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Analyzing for Bridges and Gaps

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485. ctserc.org. Beginning the Process for IEP Development. Analyzing for Bridges and Gaps. Outcome. p. 18.

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Analyzing for Bridges and Gaps

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  1. 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 ctserc.org Beginning the Process for IEP Development Analyzing for Bridges and Gaps

  2. Outcome p. 18 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 SERC

  3. Essential Questions p. 18 • 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? SERC

  4. Sequence of Decisions p. 19 This Morning SERC

  5. 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 SERC

  6. Let’s Review from Last Time SERC

  7. Educational Benefit Review Process • STEP 1 Record Information • STEP 2 Analyze Relationships • STEP 3 Compare to Prior Year • STEP 4 Discuss Overall Educational Benefit (Youtsey, 2006) SERC

  8. 0 0 0 + + + 0 0 - SERC California Department of Education

  9. Using a Word Bank

  10. Power StandardsWithin a Subject Math 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. SERC

  11. Power StandardsAcross Subjects MathGrade 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 people Literacy • Use sentence patterns typical of spoken & written language to produce text • Recognize & understand variations among language patterns SERC

  12. A Tip for “Unwrapping” Standards • Select 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 (Reeves & Ainsworth, 2005) SERC

  13. Benchmarks/ Performance Expectations Established by general education • District General Education Curriculum • District Common Assessments • CMT/CAPT Standards SERC

  14. 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 SERC

  15. Let’s Go Deeper SERC

  16. Using a Word Bank

  17. Gap Analysis Gap Analysis compares the relationship between the curricular & setting demands of general education to the unique needs of an individual child General Education is the Starting Point SERC

  18. Setting Demands p. 20 • Instructional methods • Environmental conditions • Social interactions • Prerequisite skills and knowledge • Materials • Assessment procedures SERC

  19. General Education Setting Demands p. 20 • 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) SERC

  20. General Education Setting Demands p. 20 • Environmental conditions • Physical arrangement of room (E.g. rows) • Sensory demands (E.g. noise level, lighting) • Classroom Routines (E.g. procedures for lining up) SERC

  21. General Education Setting Demands p. 20 • Social 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) SERC

  22. General Education Setting Demands p. 20 • Prerequisite skills and knowledge • Background knowledge (E.g. multiplication) • Independence level (E.g. can read silently) • Reading & writing demands (E.g. write sentence) SERC

  23. General Education Setting Demands p. 20 • Resources 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) SERC

  24. General Education Setting Demands p. 20 • Assessment 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) SERC

  25. For Example Students explore multiple responses to literature • Novels and short stories • Vocabulary lists from curriculum • Written paragraph and single sentence responses • Small groups • Independent seat work • Raising hands to respond • Use story web organizer SERC

  26. Determining Setting Demands p. 21 • Use the standards your group selected • Dialogue how this would be taught in a typical general education setting • Use the questions to guide your conversations SERC

  27. Determining the Unique Strengths & Needs of a Student p. 22 • 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 conversations SERC

  28. What is a Gap? p. 23 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 SERC

  29. The Achievement Gaps p. 23 Demands/ Expected Performance Skills  Gap  Present Level of Performance Years in School KU-CRL SERC

  30. Analyzing the Gap p. 23 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 SERC

  31. Analyzing the Gap p. 23 • 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 (Moll, 2003) SERC

  32. p. 24 For Example… Bridge: SERC

  33. p. 24 For Example… Gap: SERC

  34. Bridges • Determine what the student can learn with the lesson “as designed” • Highlight those areas SERC

  35. 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? SERC

  36. Are There Themes? p. 25 • Read over what you highlighted (Bridges) • Are there themes? • Record your themes SERC

  37. Are There Themes? p. 25 • Read over what is not highlighted (Gaps) • Are there themes? • Record your themes SERC

  38. Symptoms The outcomes of a concern. Observable Details A list of separate concerns Root Causes The actual reasons for the symptoms. Inferred from behaviors Underlying reason/function Determined by grouping and analyzing objective, observable evidence Symptoms vs. Root Causes p. 26

  39. Symptoms Lack of fluency Frequent word recognition errors Errors tend to be visual Mispronounces words Frequent spelling errors Root Cause Symptoms vs. Causes p. 26

  40. Symptoms Does not complete work Frequently moves around the room during academic tasks Acts out during teacher directed lessons Root Cause Symptoms vs. Causes p. 26

  41. Determine the Root Causes • Check the themes for • Symptoms • What is the root cause? • Root Causes • Highlight if present • Add in if missing (and then highlight) SERC

  42. 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? SERC

  43. For Example… • When provided a math word problem , Steven will use manipulatives to demonstrate the solution each time. SERC

  44. 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. SERC

  45. Let’s Check Back • Review your word bank • Check 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 SERC

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