the why, what, and how of cfip cfip was developed and is copyrighted by dr. michael hickey and dr....
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The WHY, WHAT, and HOW of CFIP
CFIP was developed and is copyrighted by Dr. Michael Hickey and Dr. Ronald Thomas.
Center for Leadership in Education at Towson University
OBJECTIVES FOR THIS SESSIONIn this session, you will:
1.Describe the underlying assumptions of the CFIP data analysis protocol.
2. Identify the characteristics of the CFIP protocol.
3.Describe the steps of the CFIP protocol.
The WHY of CFIP
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WE DON’T HAVE TO CONVINCE YOU OF THE NEED TO USE DATA.
You know the importance of being data driven.
Data are observations, facts, narratives, or numbers which, when collected,
organized and analyzed, become information and,
when used productively in context, become knowledge.
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Knowledge-driven schools use data for two major
but different purposes:
• Accountability (to prove)• Instructional decision making (to improve)
Data answer different questions.
For accountability (data to prove)
FOCUS ON GRADES - NUMBERS
- “How many students passed?”
- “Who passed and who didn’t?”
For improvement (data to improve)
FOCUS ON CONTENT - INSTRUCTION
- “What do the students know?”
- “What do the students not know and what
are we going to do about it?”
We are not responsible for the data.
We are responsible for our response to the data.
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A CLOSE READING:Underlying Assumptions of the CFIP
Data Analysis Protocol WORK IN PAIRS.
READ EACH PART AND THEN, SAY SOMETHING
A statement of support, OR A statement of doubt, OR
A question, OR A connection
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Underlying Assumptions of the CFIP Data Analysis Protocol
SAY SOMETHING
Debriefing
The WHAT of CFIP
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What is the best way to answer these questions: What do the students not know
and what are we going to do about it?”
“School improvement is most surely and thoroughly achieved when teachers engage
in frequent, continuous, and increasingly concrete and precise talk about teaching
practice . . . adequate to the complexities of teaching, [and] capable of distinguishing one
practice and its virtue from another.” --Judith Warren Little
“Teachers as Colleagues,” in V. Richardson-Koehler (Ed.). (1998). Educators Handbook. White Plains, NY: Longman.
Our CFIPGoal Frequent, continuous, and increasingly concrete and precise dialogue by collaborative school teams, informed by data
Data AnalysisGoal Frequent, continuous, and increasingly concrete and precise dialogue by collaborative school teams, informed by data
As often as needed when there are common assessment data to analyzeWe suggest that teams formally touch base concerning student progress about every two weeks.
Data AnalysisGoal Frequent, continuous, and increasingly concrete and precise dialogue by collaborative school teams, informed by data
Meetings pick up where the last one left off.Decisions are recorded on an action oriented template that provides evidence that progress is being made and steps are being taken to address instructional problems.
Data AnalysisGoal Frequent, continuous, and increasingly concrete and precise dialogue by collaborative school teams, informed by data
Focus on the specific pieces of content (the knowledge and skills that are the most important to the subject).Result in specific actions to re-teach, enrich, and remediate when needed (the more specific, the better).
Data AnalysisGoal Frequent, continuous, and increasingly concrete and precise dialogue by collaborative school teams, informed by data
Is “win-win”Is designed to seek the most effective instructional practices (what will work), as demonstrated by the evidence, not “averaging opinions”* (what is best for the adults) *Robert Eaker’s term
Data AnalysisGoal Frequent, continuous, and increasingly concrete and precise dialogue by collaborative school teams, informed by data
Teams share content and assessments.Team members “share the work, the thinking, and the responsibility” (David Perkins’ definition).
Team members capitalize on each other’s expertise.
Data AnalysisGoal Frequent, continuous, and increasingly concrete and precise dialogue by collaborative school teams, informed by data
County exam and unit test dataCommon gradewide assessment dataAll types of student work (such as projects, labs, speeches, essays, simulations, etc., etc.)
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Our Vision for Data Analysis Use “real time” (current) data Enable participants to build on work in previous
sessions Capture team decisions in an easy-to-use template Uncover whole-class strengths and needs Address individual students’ needs for differentiation
(both enrichments and interventions) Result in instructional improvements that will
actually occur at a high level of quality Have meaning for teachers and be seen by teachers
as a worthwhile use of their time
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It was a BFO: A blinding flash of the obvious!
Teachers needed: A pathway A set of specific stepsTo get them from the assessment to the differentiation
Teachers needed a data analysis protocol!
The ClassroomFocused
Improvement Process
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The Six Easy CFIP Steps
1.Orientation Step: Be sure everyone understands the data.2. Question Step: Pose a question that the data can answer.3. Patterns Step: Look for class-wide patterns in the data.4. Action Step: Act on the class patterns, including re-teaching, if needed.
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The Six Easy CFIP Steps
1.Be sure everyone understands the data.2. Pose a question that the data can answer.3. Look for class-wide patterns in the data.4. Act on the class patterns, including re-teaching, if needed.
5. Differentiation Step: Address individual students’ needs for enrichment and intervention that remain after re-teaching.6. Plan Ahead Step: Decide on and implement at least one way that instruction will be improved in the next unit.
The HOW of CFIP
The Classroom-Focused Improvement Process
A Jigsaw
Reading
The Classroom-Focused Improvement Process
Jigsaw Reading Part 1: You become the expert.
Part 2: You talk with other experts.
Part 3: You share your expertise.
The Classroom-Focused Improvement Process
Part 1: You become the expert.
Read about your step of the CFIP process Identify the “big idea” from your
section that you will share with others.
Write the big idea in the flow chart.
The Classroom-Focused Improvement Process
Part 1: You become the expert.
Read about your step of the CFIP process.
Identify the “big idea” from your section that you will share with others.
Write the big idea in the appropriate circle on the flow chart.
The Classroom-Focused Improvement Process
Part 2: You talk with other experts. Talk with a colleague who read the same
section you did.
Agree on the “big idea” you will share with others.
The Classroom-Focused Improvement Process
Part 3: You share your expertise.
1. Share the big idea from your section with your colleagues who read different
sections.
2. Take notes on the flow chart
for each of the six steps.
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The Six Easy CFIP Steps
1. Be sure everyone understands the data being analyzed.2. Pose a question or two that the data can answer.3. Look for class-wide patterns in the data.4. Act on the class patterns, including re- teaching, if needed.5. Address individual students’ needs for enrichment and intervention remaining after re-teaching.6. Decide on and implement at least one way that instruction will be improved in the next unit.
The Classroom-Focused Improvement Process Resources in the Packet:
• CFIP Protocol with Questions • CFIP Template A• CFIP Template B• CFIP Template C
• CFIP-SLO Template• CFIP Reflection Guide
Please take a few minutes to review these pages with a few colleagues around you.
CFIP-on-Linewww.mdk12.org/process/cfip
Key Understandings for CFIPToolkit for a Data-Driven Culture
Conducting CFIP Step-by-Step with Video Examples
CFIP Blank Templates to DownloadCFIP Sample Completed Templates
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CFIP-on-Bb
Blackboard Course In Development
More team videos at early childhood, middle, and high school levels with commentary
Guided process through the web site
Ideal for individuals and teams
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The ClassroomFocused
Improvement Process
Step-by-Step
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CFIP Step 1: Understand the data source.
Build ASSESSMENT LITERACY with questions like these:What assessment is being described in this data report? What were the characteristics (the “quarks”) of the assessment?
Who participated in the assessment? Who did not? Why?
Why was the assessment given? When?
What do the terms in the data report mean?
Be sure you have clear and complete answers to these questions before you proceed any further.
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CFIP Step 2: Identify the questions that can be answered by the data.
All data analyses should be designed to answer a question.
Unless there is an important question to answer, there is no need for a data analysis.
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CFIP Step 3: Look for class-wide patterns in multiple sources if possible.
What do you see over and over again in the data?
What are the strengths of the class? What knowledge and skills do the students have?
What are their weaknesses of the class? What knowledge and skills do the students lack?
CFIP Step 4: Act on the class-wide patterns.
• What instructional factors might have contributed to the class-wide patterns?
• What will we do to address patterns of class needs?
• How and when will we reassess to determine student progress and the effectiveness of our instruction?
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Six Easy CFIP Steps
CFIP is an ongoing circular, not a linear, process.
The first CFIP dialogue might only get this far:1.Make sure everyone understands the data being considered.2. Identify a question or two that the data can answer.3. Look for class-wide patterns in the data.4. Decide what to do about the class patterns.
In many situations, the CFIP dialogue will then be put on hold until any needed re-teaching occurs.
CFIP Step 5: Drill down to individual
students. Identify needed differentiations.
Which students need enrichments and interventions? On what should enrichments and interventions focus? How will we deliver interventions so that students do not lose future direct instruction? How will we assess the effectiveness of the interventions and enrichments?
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CFIP Step 6: Reflect on the reasons for student performance -- What in our teaching might be
preventing all students from being successful?
To what extent did we implement research-based instructional practices as we:
Planned instruction? Introduced instruction? Taught the unit? Brought closure to instruction? Assessed formatively?
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CFIP Step 6: Reflect on the reasons for student
performance. Identify and implement instructional changes
in the next unit.
How will we change instruction in our next unit?Content focusPacingTeaching methodsAssignments
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CFIP Step 6: Determine how we will measure the effects of our new instructional strategy.
How will we measure the success of our new instructional strategy?When will we review the data again to determine the success of the enrichments and interventions?What do the data not tell us? What questions about student achievement do we still need to answer? How will we attempt to answer these questions?How well did the CFIP session go? How could we make our next meeting more effective?
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Six Easy CFIP Steps
Many CFIP dialogues begin with Step 5, after whole class re-teaching has occurred. Team members then:5. Address any remaining individual students’ enrichment and intervention needs that still exist after re-teaching.6. Decide on one way to improve instruction in the next unit.If new data are available, the dialogue will then loop around to steps 1-4: 1. Check on understanding of the new data source.2. Identify the questions the new data will answer.3. Look for class-wide patterns in the new data.4. Decide how to act on the class patterns.This will more likely be the flow of most CFIP dialogues.
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The CFIP Protocol
Q and A
For Further Information and Professional Coaching, Contact:
Dr. Michael Hickey
Dr. Ronald [email protected]
410-704-5770Center for Leadership in Education at Towson University
Your Exit Ticket for Today: The WHY, WHAT and HOW of CFIP
Leave your e-mail address and we will respond to your questions!
THINGS WEKNEW
WAYS WE GREW
THINGS WE WILL DO
QUESTIONS WE STILL HAVE