Transcript Power Point for Gap

Analyzing for Bridges
and Gaps
Beginning the Process for
IEP Development
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Outcome
p. 2
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
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Essential Questions
p. 2

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?
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Sequence of Content
“Unwrapping” curriculum
& setting demands
p. 3
Examining specific
learning needs
Analyzing
Gap
Determining Themes in Bridges & Gaps
Determining Level of Support
Analyzing Impact
Examining Integration within Universal System
Writing Goals & Objectives
Infusing IEP Goals and Objectives
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DeterminingSERC
Type of Support
Select for Your Team

A Facilitator – someone to keep group
focused

A Recorder – someone to document the
work of the group

The rest will serve as reporters
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Gap Analysis
Gap Analysis compares the relationship
between the curricular & setting demands
of general education to the unique
needs of an individual child
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A Tip for “Unwrapping” Standards
p. 4

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
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(Reeves & Ainsworth, 2005)
For Example…
Students explore multiple responses to
literature
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Skill
Concepts
•Explore
•Multiple Responses
•Literature
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p. 4
You Try…
p. 4
Students will identify, develop and defend
multiple responses to literature using
individual connections and relevant text
references.
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You Try…
p. 4
Students will identify, develop and defend
multiple responses to literature using
individual connections and relevant text
references.
Concepts
Skills
•Multiple responses
•Identify
•Literature
•Develop
•Individual connections
•Defend
•Relevant text references
•Use
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Let’s Unwrap!
p. 5

Each team has a content area and grade
level

Select one content standard

Unwrap the standard (include the
performance standards for the grade level
as needed)
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Let’s Share

Please walk around the room

Note what concepts and skills are the
same across content areas

Select the one that will best meet your
needs based on the IEP you brought today
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Setting Demands

Instructional methods

Environmental situations

Social interactions

Prerequisite skills and knowledge

Materials

Assessment procedures
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p. 6
For Example
p. 6
Activity/Lesson/Unit:
Reading and responding to various forms
of text (novels, poems, short stories) for
both fiction and non-fiction
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Determining
Setting Demands

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
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p. 7
Let’s Reflect…

What is the purpose of unwrapping
standards and setting demands?

How does this support IEP development?

How does this process compare to current
practices used in IEP development?
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Determining the Unique
Needs of a Child
p. 8

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
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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
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The Achievement Gaps
Demands/
Expected
Skills
Performance

Gap

Present Level of
Performance
Years in School
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KU-CRL
Analyzing the Gap
p. 10
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
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p. 10
Analyzing the Gap

Bridge = match between the child’s
readiness and curriculum and setting
expectations
– Ready to cross over

Gap = discrepancy between the child’s
readiness and setting expectations
– Nothing to cross
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(Moll, 2003)
For Example…
p. 11
What physical, Turn single
Can hold book What personal,
motor, &
page & hold
& turn single
physical,
sensory
book;
pages;
motor, &
skills will
attending to
responds
sensory
students
&
with single
skills does
need for this
participating
sentence
the student
learning?
in oral
comments in
have?
discussion;
attending to
visual
information
on overhead
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discussion;
attends to
oral & visual
information
For Example…
What reading
& writing
skills or
concepts
are
necessary
for this
learning?
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p. 11
Phonemic
Can hold book What reading
awareness,
& turn
& writing
vocabulary,
pages,
skills or
alphabetic
usually
concepts
principle,
book is held
does the
comprehension,
up-right &
student
fluency
sometimes
have?
starts from
beginning
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Bridges

Determine what the student can learn
with the lesson “as designed”

Highlight those areas
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p. 12
Are There Themes?
p. 13

Read over what you highlighted (Bridges)

Are there themes?

Record your themes
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Gaps

Look over the areas not highlighted

Verify…
p. 12
– Are these gaps?
– Will this student need some level of change to
the instruction in order to learn?
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Are There Themes?
p. 13

Read over what is not highlighted (Gaps)

Are there themes?

Record your themes
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Time to Process

Look over the tool on page 12

How does this tool/process help you?

How will you use it in your role?
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