1. Kentucky Leadership Academy February 23, 2011 Carole Mullins, English/LA Regional Network Content Specialist

2. Content Gaps Analysis Process PURPOSE To guide schools in identifying gaps in instruction that may occur as we transition to the new Kentucky Core Academic Standards for English/LA.

3. 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)

4. 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 levels within the band. The level of complexity in text and task should be appropriate for each grade, with more 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.

5. 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.

6. 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.

7. Second Page

8. 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.

9. 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.

10. Math There are some differences in the process for identifying Content Gaps in Mathematics. Katrina Slone Math Regional Content Specialist Katrina.slone@education.ky.gov

11. 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)

12. Grouping Standards Activity

13. How Can I Support You? Carole Mullins Eng/LA Regional Content Specialist 606-854-2329 carole.mullins@education.ky.gov