Analyzing for Bridges and Gaps

Analyzing for Bridges and Gaps

Beginning the Process for IEP Development

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

ctserc.org

Outcome

Analyze the gap between the expected performance of ALL students and an individual student’s present level of academic achievement and functional performance in general education curriculum

Revised 11/07 SERC 2

p. 18

Essential Questions

What is the starting point for all IEP development?

How can an individual student’s strengths and gaps be determined with a general education focus?


p. 18

Sequence of DecisionsAnalyzing

Strengths & Gaps

Determining the Intensity of Supports

Writing Goals & Objectives

Determining Type of

Services & Placement

Implementing Supports & Monitoring Progress


p. 19

Select for Your Team

Facilitator – someone to keep group focused

Recorder 1 – someone to document the work of the group on the wall chart

Recorder 2 – someone to document the work of the group on paper


Let’s Review from Last Time


Educational Benefit Review ProcessSTEP 1 Record InformationSTEP 2 Analyze RelationshipsSTEP 3 Compare to Prior YearSTEP 4 Discuss Overall Educational

Benefit(Youtsey, 2006)



Present Level

Need /Con.

Goals & Obj./ Accom. &

Mod.

Serv. /Place

.

Pr. Adj

Academic/Cognitive Language Arts:Can decode on grade levelKTEA Read 3.4 G.E.Oral Reading Inventory 3.2 G.E

Comp. is sig. below grade level

Improve comp of read material from 3.2 to 5.0

Given passage, state 2 details

Given passage, answer correctly 5/6 Wh questions

Learn. center 3.75 hrs/wk

S

M

S

No

California Department of Education

+

+

+

0

0

0 0

0-

Using a Word BankRevised DRAFT 11-07General Education Curriculum Standard

General Education Curriculum & Setting Demands

Present Level of Performance Specially Designed Instruction

Bridge Gaps/Barriers

Supplemental

InstructionAccommodatio

nsModificatio

nsConcepts Skills Benchmarks Setting Demands

Power StandardsWithin a SubjectMath Grade 4 (Examples from grade level

expectations) Extend & compare numerical & geometric

sequences & classify patterns as repeating or growing

Recognize that patterns exist between measurements of length, perimeter & area of squares & rectangles.

Use number patterns, basic facts, rectangular arrays, place value models & the distributive property to multiply & divide.

Use models & pictures to reveal patterns about equivalent fractions & ratios.

10/07 SERC

Power StandardsAcross SubjectsMath Grade 4 (Examples from grade level

expectations) Extend & compare numerical & geometric

sequences & classify patterns as repeating or growing

Social Studies Explain the patterns, distributions & relocations

of peopleLiteracy Use sentence patterns typical of spoken &

written language to produce text Recognize & understand variations among

language patterns10/07 SERC

General Education Curriculum Standard

Extend & compare numerical & geometric sequences & classify patterns as repeating or growingGeneral Education

Curriculum & Setting Demands



Supplemental Instruction

Accommodations Modifications

Concepts

Numerical sequences Sequencing How to sequence

Geometric sequences Patterns (repeating & growing)

Up to a-b patterns

Skills

Extend (sequences) Up to a-b patterns

Up to a-b-c patterns

Compare (sequences)

Classify (patterns) Up to a-b patterns

Benchmarks To a rubric score of 3/5Extend & compare complex patterns

Pre-Score of 1/5Up to a-b patterns


Setting Demands Use various patterns (shapes, letters, numbers)

Paper-pencil tasks Performs orally Picture cues for directions

Manipulatives Must have manipulatives

Whole class instruction

Has difficulty with understanding lecture

Frequent checks for understanding

Oral demonstrations/modeling

Oral explanations/ descriptions

A Tip for “Unwrapping” StandardsSelect a standard Circle the verbs or verb phrases

Skills - a needs to be able to do Underline the nouns or noun phrases

Concepts - needs to know

11/02 SERC (Reeves & Ainsworth, 2005)








Concepts



Up to a-b patterns

Skills



Compare (sequences)













Benchmarks/ Performance Expectations

Established by general education

District General Education Curriculum District Common Assessments CMT/CAPT Standards

11/02 SERC








Concepts



Up to a-b patterns

Skills



Compare (sequences)













Let’s Check

Review just these sections on your word bank The selected standard(s) The unwrapped standard(s) The benchmark

Determine if they still work or need revision


Let’s Go Deeper


Using a Word BankRevised DRAFT 11-07General Education Curriculum Standard

General Education Curriculum & Setting Demands



Supplemental

InstructionAccommodatio

nsModificatio

nsConcepts Skills Benchmarks Setting Demands

Gap Analysis

Gap Analysis compares the relationship between the curricular & setting demands of general education to the unique needs of an individual child


Setting Demands

Instructional methodsEnvironmental conditionsSocial interactionsPrerequisite skills and knowledgeMaterialsAssessment procedures


p. 20

General Education Setting Demands Instructional methods

• Participation & motivation (E.g. high interest)

• Sequence & pacing (E.g. two week unit)• Physical demands (E.g. pouring liquid

into a cup)• Learning strategies (E.g. note taking)• Modalities for information (E.g. visual,

tactile)• Vocabulary & language of learning (E.g.

compare)Revised 11/07 SERC 22

p. 20

General Education Setting DemandsEnvironmental conditions

• Physical arrangement of room (E.g. rows)

• Sensory demands (E.g. noise level, lighting)

• Classroom Routines (E.g. procedures for lining up)


p. 20

General Education Setting DemandsSocial interactions

• Grouping of peers (E.g. cooperative groups, pairs)

• Adult to student interaction (E.g. one to one time)

• Behavioral expectations (E.g. raising hand)


p. 20

General Education Setting DemandsPrerequisite skills and knowledge

• Background knowledge (E.g. multiplication)

• Independence level (E.g. can read silently)

• Reading & writing demands (E.g. write sentence)


p. 20

General Education Setting DemandsResources and Materials

• Text (E.g. teacher made tests, leveled books)

• Technology (E.g. computers, highlighters)

• Materials (E.g. pencils, paper, pattern blocks)

• Resources (E.g. library, internet)


p. 20

General Education Setting DemandsAssessment procedures (including

common assessments)• Tasks & demonstration of learning (E.g.

test)• Method of measurement (E.g. average

score)• Benchmarks (E.g. to a rubric score of

4/5)


p. 20

For Example

Students explore multiple responses to literature

Novels and short storiesVocabulary lists from curriculumWritten paragraph and single

sentence responsesSmall groups Independent seat workRaising hands to respondUse story web organizer Revised 11/07 SERC 28

Determining Setting DemandsUse the standards your group

selected

Dialogue how this would be taught in a typical general education setting

Use the questions to guide your conversations


p. 21

Determining the Unique Strengths & Needs of a Student

Use the standards your group selected

Refer to the present level of academic and functional performance in the IEP (pp. 4 & 5)

Determine what the student currently knows and can do

Use the questions to guide your conversationsRevised 11/07 SERC 30

p. 22

What is a Gap?

A Gap is an instance in which the instructional situation requires something the student may not be able to do without some level of change to the learning situation


p. 23

The Achievement Gaps


Demands/

Skills

Years in School KU-CRL

Gap

Present Level of Performance

Expected Performance

p. 23

Analyzing the Gap

This step requires that you compare the two sets of questions to determine where the instruction will meet the student’s needs and where gaps exist between instruction and a student’s needs


p. 23

Analyzing the Gap

Bridge = match between the student’s readiness and curriculum and setting expectations Ready to cross over

Gap = discrepancy between the student’s readiness and setting expectations Nothing to cross

Revised 11/07 SERC 34(Moll, 2003)

p. 23

For Example…

What physical, motor, & sensory skills will students need for this learning?

Turn single page & hold book; attending to & participating in oral discussion; attending to visual information on overhead

Can hold book & turn single pages; responds with single sentence comments in discussion; attends to oral & visual information

What personal, physical, motor, & sensory skills does the student have?


p. 24

Bridge:

For Example…

What reading & writing skills or concepts are necessary for this learning?

Phonemic awareness, vocabulary, alphabetic principle, comprehension, fluency

Can hold book & turn pages, usually book is held up-right & sometimes starts from beginning

What reading & writing skills or concepts does the student have?


p. 24

Gap:

Bridges

Determine what the student can learn with the lesson “as designed”

Highlight those areas


Gaps

Look over the areas not highlighted

Verify… Are these gaps?

Will this student need some level of change to the instruction in order to learn?


Are There Themes?

Read over what you highlighted (Bridges)

Are there themes?

Record your themes


p. 25

Are There Themes?

Read over what is not highlighted (Gaps)

Are there themes?

Record your themes


p. 25

41

Symptoms vs. Root Causes

SymptomsThe outcomes of

a concern. Observable Details A list of separate

concerns

Root CausesThe actual

reasons for the symptoms.

Inferred from behaviors

Underlying reason/function

Determined by grouping and analyzing objective, observable evidence

p. 26

42

Symptoms vs. Causes

SymptomsLack of fluencyFrequent word

recognition errors Errors tend to be

visualMispronounces

wordsFrequent

spelling errors

Root Cause

p. 26

43

Symptoms vs. Causes

SymptomsDoes not

complete workFrequently

moves around the room during academic tasks

Acts out during teacher directed lessons

Root Cause

p. 26

Determine the Root CausesCheck the themes for

Symptoms ▪ What is the root cause?

Root Causes▪ Highlight if present▪ Add in if missing (and then highlight)


Looking at IEPs

Look over your gap analysis and themes

Compare this to pages 4 & 5 in your IEP Does the strengths column reflect the

bridges? Does the concerns column reflect the

gaps? Do the impact statements reflect the

root causes?Revised 11/07 SERC 45








Concepts



Up to a-b patterns

Skills



Compare (sequences)













For Example…

When provided a math word problem , Steven will use manipulatives to demonstrate the solution each time.

10/07 SERC








Concepts



Up to a-b patterns

Skills



Compare (sequences)








Whole class instructionNote taking





For Example…


• During lecture, Steven will record the main ideas and math examples in a two column note taking format for at least 15 minutes.

Let’s Check Back

Review your word bankCheck setting demands compared to

the first half of the gap analysis Add, delete, revise

Check the Bridges and Gaps compared to the second half of the gap analysis Remain the same or revise


Time to Process

How does this tool/process help you?

How will you use it in your role?


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Analyzing for Bridges and Gaps

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