GAP Analysis

Current Practices

Recommended Goals

Action Plan

1. More common in SPED than in GEN ED.

· Agree on common process

· Use empirical evidence in intervention planning

· Identify criteria to develop the process that results in objective social agreement.

2. Not ongoing, but immediately before deadlines

· Evidence presented in user-friendly format for audience;

· Increased readability = increased use.

· Increased skill of user in fully understanding and using the evidence

· Increase user-friendly journals (those with easy “readability”

· Support more training, both at pre-service and in-service levels.

· Mentoring

· Coaching

· Direct observation

· Feedback

3. Mandated in SPED

· Ensure competence of the “expert” (must use evidence)

· Educate consumers to look at data during intervention planning.

· Selection process of “expert”

4. Done to meet requirements, not to achieve functional outcomes.

· increase frequency of effective training opportunities

· increase quality of training (utilizing instruction, modeling, rehearsal, feedback)

· increase functionality of training exercise/types (to address outcomes practitioners eventually want to achieve

At both levels (pre- and in-service):

1) address cultural variables that impede change

• University contingencies
• contingencies on policy makers

2) increase use of ASR (active student responding)/interactivity

5. Not always data-based (often anecdotal, teacher impressions, etc.)

1.

6. May not be using appropriate benchmarks

2.

7. Link between data-collection and decision-making is problematic

3.

8. When it happens, it is often academic – not including behavior.

4.

9. Often reactive rather than proactive

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