D021
Leadership of Curriculum Design and Instruction
TASK 1
CURRICULUM GAP ANALYSIS
(Passed First Attempt)
Western Governors University
, A1. Identify key factors for student subgroups that indicate a need for a curriculum
evaluation, using the data in the attached “Curriculum Guide Excerpt,” “Curriculum
Map,” “Needs Assessment,” and “School Report Card.” Justify how the factors support
the need for the curriculum evaluation process to continue.
After evaluating the West Oak Cove Elementary School report card, it was clear that
there was a need for curriculum evaluation in math. The school scored well below the fourth-
grade state average in every standard domain ranging from 4.5%-11.7% below. The majority,
53.2%, of the 4th grade students as a whole scored at either level 1 or 2 on the mathematics
proficiency scale. The state averaged just 38.2 of 4th graders scoring either level 1 or 2.
Every student subgroup at West Oak Cove Elementary (other than students of low
income) had a lower average proficiency than the state in math. A few subgroups that show a
need for a curriculum evaluation are students with IEPs, English Language Learners (EL), and
students of Asian descent. Only 2.2% of students with IEPs at West Oak Cove Elementary
were proficient in math, whereas the state averaged 7.9%. 2.1% of EL students met
proficiency, whereas the state averaged 11.1%. Together, these subgroups combine for 23%
of the school population. Students of Asian descent were well below state average with only
29.5% meeting proficiency in math, whereas the state averaged 66%.
One key factor that could influence the low number of students who met proficiency is
the amount of time spent on math instruction. According to the school report card, teachers at
West Oak Cove Elementary only spend 45 minutes a day teaching math. ELA instruction is
double this at 90 minutes a day. The amount of time spent on math instruction needs to be
evaluated because the report card shows that ELA proficiency as a whole is very close to the
state average, only 2.8% below. Most subgroups scored close to proficient or above other than
students of Asian descent and EL. However, students of Asian descent scored 25.6% below
state proficiency in ELA, but 36.5% below state proficiency in math. The amount of time spent
teaching math leads to another key factor that could influence low test proficiency. According to
the school report card, the lowest standard domain for fourth-grade students at West Oak Cove
Elementary is 4. MD: Measurement and Data. After looking at the current curriculum map,
these skills are not taught until the last 2-3 weeks of the school year. This would be after the
state test. If teachers spend more time teaching math skills, they should get through each unit
faster, or be able to change the order of teaching each unit, thus allowing for these 4.MD
standards to be taught.
Other than the curriculum timeline and pacing, the curriculum itself needs to be
evaluated. According to the Needs Assessment, the teacher’s comfort level of teaching the
standards averages just above 8/10, while the comfort designing instructional material of the
This study source was downloaded by 475100 from cliffsnotes.com on 11-20-2025 18:47:11 GMT -06:00
https://www.cliffsnotes.com//study-notes/4862776
Leadership of Curriculum Design and Instruction
TASK 1
CURRICULUM GAP ANALYSIS
(Passed First Attempt)
Western Governors University
, A1. Identify key factors for student subgroups that indicate a need for a curriculum
evaluation, using the data in the attached “Curriculum Guide Excerpt,” “Curriculum
Map,” “Needs Assessment,” and “School Report Card.” Justify how the factors support
the need for the curriculum evaluation process to continue.
After evaluating the West Oak Cove Elementary School report card, it was clear that
there was a need for curriculum evaluation in math. The school scored well below the fourth-
grade state average in every standard domain ranging from 4.5%-11.7% below. The majority,
53.2%, of the 4th grade students as a whole scored at either level 1 or 2 on the mathematics
proficiency scale. The state averaged just 38.2 of 4th graders scoring either level 1 or 2.
Every student subgroup at West Oak Cove Elementary (other than students of low
income) had a lower average proficiency than the state in math. A few subgroups that show a
need for a curriculum evaluation are students with IEPs, English Language Learners (EL), and
students of Asian descent. Only 2.2% of students with IEPs at West Oak Cove Elementary
were proficient in math, whereas the state averaged 7.9%. 2.1% of EL students met
proficiency, whereas the state averaged 11.1%. Together, these subgroups combine for 23%
of the school population. Students of Asian descent were well below state average with only
29.5% meeting proficiency in math, whereas the state averaged 66%.
One key factor that could influence the low number of students who met proficiency is
the amount of time spent on math instruction. According to the school report card, teachers at
West Oak Cove Elementary only spend 45 minutes a day teaching math. ELA instruction is
double this at 90 minutes a day. The amount of time spent on math instruction needs to be
evaluated because the report card shows that ELA proficiency as a whole is very close to the
state average, only 2.8% below. Most subgroups scored close to proficient or above other than
students of Asian descent and EL. However, students of Asian descent scored 25.6% below
state proficiency in ELA, but 36.5% below state proficiency in math. The amount of time spent
teaching math leads to another key factor that could influence low test proficiency. According to
the school report card, the lowest standard domain for fourth-grade students at West Oak Cove
Elementary is 4. MD: Measurement and Data. After looking at the current curriculum map,
these skills are not taught until the last 2-3 weeks of the school year. This would be after the
state test. If teachers spend more time teaching math skills, they should get through each unit
faster, or be able to change the order of teaching each unit, thus allowing for these 4.MD
standards to be taught.
Other than the curriculum timeline and pacing, the curriculum itself needs to be
evaluated. According to the Needs Assessment, the teacher’s comfort level of teaching the
standards averages just above 8/10, while the comfort designing instructional material of the
This study source was downloaded by 475100 from cliffsnotes.com on 11-20-2025 18:47:11 GMT -06:00
https://www.cliffsnotes.com//study-notes/4862776
