Becoming Sage with SAIG Kent Smith smithk@wisconsinpbisnetwork.org @kent1915

Assessment Connection The content of this session connects to TFI 2.5, 2.6, 2.7, 2.8, 2.9

Session Overview What SAIG is and isn’t How does SAIG link to Tier 1 and rest of Tier 2 Instruction versus Intervention Measurement Implementation errors and how to control for them Wrap up (Q&A)

What it is SAIG is teaching a specific skill in a specific setting and aiding the student in generalizing the skill. It is part of a continuum of supports and is systemic. It is not “in the moment” re-teaching It is re-teaching via “more and different” instruction

It’s NOT Affective or social skills groups It is not, by design, tied to a specific social skills curriculum It is NOT “catch and release”

It is SYSTEMIC Tier 2 leadership team coordinates it: Professional development as needed on how to do it, use it, provide feedback, error corrections Meeting protocol is used to review intervention progress Part of the annual evaluation

Tier 2 Intervention Features Increase Adult Feedback In Entrance & Exit Criteria Measurement Fidelity Increase In Teaching with Opportunities To Practice Progress Monitoring Increased Home-School Connection Anderson, Borgmeier 2010

Simple Selected Interventions (Differentiate based on need) BASIC Social/Academic Instruction Group SAIG CICO Purpose: In this section we will address BASIC SOCIAL ACADEMIC INSTRUCTION GROUPS Main ideas: To start this thinking we will be challenging the notion of what a “group” is. Group in this case means that students with a common data-identified need receive the same basic intervention. The group could be one or two students at any time if the need is the same. This is NOT creating a group of six kids that meet 3 times a week for half an hour. Mentoring CICO Individual features

How SAIG ties to Tier 1/Universal Consistent with school-wide expectations Evidence based Documented procedures that are defined, operationalized, and accessible Efficient implementation achieved by using common practices Purpose: Align SAIG to critical elements. Main Idea: this is reteaching BASIC EXPECTATION in one setting. It is NOT intense social skill instruction. Consistent with SW Expectations means that the student has been taught expectations and allows the same to be used as foundation to help ensure fluency; allows more and different approach as opposed to supplanted. Notes: SAIG research states that Higher outcomes with 5 – 12 lessons/weeks, Reinforcement improves outcomes, Highest gains when treatment monitored and reported to teacher. (Elizabeth Godbold, Louisiana State University) It takes 2-3 weeks to learn a new habit, and 9.5 weeks for a student to incorporate that habit into their daily lives. (Phillipa London, University College London)

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 Purpose: Break down what SAIG is and how its done. Main ideas: Reteaching basic expectation in limited setting Uses cool tool format, NOT intense social skills curriculum Also used to scaffold behaviors that are complex when student is missing part of the skill. 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 a small group of students not meeting the expectation of Be Respectful/be on time to class, across all classroom settings, small group instruction around definition of on time to class, clearly linked to “out of school” success, review with whole SAIG group, 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/pre-corrects; 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 Instruction in smaller skill set More fully defined steps needed to be successful at expectation

EXAMPLE of Basic SAIG Be Safe Be Respectful Expectations Be Responsible Expectations Common areas (playground, hallway, cafeteria) Classroom procedures (based on classroom data) Staff-identified need (top 3 behavioral challenges – what interferes with learning?) Purpose: Identify the scope of SAIG Main ideas: 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 BIG IMPORTANT NOTE: This differs from “reteaching” that is part of classroom correction or management practices. To illustrate: if a teacher is having to reteach the same expectation or procedure to Timmy over and over, it suggests that either it wasn’t taught to fluency in the first place or somehow Timmy isnt getting it. SAIG then means taking the same expectation/procedure and breaking it down into steps, giving more concrete examples, etc, then measuring for effect to see if skill is being acquired and generalized. Common areas of need

Emphasis on Skill Acquisition and Generalization SAIG is not about the instruction, that is a small part of the intervention. Instruction intensity matches intensity of need Emphasis is on opportunity to practice, feedback, acknowledgement and error correction

SAIG Goal See a decrease in errors at Tier 1 See an increase in behavioral fluency (are we seeing an increase in the desired behavior) Teach student to self monitor behavior in the setting (decrease reliance on adult prompt)

Entry Exit Entry & Exit Criteria Determine when to provide additional supports. Determine when adjustments at Tier 1 are necessary. Includes family voice. Exit Determine when students are ready for self-monitoring and fading of support(s). Overview of data rules 2a) Create data rules the team will adhere to for PS and action-planning supports for students that include… TFI 2.4, 2.11 Is your system (Universal) reflective of your student population? Are students overidentified at Tier 2? Do we make room for them to be who they are in the Universal? Is the student’s behavior wrong? Or do they just not know the context?

Examples of Exit Criteria 6-8 weeks of sustained improvement as evidenced through progress monitoring Improvement in original entrance criteria Reading interventions are like this too – maybe add that slide? Students making progress via AIMSWeb and Reading intervention would also need to see a decrease in errors / increase in fluency / etc… in classroom…

Draw correlations between progress monitoring for reading and progress monitoring for behavior. Top line measures skill acquisition (just like on the CICO student graph) Bottom line measures errors (similar to ODRs on the CICO student graph)

Measurement Use existing measurement tools Ensure feedback is given to build fluency Allow progress monitoring and decision making Specific feedback when necessary

Example 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 1st block 2nd block 3rd block 4th block Be Safe 2 1 0 2 1 0 Be Respectful Be Responsible Be on time for class and have material out and ready when bell rings Total Points Teacher Initials Only the skill being actively taught goes her in SAIG. The rest are the default expectations, Purpose: Illustrate HOW the DPR is tied to SAIG. Main ideas: The blue remark is a reminder/prompt for the student for the skill that is being taught in the SAIG. They get scored on any behavior related to safety, respectful and responsible. They are working on being on time for class as part of the SAIG group. Blue remarks also serve as a reminder to staff of what they should be reinforcing to assist with transference of learning. Try to review these points with whole class, maybe having student modeling. Prepping for the question if the student is in desk but not with material out, how do you score it? It is an emerging skill. Student has shown part of the skill set required, so they would get a 1 because it is emerging but not yet at the ideal level. Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Biggest Errors… Using a curriculum and not Universal Matrix Teaching is done in isolation and not in setting Intervention delivered by a role and not the system DPR misused

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