Post on 02-Jan-2016
HCPSS Overview of CFIP: Classroom-Focused Improvement
Process
Let me start with a story of a man named Jed
Theme song
What if Jed didn’t KNOW HOW to drill for that oil he found while hunting for
food?
“Data Rich but Information Poor”
Jed Clampett’s swamp land was Rich with oil but without the knowledge to drill his family would have stayed Poor.
Let’s look at our situation and educational data.
Data Rich Activity
Work with your table to list data that are available.
Highlight the data that are used for instruction.
We need to drill down into our data to understand how we can improve
instruction.
CFIP Overview Outcomes
Background
CFIP in HCPSSAcknowledgement: Dr. Mike
Hickey and Dr. Ron ThomasOnline at MSDE websiteProfessional Learning
Communities (PLC) high leverage strategy for collaborative planning
“The CFIP Vision”
Use real time (current) dataBuild on previous sessionsUse a template to capture team decisionsUncover whole class strengths and needs Use differentiation to address student needsOutcome of quality instructional
improvementsA meaningful worthwhile use of time
Yes - No Yes - No Yes - No Yes - No
You have attended previous CFIP training.
You are implementing CFIP or CFIP-like protocol.
CFIP: Pre-Assessment
What do you notice from the data?What do you notice from the data?
Summative Assessments
We can choose to use this data in either way.
Formative Assessments
How have you used this type of data report?
Sample Item Analysis Report
MSDE mdk12.org website-Intro
http://mdk12.org/process/cfip/video_CFIP_intro.html
Classroom-Focused Improvement Process
Components and Benefits High leverage strategy PLC collaboration Focus on instruction and student
learning Protocols Teacher autonomy
Race to the Top (RTTT): Increased accountability requirements
will demand a differentiated approach.
There will be a need for data-based… Decisions by classroom teachers
School-wide “transformational changes” to school improvement teams
BOTH require new processes!
.
The SUM of the CFIP process
Student Learning
Triangulation of Data
DialogueMeeting Protocol
s
Triangulation of Data –>Using Multiple Data Sources
Why triangulation?
Using multiple types of data…Reduces anxiety of relying on a single measure.Gives decisions increased validity. Provides more frequent evidence for action.
ACCOUNTABILITY (TO PROVE)
INSTRUCTIONAL DECISION MAKING (TO IMPROVE)
Data can be used for two major, but different purposes:
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The Hierarchy of Data for Accountability Purposes
State & National Assessments
System Assessments
School Assessments
Classroom Assessments of Student Work
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The Hierarchy of Data for School Improvement Purposes
Classroom Assessments of Student Work
School Assessments
System Assessments
State & National Assessments
CFIP: A WAY TO MOVE SCHOOLS
From To
1. Focus on teaching2. Emphasis on what
was taught3. Coverage of content4. Curriculum planned
in isolation 5. Infrequent
summative assessments
6. Focus on average scores
Instructions: Open the
envelopes and align the pieces to the future action.
Blue
CFIP: A WAY TO MOVE SCHOOLS
From To
1. Focus on teaching2. Emphasis on what
was taught3. Coverage of content4. Curriculum planned
in isolation 5. Infrequent
summative assessments
6. Focus on average scores
1. Focus on learning2. Fixation on what
students learned3. Demonstration of
proficiency4. Shared knowledge of
essential curriculum5. Frequent common
formative assessments
6. Monitoring individual proficiency on every essential skill
CFIP: A WAY TO MOVE SCHOOLSFrom To
1. Remediation2. One opportunity to
demonstrate learning
3. Isolation4. Each teacher
assigning priority to different learning standards
5. Privatization of practice
6. Focus on inputs
1. Intervention2. Multiple
opportunities
3. Collaboration4. Teams determining
priority of learning standards
5. Sharing of practice
6. Focus on results
THE GPS/Data ANALOGY
GPS-Doesn’t tell us where we are going but rather where we are.
We check our GPS multiple times during a trip. We want to approach data analysis the same way to improve instruction.
Triangulate three types of data:•External Assessment Data (State)•Course-wide Benchmark Assessment
Data•Classroom Assessment Data
Supovitz & Klein
(2003)
Sources of Achievement Data
Local AssessmentsLocal Assessments Formative Assessments Formative Assessments
Sample Assessment Resources
The discipline of team learning starts with “dialogue,” the capacity of members of a team to suspend assumptions and enter into a genuine “thinking together.”
Peter Senge (2006)
Dialogue and Team Learning
•Collaborative •Frequent •Continuous•Increasingly concrete•Precise •Conducted by teams•Informed by data
Dialogues should be…
Possible Teams for CFIP Data Dialogues
Grade-levelVerticalContent
Activity-Dialogue Handout
Think about a successful data dialogue.
What did you hear or see?
Protocol
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What is a Data Protocol ?
A protocol consists of guidelines for dialogue – which everyone understands and has agreed to – that permit a certain kind of conversation to occur, often a kind of conversation which people are not in the habit of having.
Protocols build the skills and culture necessary for collaborative work. Protocols often allow groups to build trust by doing substantive work together.
Activity-Protocol Handout
How might protocols help teams navigate difficult conversations?
Using a Data Protocol
Protocols can help us to navigate difficult and uncomfortable conversations by:
Making it safe to ask challenging questions
Making the most of scarce time Providing an opportunity for all to be
involved Resulting in an analysis that will lead to
positive action
NORMS
1. Each team should develop its own norms.2. Norms are a commitment to act in a
certain way.3. Review the norms until they are routine.4. Use as few norms as possible.
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The Six Steps of the CFIP Data Protocol1.Understand the data source.2.Pose a question the data can answer.3.Look for class-wide patterns in the data.4.Reflect on the class patterns and plan appropriate action to include re-teaching, if needed. 5.Address individual students’ needs for enrichment and intervention. 6.Decide on at least one way that instruction will be improved in the next unit.
CFIP Video Viewing Activity
1. Use the CFIP template to read each step prior to viewing.
2. After viewing, for TWO minutes discuss your observations with others at your table.
3. Record on a white slip of paper the step number and any comments or questions.
MSDE mdk12.org website
http://mdk12.org/process/cfip/video_CFIP_intro.html
CFIP Template
Reflection GuideUse to guide re-teaching and to identify future instructional
changes.
CFIP Template - Table Discussion
Compare this template to other protocols? How is it similar? Different?
Readiness
FILL OUT THE SELF-ASSESSMENT FORM
(READINESS FACTORS)
CFIP Self-Assessment Activity
Readiness Factors
Part 1 Leadership and Participation
“If you don’t change the direction you
are going, then you’re likely to end up where you’re heading …”
John C. Maxwell
Readiness Factors
Part 2 Data Conversation Structure
Readiness Factors
Part 3 Data Analysis Process
Readiness Factors
Part 4 Planning and Follow-Up
The Administrative Perspective
Implementation:Data - Dialogue- Protocol
SOURCE: Ellicott Mills Middle School, HCPSS,
2011
Questions
Two Minute Session Reflection
Consider one new learning from today’s session to share.
Closing Theme