1. Curriculum and Gap Analysis Systems Change 2014 Marcia Torgrude & June Preszler TIE

2. What is curriculum gap analysis? How does it differ from data analysis?

3. In a Nutshell Gap Analysis is about instruction not just materials or curriculum guides. It’s not about what the book says; it is about what the instructor does and what the student does as a result. (Does = a skill accomplishment as proven through assessment. Remember Know, Understand and Do. Does is the Do!) This is not a ONE DAY process – it is ongoing

4. Fundamental Questions Curriculum and Gap Analysis Will Help You Answer: – Why do I teach what I teach when I teach it? – Do my assessments match my instruction? – Do I teach the content to the depths of understanding embedded in the standards? – Which standards am I hitting frequently; which standards am I touching upon; which standards am I missing?

5. Tools to Help Access to SD Blueprints for Learning with CCSSSD Blueprints for Learning Content standards (for subjects other than ELA/Math) District curriculum guides, maps, blueprints or pacing guides, textbooks, curriculum materials, teacher lesson plans LiveBinder documents (which include analyzers, organizers, Webb Leveling)

6. SD Blueprint for Learning http://sdccteachers.k12.sd.us

7. Gap Analysis: Before Organizers – Organizer Purpose: Analyze your units/chapters – standards explicitly taught and assessed, evidence of understanding (students do), instructional strategies (teachers do), Webb Level (depth of understanding)

8. ELA Organizer ELA Unit and Time Frame CCSS Standards (Including Informational Texts) Evidence of Understanding Instructional Strategies Rigor-Webb LevelsLiteracy Shifts

10. General Organizer Instructional Unit and Time Frame Content Standards Evidence of Understanding Instructional Strategies Rigor-Webb Levels Informational Text CCSS

11. Math Organizer Math Unit and Time Frame CCSS Standards Evidence of Understanding Instructional Strategies Rigor-Webb Levels Standards for Mathematical Practice

12. Organizer Reflection After working with the Organizer: At what point in your gap analysis would this tool be most helpful? What additional columns might you add? Why? Which columns might you delete or revise? Why?

13. Content Analyzer Rubric Purpose: This rubric may be used before the organizer or after – which way fits your needs? After organizing materials and resources, use the Content Analyzer Rubric to further evaluate the resources you are considering for inclusion in the curriculum.

14. Criteria ABC 2. Research BaseThe resource includes data or evidence indicating its use leads to increased student learning. The resource reflects research that is widely known and generally accepted. The resource is antithetical to commonly accepted research findings. Align with CCSS or Other South Dakota Adopted Standards Used in Your Content A resource that earns a ‘C’ on this item should not be included. This evaluation tool is designed to be used with resources being considered for inclusion into your course content. Content Rubric Analyzer Research Base for the Resource A resource that earns a ‘C’ on this item is not research-based and should not be included. CriteriaABC 1. Alignment with StandardsThe resource has a direct and explicit link to the standards. The resource clearly contributes to student learning of one or more standards The resource is not well aligned with the standards.

15. Gap Analysis: During During classroom instruction – Instructional focus – Content unit – Grading time period Armed with your instructional materials, Content Organizer and Content Analyzer, what are your next steps? What additional materials, if any, might you need to complete the next steps? Why do you need to do more?

16. Gap Analysis Diary-During Gap Analysis Diary Purpose: This is your way of determining the amount of time you are spending explicitly teaching and assessing standards within a specific time period such as unit, focus, chapter, etc. Your entry may be in the form of average time spent within a time period, specific time spent within a time period, or frequency of time on one standard. This also identifies gaps, weak areas and areas of too much time spent on content.

17. Gap Analysis Diary

19. Gap Analysis Diaries All Diaries for ALL Content

20. Diary Reflection What value did you see in this tool? What connections do you see with other work you are doing? What questions still remain?

21. Gap Analysis: After Curriculum analysis is an ongoing process. – Expect to review as the year/course duration evolves. Unit analysis Quarter analysis – Expect in-depth review as the year/course duration ends. Purpose: Comparative Analysis Tool – Reflect on your instruction using the three previous tools to answer the questions about gaps, modification, shifting of content, and supplementing of content

22. Comparative Analysis Content that is new to this grade level and/or course Content that is still included but may be modified or at a greater depth Content that is no longer a focus at this grade level and/or course  What concepts are being introduced at this grade level based on content standards?  Identify corresponding standards.  Divide into relevant areas. For example, ELA might be divided into Language, Foundational Skills, Reading, Writing, Speaking and Listening.  What am I teaching now that I need to modify?  How do I need to modify it?  What am I teaching now that really doesn’t belong in my course?  Where should this content be taught? Course Title:Grade Level:

23. After the Analysis Fundamental Questions: Why do you teach what you teach when you teach it? Do your assessments match your instruction? Do your assessments match the content standards? Do you teach the content to the depths of understanding embedded in the standards? Which standards are you hitting frequently; which standards are you touching upon; which standards are you missing?

24. After the Analysis Next Steps: How do you use this data to support instructional practice: – With students in your classroom? – With grade level teaching peers (horizontal alignment)? – With content area peers (vertical alignment)? How will this data influence and facilitate conversations with your professional peers? How will this data influence and facilitate conversations with your administrator? How will this data help you prepare for conversations with parents regarding student assessments?

25. Before Bringing to District In order for an ESA facilitator to meet the training needs of a district, the facilitator will need to gather status information regarding curriculum planning and standards alignment. Administrators should provide the trainer/facilitator with answers to pre-training questions. See handout.

26. Q & A June Preszler: jpreszler@tie.netjpreszler@tie.net Marcia Torgrude: mtorgrude@tie.netmtorgrude@tie.net