Kentucky Leadership Academy

February 23, 2011Carole Mullins, English/LARegional Network Content Specialist

Content Gaps Analysis Process

PURPOSE

To guide schools in identifying gaps in instruction that may

occur as we transition to the new Kentucky Core AcademicStandards for English/LA.

Content Gaps Analysis Process

The Process provides ONE WAY for teachers to identify the instructional

gaps by comparing KCAS to the school’s current, enacted curriculum.

(Schools may choose to work directly with the KY Program of Studies and Core Content for Assessment 4.1)

Important Note for High Schools

For grade bands 9-10 and 11-12 the standards are not designed to be divided between two grade levels.

Instead, the standards apply to both grade levelswithin the band. The level of complexity in text and

task should be appropriate for each grade, withmore complex texts and tasks at the higher grade

within the band.

The appendices to the standards are useful for learning more about the differences in complexity between these grades.

Common Terminology

• A gap occurs when content previously taught at one grade level is now included in the KCAS at an earlier grade level. Thus, as students move to the next grade, they will miss exposure to that content. The gap may occur between one or more grade levels.

• Another kind of gap occurs for content that is new to our standards if students will miss the scaffolding of previous grade levels.

Common Terminology

• A gap does not occur if the content is now present in an upper grade level. This simply means that students will be exposed to that content in a later grade.

• Increased rigor is not a gap in standards since the content is not new. However, the new standards may call for more rigor requiring a change in instruction.

Second Page

Steps in the Process

FIRST:

• Step 1, 2 and 3: Follow instructions on the 11 x 17 Graphic.

• Step 4: Be sure that charts are labeled and posted by grade level.

Steps in the Process

NEXT:• Step 5:

Teachers review posters across grade levels looking for content that now shows up in the KCAS at their grade level. (Use grade level placemat for reference.)

THEN:• Step 6: Teachers return to grade level teams

with the chart(s) from their grade level. Follow instructions on the 11 x 17 Graphic.

Math

There are some differences in the process for identifying

Content Gaps in Mathematics.

Katrina SloneMath Regional Content SpecialistKatrina.slone@education.ky.gov

Grouping Standards for Instruction

EFFECTIVE INSTRUCTION:POSSIBLE WAYS TO GROUP

STANDARDS/TARGETS

• Group Standards or Targets into Integrated units (Language Arts Strands)

• Thematic Units• Topics• Groups of Related Texts (i.e. author studies or

twin texts)

Grouping Standards Activity

How Can I Support You?

Carole Mullins

Eng/LA Regional Content Specialist

606-854-2329

carole.mullins@education.ky.gov