1. Association of California School
Administrators
January 16, 2014
!
!
!
!Determine “Behavior Readiness” for
the Classroom: The Student
Inventory for Behavior Support (SIBS)
Makes These Decisions Easier!
!1
Can We Meet the Challenge?
! The “We” is General and Special Educators
! The “Challenge” design supports for special
needs students in general education
! The “Question” special educators need to
answer “How do we determine the level of
support students need based on evidence based
data?”
! Did you know 57% of students with special
needs now spend 80% of their time in General
Education
!3
Rethinking Special Education:
Nathan Levenson 2011
" Special Education costs are increasing rapidly!
" Students with Autism and Behavioral and Emotional issues
increasing more rapidly than any other disabilities!
" Funds are shrinking because of current economic crisis!
" Greater scrutiny for funding because of a lack of results in
learning !
" Nationally Special Education spending has increased from
4% to 21% between 1970 to 2005!
" Numbers are increasing in every category: Mild to Severe
5

2. Reasons for dollar increases
" Co-teaching!
" more personnel needed with co-planning time!
" ParaEducators!
" numbers have increased 123% between 1980s to the
mid 2000s!
" Both forms of help – according to research - have not
improved learning!
" Related Services OT, PT, Speech, Counseling!
" Pull-out for Instruction
9
ParaEducator Growth
• 1965 -10,000 aides - Responsibilities -
clerical !
• 1997 – 300,000 aides !
• 1999 - 2000 621,000 aides!
• 2006-07 54% of 6 million students with
disabilities spend 80% of time in Gen Ed
(3,240,000)!
• 2010 – 1.4 Million ParaEducators! !
!
!
!
Source: US Dept Ed.
6
Supporting Students in the Classroom
" Best of Intentions!
" Reality Check: !
" Do we really know the student's behavioral needs in the
classroom?!
" Do we design supports without the benefit of precise
meaningful information?!
" Is there a way to get better at what we do in designing
supports?
3

3. Reasons for School Based Observations
! Evaluation of child’s behavior across multiple
behavioral domains
! Bi-directional interactions between child,teachers,
and peers
! ascertain child’s ability to engage and master
various academic and developmental tasks
! observe child in both academic and nonacademics
!12
Experts Beyond Our Walls
! IDEA 2004 and 2011 Parents are Experts
! Independent Evaluators: neuropsychologists,
learning specialists, parent advocates, and
attorneys
! Doubters special education does not work per
State Testing
! My “Primary Goal” today is to help you preserve
your professional status as an EXPERT
!13
SIBS Protocol – Each Case
" 1 Team Leader!
" 6 Observation Team Members!
" 6 Observations Per Case!
" 1 observation per observation team member = objectivity!
" 45 Minute Period divided into 15 - 3 minute segments!
" Observation Team Member Narrates each 3 minutes
45 minute Observation Period
13

4. SIBS’ Portal: Provides an Evidence Based Data
Report
! Global Summary Report
! Observation Graphs
! Magnitude of Intervention Table/Bar Graph
! Customary, Mild, Moderate, and Intense
! Level of Engagement Table/BarGraph
! Weak, Good, and Strong
!15
Interventions
!
!
! Create a meaningful data driven report that
!
!
!
!
provides interventions for special needs or
RtI students
With SIBS you are able to view a bank of
interventions to customize the report in the
following categories:
teacher instructional practice;
increasing participation level;
increasing on task behavior/attention for
pro-work behavior
!17
Interventions
! obtaining student attention and maintain
motivation in the classroom
! sustain on task behavior during seat work
! sustaining student attention during the lesson
!18

5. Questions You Intend to Answer
! Discuss with teacher(s), parents, and others the
questions to be answered with the observations
! What is the magnitude of intervention required?
! What is the level of engagement in the
classroom?
! What supports will be designed to help the
student?
!20
! Performing Observations in the Classroom
! Your objective is to determine how intrusive is
the behavior and its impact on pro-work skills
! Step1: Behavior Assessment
! Duration
! Frequency
! Pattern
! Latency
! Intensity
!24
Key Functional Indicators
Definitions
! Three distinct forms of KFDs
! Pro-work Behavior
! Participation Level
! Non-engagement Behavior
!27

6. Two Realtime Observations
! Task: Viewing film of actual student and recording
what you observe every three minutes
! Two different observations same student
! 1. In small group instruction
! 2. In whole class instruction
! Scoring the two observations for comparison
!34