1
Problem of Practice Gap and Root Cause Analysis
References
Bettencourt, A. F., Plesko, C. M., Gross, D., & Musci, R. J. (2025). Early predictors of patterns
of disability support service receipt in elementary school. School Mental Health, 17(1),
45–59. https://doi.org/10.1007/s12310-024-09724-z
Codina, N., & Robinson, V. (2024). Action research and collaborative inquiry for inclusive
practice improvement. Educational Action Research, 32(1), 77–94.
Jozwik, S. L., Cuenca-Carlino, R. M., & Gardiner-Walsh, M. (2020). Special education teachers'
preparedness for teaching emergent bilingual students with disabilities. Journal of
Special Education, 54(3), 156–167.
, 2
Kilinc, S., & Borowski, N. D. (2025). Preschool educators' perspectives and experiences
implementing dual language bilingual education for emergent multilinguals with
disabilities. Exceptional Children, 91(4), 377–395.
https://doi.org/10.1177/00144029251335241
Liu, K., Xu, H., & Cerna, R. (2023). Coordinated service delivery and outcomes for English
learners with disabilities. Exceptional Children, 89(4), 412–430.
Liu, X., Gao, Y., Zhang, Y., & Chen, M. (2023). Supporting English learners with disabilities:
Bridging language acquisition and special education. International Journal of Bilingual
Education and Bilingualism, 26(1), 98–115.
Appendix A: Completed Gap Analysis Worksheet
Process/Activity Expected Current Performance Effect on
Performance Performance Gap Organization
Integrated Special Special Lack of Fragmented
service delivery education and education and integrated supports increase
ENL services ENL services service-delivery risk of academic
operate as an function as mechanisms decline, behavioral
integrated, separate, aligning challenges,
Problem of Practice Gap and Root Cause Analysis
References
Bettencourt, A. F., Plesko, C. M., Gross, D., & Musci, R. J. (2025). Early predictors of patterns
of disability support service receipt in elementary school. School Mental Health, 17(1),
45–59. https://doi.org/10.1007/s12310-024-09724-z
Codina, N., & Robinson, V. (2024). Action research and collaborative inquiry for inclusive
practice improvement. Educational Action Research, 32(1), 77–94.
Jozwik, S. L., Cuenca-Carlino, R. M., & Gardiner-Walsh, M. (2020). Special education teachers'
preparedness for teaching emergent bilingual students with disabilities. Journal of
Special Education, 54(3), 156–167.
, 2
Kilinc, S., & Borowski, N. D. (2025). Preschool educators' perspectives and experiences
implementing dual language bilingual education for emergent multilinguals with
disabilities. Exceptional Children, 91(4), 377–395.
https://doi.org/10.1177/00144029251335241
Liu, K., Xu, H., & Cerna, R. (2023). Coordinated service delivery and outcomes for English
learners with disabilities. Exceptional Children, 89(4), 412–430.
Liu, X., Gao, Y., Zhang, Y., & Chen, M. (2023). Supporting English learners with disabilities:
Bridging language acquisition and special education. International Journal of Bilingual
Education and Bilingualism, 26(1), 98–115.
Appendix A: Completed Gap Analysis Worksheet
Process/Activity Expected Current Performance Effect on
Performance Performance Gap Organization
Integrated Special Special Lack of Fragmented
service delivery education and education and integrated supports increase
ENL services ENL services service-delivery risk of academic
operate as an function as mechanisms decline, behavioral
integrated, separate, aligning challenges,
