Lilli O’Donnell & Andrea Dillingham

IDEAS Conference

St. Simons Island, GA

June 2013

A Bridge to Success

Essential Questions

1. What is the Bridges program, and what are the requirements for placement in the Bridges program?

2. How does the Bridges program provide the appropriate instruction and support in the general curriculum for academically struggling students?

3. How does the Bridges program meet current academic requirements for a high school diploma for struggling students ?

Learning Targets

• I can summarize requirements for the Bridges program and identify the students and their academic needs.

• I can identify the needs and accommodations required for success in the regular high school curriculum.

• I can integrate the accommodations and support students need into my high school program.

“Currently, students are required to adapt . . . to the prevalent teaching practices and instructional materials and assessment instruments. Those who can’t adapt are viewed as being deficient in their ability to learn.” - Marie Carbo, Educating Everybody’s Children

What is the Bridges Program?

• A program designed to :

– “Bridge” the skill gap for students struggling academically across the board

–Provide instruction in the general curriculum (not self contained)

–Provide additional support and

specialized instruction to help “bridge” the gap

Bridges Consideration To be considered for Bridges placement, a “BRIDGES CONSIDERATION SUMMARY” must be completed by the case manager:

• Summary of research-based strategies implemented (include duration, intensity, results).

• Summary of specific programs/methodologies implemented (include duration, intensity, results).

• Summary of accommodations implemented and overall effectiveness (include duration, intensity, results, reasoning for the accommodation).

• Summary of assistive technology implemented and overall effectiveness (include duration, intensity, results, reasoning for the AT).

• Summary of concerns of the teachers who work directly with this student and summarize why a referral to Bridges programming is being recommended.

BRIDGES CONSIDERATION SUMMARY

When is Bridges programming recommended? • Determination is made by the IEP committee

after prerequisites are met. • Case manager completes “Bridges Consideration

Summary” and submits to consultant over Bridges programming

• Process begins of observations, data collection review, assessment review, AT consultation, math specialist involvement, reading specialist involvement

• IEP committee meets to discuss appropriate placement for service delivery in Bridges program

Bridges Elementary School

Program

Bridges - Elementary School Level

– Previously designed to “bridge” the gap and move students back to the regular classroom.

Bridges Middle School Program

Bridges - Middle School Level

Current Staffing: • 2 special education teachers • 2 instructional Para pros • 1 aide • Support personnel

– SLP – Vision Impaired Teacher – Hearing Impaired Teacher – OT and PT Bridges teachers, SLP, LEA, and general education teacher plan together two times a month.

Bridges -Middle School Level

Current Student Population

• 18-21 students in Grades 6-8

• Representing all eligibility categories except EBD

• Students perform significantly below grade level in all academic areas

• Significant language deficits

• Low processing speeds

• Below average cognitive skills

• Most students have multiple eligibilities

Bridges - Middle School Level

Current Middle School Day: 7 segments • Modified self-contained setting for core

academics (Reading, English, Math) and Social Studies (4 segments)

• Learning Skills class in the Bridges program (1 segment)

• General Education Science class with para pro support (1 segment)

• 1 Connection/Exploratory Class with typical peers (1 segment)

Bridges Middle School Schedule

Teacher 1st 2nd 3rd 4th 5th 6th

Mrs. Orr 8th grade Math

6th grade Math

6th grade Math

Planning 8th Grade Ga. History & 7th/8th grade Science

Study Skills

Mrs. Spurlock

6th grade World Geo.

6th grade ELA/Read

6th grade ELA/Read

7th grade ELA/Read

Plan Study Skills

Paras 7th graders in Connection class

8th graders in General Ed. Science

8th graders in Connection Class

6th Graders in General Ed. Science

6th graders in Connection Class

Typical Bridges Student Profile:

• Functions in the low average range • Verbal and Non-verbal reasoning abilities are in the Borderline range.

• Difficulty concentrating, sustaining attention, and exerting mental control

• Strengths in processing verbal reasoning, social skills, spatial relations, visual-spatial perception, and short-term visual memory

• Weaknesses in long-term memory, ability to verbalize meaningful concepts, abstract categorical reasoning ability, and attention to details

• Exhibits weaknesses in all academic areas • Diagnosed medical conditions

Interventions & Practices

Math Segment

• TRANSMath Series Publisher: Voyager Learning

• Triumph Learning: Coach Series: Progress Coach, Ladders to Success,

• Kuta Math Software: create customized worksheets

• “Thinking Maps” from Thinking Maps, Inc.

Interventions & Practices

Social Studies Segment

• “Georgia Experience” from Gallopade International publishers. It is a Carol Marsh series that utilizes small bits of instruction. It has engaging visuals, integrated skill practice; reinforcing hands-on activities.

• “Thinking Maps” from Thinking Maps, Inc.

• Interactive Student Notebooks

Interventions & Practices

General Education Science Segment

• “Wonders of Science” Series from Steck Vaughn publishers

• Science resource binders from PCI Education publishers

• Discovery School website for video instruction

• “Thinking Maps” from Thinking Maps, Inc.

Study Skills Class

• Class is utilized for reteaching, remediation, and homework completion

• Social Skills instruction

• Learning Skills instruction

• “I’m Determined” Program from Virginia Department of Education Self-Determination Project. www.imdetermined.org

Program Effectiveness

Subtest 2010 2011 2012 2013

Reading 787 307 CRCT-M 303 CRCT-M

324 CRCT-M

ELA 800 798 306 CRCT-M

318 CRCT-M

Math 758 308 CRCT-M

299 CRCT-M

321 CRCT-M

Science 796 786 787 824

Social Studies 811 760 786 778

High School Bridges

Program

Bridges - High School Level

Current Staffing:

• 5 special education teachers

• 5 instructional Para pros

• Support personnel – SLP

– OT and PT

Sandy Creek High Students

• 1200 Students

• Gold School of Excellence for 2009

• 68% minority

• 28% free and reduced lunch

High School Transition Math (HSTM)

2008 - 2009

CRCT Math Math 1a HST Math

1a Math

1b EOCT ESY ESY Math 2a **

A 782 64 82 70 70 79 X X 74

B 811 52 95 75 70 70 X X 74

C 781 56 86 53 60 74 70 70 79

D* 81

E 779 59 91 62 58 70 70 70 57

F 733 63 80 70 70 71 X X 73

G 789 55 90 57 53 63 70 70 74

* Old Math Track ** 9 weeks progress report

Bridges - High School Level • Students

– Struggling significantly with GPS requirements in

spite of maximum support available

– Not making progress on IEP goals and objectives

– Demonstrating skill deficits

• Academics

• Language

• Prior knowledge

– Displaying Learned helplessness

– Eligible for special education under various

categories

Bridges Plan for Success

• 5 to 6 year plan for graduation

• Resource English for 4 years

• One less academic class each year)

• Math I (Coordinate Algebra) spread over 2 years

• Additional support thru study skills each year

• Career tech electives

Bridges -Graduation Plan

Year 1 Year 2 Year 3 Year 4 Year 5

9th lit 10th lit 11th Lit 12th Science

HST Math 1A Math 1B Math Math

Basic Reading Math Support Math Support Math Support Math Support

Biology Environ. Sci US History W. History Gov't/Econ

Health/PE Elective Elective Elective Elective

Study Skills Study Skills Study Skills Study Skills Study Skills

BRIDGES Projected Classes by Year

Getting Started

• Tackle skill deficits

– Meet the student where he/she is

– Pull forward while working on grade level expectations

– Teach to multiple learning styles

Getting Started

• Expand language

– Create a language rich environment

– Teach and use grade level language, offering explanations

– Engage in dialogue with students frequently, develop relationships

Getting Started

• Build prior knowledge

– Provide multiple examples

– Utilize a variety of manipulatives when possible

– Relate content to information students already have

Getting Started

• Combat learned helplessness

– Offer assistance, help students problem solve without providing answers

– Encourage students to attempt uncomfortable tasks

– Provide positive praise as students attempt tasks for new concepts

Provide Continuity

• Move with students

• Co-teaching

• High expectations in every class – every day

• Maintain constant classroom and behavior management

HSTM – 1st Semester 9th Grade

• Integers

• Exponents

• Factoring

• Order of Operations

• One-step Equations

• Inequalities

HSTM – 2nd Semester 9th Grade

• Proportions

• Two-step equations

• Function families

• Graphing Lines

• Slope

• Linear equations

Keys to Success in math program • Break each topic down into very Basic components

to start

• Find Patterns where they exist

• Students must Verbalize the math daily

• Students must Practice the math daily

• Goal is for End product to be the same as for any other Math 1 class

• Students also take Math Support

Collaborative Effort • Communication and planning between

staff:

– General education Math teachers

– Special education collaborative teachers

– Special education Math support teachers

– Parents

– Students

Bridges Math IA 2010-2011 Students CRCT HST A HST B Math 1A*

1 768 75 77 97

2 729 73 84 93

3 772 77 76 88

4 763 64 74 86

5 753 79 60 83

6 750 77 70 79

7 766 85 95 99

8 756 82 97 97

9 760 87 87 83

10 new student NA NA NA NA

* 9-week report card

Bridges High School Summary of Standardized Assessments

Study skills

• Focus on reteaching

• GHSGT remediation

• EOCT preparation

• Work on Organizational skills

• NOT just homework

Key Instructional techniques

• Presentation of material

• Student Response

• Focus on essential concepts

• Break material down

• Reteach material

• Slow down pace of instruction

• Review, review, review

Keys to success of the program

• Administration

– Flexible scheduling by Registrar

• Teachers

– Relationships with students

– Relationships with co-teachers

– Knowledge and understanding of students

– Flexibility

• Parapro support in career tech electives

Lessons Learned along the way

• Beginning

– Teachers followed students

• Currently

– Departmentalized

– Tap into teachers’ strength

• Scheduling is key

• Importance of Relationships

LINKS TO LEARN MORE ABOUT CURRICULUM MODIFICATION

Special Needs Students http://connectedmath.msu.edu/ The information found through this link provides teachers with practical and do-able strategies for curriculum modifications. Suggestions are provided for modifications of both assignments and assessments, for students with special needs in a regular education classroom. Although these suggestions are mainly geared toward a mathematics curriculum, they can be carried over into many other subject areas as well. The home site is operated by “Connected Mathematics Project” and provides a wide array of information from curriculum and assessment to research and professional development. A Process for Making Changes in the General Education Curriculum http://intranet.cps.k12.il.us/Lessons/Accommodations/CurrModIntroduction/currmodintroduction.html This article is made available by the Chicago Public Schools web site and it contains suggestions for potential accommodations and modifications to instruct students with disabilities for general education classroom teachers. Examples are included to help introduce a process that teachers may follow to teach students with disabilities using general education academic standards. The article begins with a brief overview of standards-based instruction and then includes a list of considerations for teachers. Philosophy of Curriculum Modification http://barrier-free.arch.gatech.edu/Articles/philos_curric.html This brief is located on the Barrier Free Education Web site created by the produced the Center for Rehabilitation Technology and the IMAGINE Group at the College of Architecture at Georgia Tech. Barrier Free Education is a resource site devoted to facilitating the access to math and science education for students with disabilities. This particular article provides a philosophy of curriculum modification.

References

• Comfort, R. (1990). On the idea of curriculum modification by teachers. Academic Therapy, 25(4), 397-405.

• King-Sears, M. E. (2001). Three steps for gaining access to the general education curriculum for learners with disabilities. Intervention in School and Clinic, 37(2), 67-76.

• MacMackin, M. C. & Elaine, M. B. (1997). A change in focus: Teaching diverse learners within an inclusive elementary school classroom. Equity & Excellence in Education, 30(1), 32-38.

• Reis, S. M., Westberg, K. L., Kulikowich, J. M. & Purcell, J. H. (1998). Curriculum compacting and achievement test scores: What does the research say? Gifted Child Quarterly, 42(2), 123-129.

Our Contact Information

Lilli O’Donnell

odonnell.lilli@mail.fcboe.org

Andrea Dillingham

Dillingham.andrea@mail.fcboe.org