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CFIP (Classroom-Focused Improvement Process) is a data-driven protocol developed by Dr. Ron Thomas and Dr. Mike Hickey. It involves teachers collaboratively analyzing student data to identify patterns, determine instructional needs, and make instructional decisions. The protocol guides teams through 6 steps: understanding the data, posing questions the data can answer, identifying class-wide patterns, addressing needs through re-teaching, identifying individual student needs, and improving future instruction. The author implemented CFIP with their third grade team to make data-driven decisions for differentiation without wasting time.
CFIP (Classroom-Focused Improvement Process) is a data-driven protocol developed by Dr. Ron Thomas and Dr. Mike Hickey. It involves teachers collaboratively analyzing student data to identify patterns, determine instructional needs, and make instructional decisions. The protocol guides teams through 6 steps: understanding the data, posing questions the data can answer, identifying class-wide patterns, addressing needs through re-teaching, identifying individual student needs, and improving future instruction. The author implemented CFIP with their third grade team to make data-driven decisions for differentiation without wasting time.
CFIP (Classroom-Focused Improvement Process) is a data-driven protocol developed by Dr. Ron Thomas and Dr. Mike Hickey. It involves teachers collaboratively analyzing student data to identify patterns, determine instructional needs, and make instructional decisions. The protocol guides teams through 6 steps: understanding the data, posing questions the data can answer, identifying class-wide patterns, addressing needs through re-teaching, identifying individual student needs, and improving future instruction. The author implemented CFIP with their third grade team to make data-driven decisions for differentiation without wasting time.
CFIP was completed in Spring of 2013 with my third grade team. I gathered applicable information and resources for data reform at my school through my ILPD 740course; Data-Based Decision Making. According to mdk12.org, "CFIP is a process, not a plan. As such, it does not prescribe a rigid format, as most School Improvement Plans do. Rather, it is a question-based protocol for data dialogue to be carried out by collaborative teams as they focus on planning their next instructional unit, leaving the daily lesson planning to the creativity of individual teachers."
Content & Description
CFIP (Classroom-Focused Improvement Process) is a protocol developed by a former professor of mine, Dr. Ron Thomas, and his partner; Dr. Mike Hickey. The purpose of using CFIP is to collect real time (current) data. By looking at this data, my team and I were able to follow steps to make data driven decisions for instruction and address individual needs for differentiation (both enrichments and interventions) without wasting valuable time. The protocol is an efficient action plan that follows these 6 steps below; 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. (mdk12.org)
Justification & Reflection Woodholme Elementary is a relatively new school, and our student data practices have been in place for the past 8 years. A leader improves productive data analysis through settings norms and protocols. Just as mentioned in CFIPs framework and Thomas article, leaders should set team guidelines for data analysis so that outcomes are consistent across the board, measureable, and so teachers are held accountable.
All of this data is used to design small group instruction that targets student needs. Teachers have too much data to analyze and assess effectively during common planning. Data analysis happens during grade-level meetings, faculty meetings, and independently.
All teachers are being held accountable for improving student performance, but many teachers do not buy in to horizontal or vertical articulation in data dialogues, due to the nature in which these dialogues take place. For these team collaborations to be successful, a set of norms need to be established by the leader and team members to de-personalize the content of the discussions. Not only do they need to set a guideline of norms to build equity within the group, but they also need to set up objective, data-relevant questions that are time efficient, factually based, and that build a comfortable climate for sharing strategies and methods for student achievement. Based on the readings from my data course, these critical elements must be followed in order to make protocols a success in CFIPs framework.