Student Assessment and Intervention Group
The mission of the Student Assessment and Intervention Group (SAIG) is to support the well-being and success of students at Skidmore, as well as the health and welfare of the community, by identifying individual students of concern in proactive and consistent ways so that the college can develop and deliver appropriate, effective and individualized responses. Additionally, SAIG assesses statistical data and institutional patterns related to student behavior and well-being in order to insure that policies and practices are effective and in compliance with all relevant legal requirements.
SAIG reports come to the group through a variety of channels, including, among others: Campus Safety Reports, Residential Life Incident Documents, and academic reports to the Office of Academic Advising, Student Academic Services or the Director of the First Year Experience. Any member of the Skidmore community who is concerned about a student’s well-being can generate a report about their specific concerns to SAIG (link to report here). Each report about a student is reviewed and cross-referenced with information from other offices. All information is held as privately as possible within SAIG and information is shared in full compliance with all relevant state and federal statutes involving the confidentiality of educational, medical and mental health records.
Following a review and systematic assessment of each report, the group makes a decision about how the college will respond. Typically, SAIG will delegate responsibility for follow up intervention to a specific group member or relevant office and will continue to monitor the situation as needed. SAIG responses initially focus on helping support the individual student. The group also works to reinforce community safety and standards of conduct and to insure consistency across institutional responses over time. SAIG will continue to monitor situations involving students of concern over time to gauge whether additional follow up is needed.
