John caliso

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John caliso

  1. 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. 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. 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. 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. 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. 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

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