1. Life After Check In Check Out: Social/Academic Instructional Groups
Presented by
Eisenhower Junior High School
Schaumburg School District 54
Trish Gancer, School Psychologist
Eunice Hernandez, School Social Worker
Beth Knief, Guidance Counselor
Scott Ross, Assistant Principal

2. Eisenhower Junior High School Hoffman Estates, IL
571 Students
Race/Ethnicity:
White 34%
Hispanic 30%
Asian 17%
Black 13%
Student Characteristics
Low-Income 26%
Limited English Proficient 9%
IEP 12%
Academic-ISAT Results
94.4% Meet/Exceed in Math
92.8% Meet/Exceed in Reading
Scott

3. PBIS at Eisenhower JHS Tier 1 (Universal) Tier 2 (Secondary)
6th Year
Team of 15 Teachers
Tier 2 (Secondary)
3rd Year
Team of 12 Multi-Disciplinary Staff
Tier 3 (Tertiary)
In 1st Year
Tier 2 slow roll out due to ensuring intervention success
Trish

4. Eisenhower S/AIG: Group Types
Pro-Social Skills
Problem Solving Skills
Academic Behavior Skills
Started groups October 3rd
First full year of implementation
Beth

5. Eisenhower S/AIG: Implementation
Facilitators
School Psychologist, School Social Worker, Guidance Counselor, Speech/Language Pathologist, Private Agency Therapists
2-3 Per Group
Lesson Planning
Meet Once/Week
Schedule
Rotating
Curriculum
Research-Based
Facilitators—two or more
Curriculum—created internally from various research-based sources
Lesson Planning—meet weekly to discuss lesson
Format—entrance, lighting, tickets, candy, powerpoint, videos, lesson, debrief
Schedule—rotation
Eunice, Trish, Beth

6. Eisenhower S/AIG: Entrance Criteria
Tier 2 Problem-Solving Team
2 Office Discipline Referrals in a 4-week period
Lack of Suitable Progress (under 80%) on CICO-DPR in a 4-week period
Student/Parent Referral
IEP Counseling Minutes
IEP Counseling Minutes—all students with IEP counseling goals and minutes are automatically entered in to SAIG
Tier 2 Problem-Solving Team—meets weekly on Friday to review data and entrance and exit criteria
ODR
Student Referral—students can self-refer
Eunice

7. Eisenhower S/AIG: Grouping
Pro-Social Skills
IEP Goals
Similar Problem Behaviors
Group Efficacy
Problem Solving Skills
Academic Behavior Skills
Homework Completion Data
Scott

8. Eisenhower S/AIG: Progress Monitoring
Tier 2 Problem Solving Meetings
Students Monitored Weekly
Office Discipline Referrals
IEP Counseling Goals
S/AIG Group Daily Progress Report
Group Goals
“What to Do”
Daily Feedback on Skills Learned in Group
Scott

9. S/AIG Teacher Initials /6 Period 1 2 3 4 5 6 7 8 9 Totals Goal 1
-Problem Solving DPR
Period 1 2 3 4 5 6 7 8 9
Totals
Goal 1
I followed the classroom expectations (3 B’s).
Goal 2
I responded to others appropriately
(respectful, volume, body lang., words, facial exp, etc)
Goal 3
I used my resources appropriately today (sought out support for: understanding, directions, clarification, conflicts, concerns, etc.)
Teacher Initials  /6
/54
NAME:
PARENT SIGNATURE:______________________________ To be returned daily.

10. Eisenhower S/AIG: Exit Criteria
S/AIG Group Daily Progress Report
Average of 80% points over a 4-week period
Office Discipline Referrals
No ODRs over the same 4-week period
Beth

11. Eisenhower S/AIG: Current Data
Responding to S/AIG: Criteria
Daily Progress Report 80% Average over 4 week period
No Office Discipline Referrals related to group goal in same 4-week period
Pro-Social Skills Group (9 Students in 2 Groups)
55% (5) Responding
Problem Solving Skills Group (4 Students)
50% (2) Responding
Academic Behavior Group (16 Students in 2 Groups)
50% (8) Responding (5 from group facilitated by Private Agency)
Eunice- Pro Social two groups based on need (functioning level).
Problem Solving- Hard Core students, usually seen as most difficult to work worth, they usually refuse to problem solve, have shown improvement.
Academic- Two groups, Outside Community Agency Support, One group is mostly IEP students based on academic goals, and the other Gen Ed students, homework club data.

12. Eisenhower S/AIG: “Growing Pains”
Scheduling the Groups
Different Week to Week
S/AIG Daily Progress Reports
Writing Goals that are Classroom Appropriate
Many DPR Cards to Manage
Lesson Planning
Group Size
98% of Group Members are IEP/504
Systems Issues
Everyone

13. Eisenhower S/AIG in Action: Format
Problem Solving Skills Group
6-Week Open Group
Meets 1 Period a Week
Co-Facilitators
Guidance Counselor
School Social Worker
School Psychologist
Student Composition
4 Students with Emotional Disability
1 Student with Learning Disability
Curriculum
Everyone

14. Problem-Solving
THE RIGHT WAY!!!!!
Session 3

15. Expectations Problem-Solving
Show Respect- listening, raising your hand, taking turns speaking, sitting up
Show Responsibility- coming on time, having your DPR card ready.
Be Safe – staying seated, placing books/materials on the side.
Remember: Confidentiality!! What is said in the room stays in the room!

16. Put on your Thinking Caps!
Why is it important to learn appropriate problem solving skills?
It is important to learn appropriate problem solving skills because it will help decrease or eliminate the problem.
Activity time! Look at the following slide and determine how many squares you see.

17. How many squares do you see?30

18. Discussion: How many squares did you see?
Review answers with students. Some will say 16, 20 etc. Demonstrate all of the different combinations of squares. Some students see up to 32 squares.
Does everyone think or react in the same way?
It is important to know that everyone takes in the information differently!
Talking it out is an important tool to aid in understanding that there are usually more solutions to a problem than you can “see” at first.

19. Role Plays
Students will practice the skills from this lesson in "real life” role play situations. Come prepared with some examples for the students to use.

20. You got The skill…. Now USE IT!!
There's always a Solution
to the problem.

21. Eisenhower S/AIG in Action: Video
Enter
Role Play/Ending
Enter—upon entrance they are given a piece of candy and must sit at matching piece of candy around table, ask for DPR card, reinforce for bringing DPR and being on time, group expectations
Everyone
Lesson—lighting, reinforce for red tickets for participation, visual presentation of lesson, two facilitators, activity,
Lesson

22. Eisenhower JHS Thanks You!
Feel Free to Visit Our School’s Website for More Information on Our S/AIG Program
Feel Free to Any of Us—We’d Love to Hear from You!