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
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.
Housekeeping
 This is intended as a targeted overview of what SAIG is
and the different types. It is NOT a training session.
 Kent Smith
 smithk@wisconsinpbisnetwork.org
 Dana Kuehl
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
15%
•Individual students
•Assessment-based
•Intense, durable procedures
5-
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
•All students
•Preventive, proactive
Illinois PBIS Network, Revised May 15, 2008.
Adapted from “What is school-wide PBS?” OSEP
Technical Assistance Center on Positive Behavioral
Interventions and Supports. Accessed at
http://pbis.org/schoolwide.htm
Tier 3/Tertiary Interventions
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
80-90%
Tier 1 Interventions
•All settings, all students
•Preventive, proactive
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Tier 2/
Selected
Check-in/checkout
Social/Academic
Instructional Groups
Daily Progress
Report
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Individualized CheckIn/Check-Out, Groups &
Mentoring (e.g., CnC)
Tier 3/
Intensive
SIMEO Tools:
HSC-T, RD-T, EI-T
Brief Functional Behavioral Assessment/
Behavior Intervention Planning
Complex FBA/BIP
Wraparound
Illinois PBIS Network, Revised May 2009
Adapted from T. Scott, 2004
Simple Selected Interventions
(Differentiation!)
SAIG
BASIC
Social/Academic
Instructional Groups
CICO
Mentoring
CICO
ind. features
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
Basic SAIG
Re-teaching of school-wide expectations, Cool Tool
format
• Smaller group
• In natural location
• Increased acknowledgement
• More frequent pre-corrects
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
Common areas of
need
Expectation
Basic SAIG
Be Safe
Be Respectful
Be Responsible
Common areas (playground, hallway, cafeteria)
Classroom procedures (based on classroom data)
Staff identified need (top 3 behavioral challenges –
what interferes with learning?)
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.
___________________ 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 Members (bold are present today):
Interventions %
Responding
CICO
Interventions
Simple SAIG
Individ
CICO
Mentoring
%
Responding
Interventions %
Responding
Complex
SAIG
Simple
FBA/BIP
Interventions %
Responding
Complex
FBA/BIP
Wraparound
POP QUIZ
Can a social/academic
instruction group have one
student in it?
Two Types of SAIG
INTESIVE SAIG
BASIC SAIG
 Need based on data rules
(Social Skill Instruction)

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
(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
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.
1 st block
2 nd block
3 rd block
4 th block
EXPECTATIONS
Be Safe
2
1
0
2
1
0
2
1
0
2
1
0
Be Respectful
Ask peers to play
game
2
1
0
2
1
0
2
1
0
2
1
0
Be Responsible
2
1
0
2
1
0
2
1
0
2
1
0
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB
+
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.
1 st block
2 nd block
3 rd block
4 th block
EXPECTATIONS
Be Safe
2
1
0
2
1
0
2
1
0
2
1
0
Be Respectful
2
1
0
2
1
0
2
1
0
2
1
0
Be Responsible
Ask for breaks
2
1
0
2
1
0
2
1
0
2
1
0
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB
Questions?
+
Jodi Hubbard
Locust Lane Elementary
Tier II Interventions: SAIG
August 2014
+
Locust Lane: Our Population
2013-14
 Enrollment:
 Grade
289
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%
+
Locust Lane: PBIS
 June
 Fall
2009 – trained Tier I
2009 – kicked off Tier I
 December
 March
2009 – trained Tier II
– June 2010 – piloted CICO
 Fall
2010 – rolled out CICO
 Fall
2011 – added SAIG
 Fall
2012 – integrated our academic & behavior teams
 Winter
2012-13 – retrained Tier II w/new training
materials
+
Locust Lane
Tier II & Data Teams
Tier II Team


Members/Roles
Data Teams

PBIS

Coaches/Facilitators

Members - Counselor & Psych

Intervention Coordinators

Meets weekly

Recorder

Reviews SWIS for Tier I System

Data Manager

Reviews CICO for Tier II System

Communicator

Administrator
Meets weekly (alternating
discussions)

System Discussion

Student Discussion

RtI

Members - Psych, Lit & Math
Coaches, Principal

Meets weekly - System Discussion

Meets every 6 weeks - Student
Discussion
Wisconsin Conversation Chart
Wisconsin Conversation Chart Tier 1 and Tier 2
Tier I System
Tier II System Conversation – Review intervention fidelity
FBA/BIP
SAIG
Data
Rule/RFA
(3 Bs)
Universal Screening
Data
Meeting
screening data
rule starts CICO
or other
appropriate tier
2 intervention.
Follow district
policy for
consent.
Problem Solving Team
Data
CICO
Mentor
CICO
Data
with
Ind.
Features
iCICO +
social
skills if
FBA
reveals
that
there is a
skill
deficit.
iCICO +
mentor if
FBA
reveals it
is a
perform
issue.
Mentoring
focuses on
increased
attention
and
reinforce
of desired
behavior
NOTE: Basic CICO can be modified through structural system changes and not be considered an individualized CICO. This may include
use of visual prompts on DPR, location where CICO happens, etc.
+
Locust Lane
Entering Tier II: CICO
 2 ODR’s
for the
same
behavior
Wisconsin
Conversation
Chart
Tier 1 and
Tier 2
Tier I System
or
3 ODR’s –for
anyintervention
behaviorfidelity
in 30
Tier II System Conversation
Review
days
Data
Rule/RFA
Universal Screening
SAIG
 Use the(3BESS
Bs) to screen for
internalizing behavior 2 times a
year (October & February) –
School Based Mental Health
Data
Meeting
screening data
rule starts CICO
or other
appropriate tier
2 intervention.
Follow district
policy for
consent.
Data
 Data Review
CICOTeam 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
CICO
Mentor intervention
with
Data
Ind.
Features
t
+ Locust Lane
Simple Tier II Interventions
BASIC
SAIG
CI/CO
BASIC
Mentoring
CI/CO
Ind.
Features
OR
Send to problem-solving team
+
Locust Lane
CICO: Data Review
Successful


Initial Review - Week 3

80% or better on DPR

Continue as is
Week 4



Data Team progress monitors
weekly

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
Week 6

Continue 80% or better on DPR

Move to fade process

Data Team continues progress
monitoring
Not Sucessful
Initial Review - Week 3
 Receiving less than 80% on DPR
 Reverse RFA to teacher to choose no
change, SAIG, CICO change
 Consider brief fba
+
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
+
Locust Lane
CICO w/ Individualized Features
 Change
location of Check-In and/or
Check-Out
 Change
 Change
Check-In/Check-Out Greeter
Check-In and/or Check-Out time
(or add additional times)
+
+
Intensive Tier II Interventions
Wisconsin Conversation Chart Tier 1 and Tier 2
Tier I System
Tier II System Conversation – Review intervention fidelity
FBA/BIP
SAIG
Data
Rule/RFA
(3 Bs)
Universal Screening
Data
Meeting
screening data
rule starts CICO
or other
appropriate tier
2 intervention.
Follow district
policy for
consent.
Problem Solving Team
Data
CICO
Mentor
CICO
Data
with
Ind.
Features
iCICO +
social
skills if
FBA
reveals
that
there is a
skill
deficit.
iCICO +
mentor if
FBA
reveals it
is a
perform
issue.
Mentoring
focuses on
increased
attention
and
reinforce
of desired
behavior
NOTE: Basic CICO can be modified through structural system changes and not be considered an individualized CICO. This may include
use of visual prompts on DPR, location where CICO happens, etc.
+
Locust Lane
Intensive SAIG
Wisconsin Conversation Chart Tier 1 and Tier 2
Tier II
II System
 Our Tier
TeamConversation – Review intervention fidelity
m
 Conducted by Social
Worker or Psych
Problem Solving Team
FBA/BIP
SAIG
(3 Bs)
 FBA determines if it is a skill or
ng
performance deficit
 BIP is created
Data
 Interventions are layered on
 Interventions are data driven
CICO
 Interventions are evidence
ta
CO
based and factor into exit criteria
er Students may join existing social
n.
skill instructional
groups or new
Mentor
ct
groups are formed based onData
need
 Began discussions for adding
Data
CICO
with
Ind.
Features
iCICO +
social
skills if
FBA
reveals
that
there is a
skill
deficit.
iCICO +
mentor if
FBA
reveals it
is a
perform
issue.
Mentoring
focuses on
increased
attention
and
reinforce
of desired
behavior
+
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
+
Locust Lane
Intervention Groups 2013 - 14
3rd Grade Girls Group
Disrespect/Fighting/Threatening
Recess
5
at
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
+
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
3rd Gr Boys Group - Fighting at Recess
3
participants

2 participants (1-CICO, 1 BESS)
8
Lessons/one per week

8 Lessons/one per week
3
of 3 met exit criteria

1 of 2 met exit criteria
Resource used: Helping Young People Learn Self-Regulation by Brad Chapin
+
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
+
Questions
or
Comments
+
Contact Information
Jodi Hubbard
jhubbard@ecasd.k12.wi.us
715-852-3703