EXPECTATIONS
1 st block
2 nd block
3 rd block
4 th block
Be Safe
Use your words
Use deep breathing
Be Respectful
Keep arm’s distance
Use #2 voice level when upset
Be Responsible
Ask for breaks
Self-monitor with DPR
Total Points
Teacher Initials
Same card is used for ALL students
in this Problem Solving Skills Group
This is a DPR card for a student in a SAIG – problem solving skills group. Notice on the DPR card the 3 school wide expectations are listed (in black bold) and the skill set being taught in the SAIG are listed in purple underneath the black.
Adapted from Grant Middle School STAR CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

30. Same card is used for ALL students
SAIG
Academic Behavior Skills
Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors.
EXPECTATIONS
1 st block
2 nd block
3 rd block
4 th block
Be Safe
Be Respectful
Be Responsible
Total Points
Teacher Initials
Walk to class Keep hands to self
Same card is used for ALL students
in this Academic Behavior Skills Group
Be on time
Raise hand to speak
Bring materials Fill out assignment notebook
This is a DPR card for a student in a SAIG – academic behavior skills group. Notice on the DPR card the 3 school wide expectations are listed (in black bold) and the skill set being taught in the SAIG are listed in green underneath the black.
Adapted from Grant Middle School STAR CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken 30

31. Data Decision Rules
Staff need to know how students are eligible for the intervention (IN), how progress is monitored (ON), and how students exit the intervention (OUT)
IN = Identification
ON = Progress Monitoring
OUT = Exiting/Transitioning
Examples of data points used to progress monitor
Points earned on Daily Progress Report (DPR)
Reduction in ODRs
Attendance improvement
Reduction in In School Suspensions
Reduction in Out of School Suspensions
Improvement in grades
Reduction of tardies
Reverse Request for Assistance Form
Secondary systems team gives RRA Form to student’s teacher(s) to determine any intervention changes

33. “In” Decision Rule Examples
Student has not been responding to CICO after 6 weeks of the intervention
Based off the responding decision rules from the CICO intervention
SAIG was chosen as next step from the Reverse Request for Assistance Form
Student received a “Request for Assistance” from staff, parent, or self

34. “On” Decision Rule Examples
Data is collected daily and reviewed every 1-2 weeks to see if the students are responding to SAIG
The student needs to maintain an average of 80% of their DPR card points
The student needs to have zero or only one new ODR
The criteria that placed them in SAIG has not increased

35. “Out” Decision Rule Examples
After 6 weeks on SAIG, the coordinator assesses whether the student is responding
Youth received a total of 80% of DPR points averaged per day/week for 6 weeks, has had no new ODRs, and/or increase in entrance criteria
Student continues on CICO for 2 weeks
Student self-monitors on CICO for 2 weeks
Student will be transitioned into being a CICO student mentor
If a student is not responding to SAIG after 6 weeks, the student is referred to the problem-solving team

36. Progress Monitoring SAIG Intervention
Student Outcome Data
(student effectiveness)
SAIG coordinator to review individual student data at least every 1-2 weeks
Intervention Process Data
(intervention effectiveness)
Student aggregate data should be reviewed at least once a month by Secondary Systems Team
Teams need to track and monitor interventions by: 1. How many students are receiving each intervention?
2. How many students are responding to each intervention?
3. What data is used to monitor each intervention type?
Tier 2/Tier 3 (Secondary/Tertiary) Tracking Tool

37. The Tier 2/3 Tracking Tool is completed at least monthly at the secondary systems team meeting

38. Explain why there are five different groups options
This is for one month (every two weeks if applicable) of data. Will need to print another copy for every month (two weeks).

39. Quick Assessment of Student Access to the SAIG Intervention
Total enrollment of your school
Number of students accessing CICO
Percent of total population
Number of students not responding to CICO
Number of students accessing SAIG
Number of students not responding to SAIG
Record on Tier 2/3 Tracking Tool
Take 3 minutes to complete activity
Participants should be able to find out this information fairly fast (SWIS, Excel, etc). If they do not have access to this information, they at least need to know who in their building to contact. If they can not complete this activity, it should go on their MAP as an action item to complete.