1. 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

2. 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.

3. Housekeeping
This is intended as a targeted overview of what SAIG is and the different types. It is NOT a training session.
Kent Smith
Dana Kuehl

4. School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions %
Individual students
Assessment-based
High intensity
Tier 3/Tertiary Interventions
Individual students
Assessment-based
Intense, durable procedures
Tier 2/Secondary Interventions %
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
Important points:
Family engagement at all three tiers (ex. Universal: parent volunteers using school reinforcer; Secondary: pushing teams to think about more than just consent but helping parents/families understand and be engaged in the intervention; Tertiary: Families need to be active member on the team
School population (race, free/reduced lunch, urban/rural, large/small buildings) Regardless of student population the percentage breakdowns remain the same. Any behavior that is impacting more than 20% of the student body is a universal issue.
Universal team/all students, Secondary team/small groups/generic problem solving team/Tertiary team/formed for individual student
Tier 1/Universal Interventions %
All students
Preventive, proactive
80-90% Tier 1 Interventions
All settings, all students
Preventive, proactive
Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

5. Tier 2/ Selected Tier 3/ Intensive Assessment Intervention
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Tier 2/ Selected
Tier 3/
Intensive
Check-in/check-out
Assessment
Intervention
Social/Academic Instructional Groups
Daily Progress Report
Individualized Check-In/Check-Out, Groups & Mentoring (e.g., CnC)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Brief Functional Behavioral Assessment/
Behavior Intervention Planning
Complex FBA/BIP
SIMEO Tools: HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised May 2009
Adapted from T. Scott, 2004

6. Simple Selected Interventions (Differentiation!)
CICO
SAIG
ind. features
Mentoring
BASIC
Social/Academic Instructional Groups

7. Changing Existing Systems SAIG
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
Aha moments – what are you doing well – what are somethings you need to improve, whata is m

8. Basic SAIG Re-teaching of school-wide expectations, Cool Tool format
Smaller group
In natural location
Increased acknowledgement
More frequent pre-corrects
Example
1: Ex – CICO data identifies Be Safe as problem, on playground; reteaching of playground expectation/rules to smaller group, on playground, higher level of acknowledgement when skills exhibited, more frequent pre-corrects with small group and whole class
HS - - CICO data identifies Be Respectful/on time to class, across all classroom setting, to be high need; small group instruction around definition of on time to class, clearly linked to “out of school” success, reviewed with whole class, pre-corrected in each classroom setting, high rate of acknowledgement when skill exhibited
Group of students may need cool tool modified to address preferred modality of learning – more examples/ modeling/roleplaying that is more concrete, increased visuals in instruction or prompting/precorrects; instruction set to music, rap;
Determination that there is one or more portion of the skill set that is problematic
ES – specific instruction in “How to accept losing the tetherball game”, or “How to respond when you are pushed while waiting in line to come in”,
HS – how to limit social interaction in the hallway, how to organize your locker to allow for easy access to materials
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

9. Basic SAIG Be Safe Expectation Be Respectful Be Responsible
Basic SAIG is a re-teaching of core expectations and rules. Schools often set up their SAIG groups based on their expectations, and common areas/frequently identified needs.
More intensive SAIG options will be shared in the 4th day of our training
Common areas (playground, hallway, cafeteria)
Classroom procedures (based on classroom data)
Staff identified need (top 3 behavioral challenges – what interferes with learning?)
Common areas of need 9 9

10. 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.

11. Team Members (bold are present today):
___________________ Selected PBIS Team Meeting Minutes and Problem-Solving Action Plan Form
Date:
Time:
Location:
Facilitator:
Minute Taker:
Data Analyst
Today’s Meeting
Next Meeting
Team fill in date, roles, info from tracking tool on minute format, as well as team members, bolding those who are present today.
Team Members (bold are present today):
Interventions
% Responding
CICO
Mentoring
Complex SAIG
Complex FBA/BIP
Simple SAIG
Individ
Simple FBA/BIP
 Wrap-around

12. Can a social/academic instruction group have one student in it?
POP QUIZ
Group in terms of Tier II PBIS means that students qualifying based on data get a generic intervention (with increasing individualization higher up the triangle they go). Group based intervention means that all students who qualify get the intervention. Not group as in typical counseling groups...
Can a social/academic instruction group have one student in it?

13. (Social Skill Instruction)
Two Types of SAIG
BASIC SAIG
INTESIVE SAIG
(Social Skill Instruction)
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
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

14. Example Individualized Daily Progress Report
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
Be Respectful
Ask peers to play game
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

15. Example Individualized Daily Progress Report
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
Be Respectful
Be Responsible
Ask for breaks
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

16. Questions?
This is intended to help you understand why SAIG may seem murky. There is a tendency to individualize interventions before trying less intensive and more generic approaches.

17. Jodi Hubbard Locust Lane Elementary Tier II Interventions: SAIG
August 2014

18. Locust Lane: Our Population 2013-14
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%

19. 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 – retrained Tier II w/new training materials

20. Locust Lane Tier II & Data Teams
Tier II Team
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 reviews RFA’s for behavior and academics, also acts as the problem solving team
Tier 2 Coach:
Jodi (Counselor), Nicki (Psych)
Develops meeting agenda, Leads team meetings, Works with Coordinator to identify priority students
who will be discussed during team meetings
Intervention Coordinators:
April (SPED teacher), Betty (Classroom Teacher)
Establishes and manages logistics of intervention (e.g. location, personnel, etc.), Assists with progress monitoring data, Reports student progress during team meetings, Works with coaches to identify priority students who will be discussed during team meetings
Recorder:
Kayla (social worker)
Notify/remind team members of meeting time and location, Keeps record of decisions/actions/tasks including students eligible, intervention applied and result of intervention, Distributes meeting notes to team members
Data Managers:
Jodi (counselor), Nicki (school psych), Stacey (Lit coach)
Accepts new referrals for Tier 2 support, Gathers additional data if needed, Presents student information during team meeting ,Helps team summarize information to make intervention decision, Communication to teachers with student progress in CICO
Administrator:
Kaying (Principal)
Supports process by attending meetings, reallocating resources (time and staff) and communicating with faculty about the program
Communicator:
Becca Classroom Teacher)
Communicate with the data managers, Communicate data, interventions and CICO student success with staff, Communication between Tier I and Tier II teams
Data Teams:
Tier I – looks at system needs for Tier I (re-teaching) and new qualifiers for CICO and shares with Tier I coaches weekly and grade level teams every other week
Tier II – looks at system needs as well individual progress monitoring and shares with Tier II team during system or problem solving meetings and teachers of students in CICO and other layered on interventions

21. Wisconsin Conversation Chart

22. Locust Lane Entering Tier II: CICO
2 ODR’s for the same behavior or 3 ODR’s for any behavior in 30 days
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

23. Locust Lane Simple Tier II Interventions
CI/CO
BASIC
SAIG
Ind.
Features
Mentoring
Not in place OR
Send to problem-solving team for brief FBA/BIP

24. Locust Lane CICO: Data Review
Successful
Not Sucessful
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 weekly or
Brief fba conducted and BIP created
Move to fade process based on success of layered interventions

25. Locust Lane Basic 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

26. Locust Lane CICO 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)

27. What do we do when kids are not responding to these basic interventions?

28. Intensive Tier II Interventions

29. Locust Lane Intensive SAIG
Our Tier II Team
Conducted by Social Worker or Psych
Explain difference between this FBA and the brief one we may use earlier in the process (may show next slide as visual or hide…currently hidden)
Brief Functional Behavioral Assessment
Done in school by typical teachers/staff
Done as part of normal daily problem solving
Level I: Simple FBA
Done by trained members of school setting
Typically involves interview(s), and brief observation
Level II: Complex FBA
Done by behaviorally trained member of school or district
Typically involves interviews and observation
Level III: Functional Analysis
Done by trained behavior analyst
Involves interviews, direct observation, and systematic manipulation of conditions.
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

30. Building FBA Capacity X Teachers Staff School Specialist District
Behavior
Analysts
Brief
FBA X
Level I:
Simple FBA
Level II:
Complex FBA
Level III:
Functional Analysis
Within PBIS context we will work with Level I as part of our Tier II model and level 2 as part of our tier III supports
Level 1: Simple Functional Behavioral Assessment
Facilitated in school by Tier 2 Problem-solving Team
Typically involves data from existing sources and interviews
Behavior plan implemented by classroom teachers as part of normal day
Typically involves one behavior in school settings
Level 2: Complex FBA
Facilitated by trained staff as part of an individualized student team
Typically involves interview(s), observation, and multiple data points
Behavior plan implemented by classroom teachers, pupil services staff, parents, and community stakeholders
Involves multiple settings both in and out of school
Horner & Anderson (2007)

31. Levels of Functional Behavioral Assessment
Brief Functional Behavioral Assessment
Done in school by typical teachers/staff
Done as part of normal daily problem solving
Level I: Simple FBA
Done by trained members of school setting
Typically involves interview(s), and brief observation
Level II: Complex FBA
Done by behaviorally trained member of school or district
Typically involves interviews and observation
Level III: Functional Analysis
Done by trained behavior analyst
Involves interviews, direct observation, and systematic manipulation of conditions.

32. Locust Lane Intervention 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
Define “Intervention Group” at Locust Lane

33. Locust Lane Intervention 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

34. Locust Lane Intervention 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

35. Resources A 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
Stress that we always start by making sure that expectations have been taught and re-taught using our cool tools. These resources are used as a layered on intervention for those students who something more and different. All lessons are always connected back to our school-wide and/or classroom expectations.

36. Questions or Comments

37. Jodi Hubbard jhubbard@ecasd.k12.wi.us 715-852-3703
Contact Information
Jodi Hubbard