Transcript CFIP_LEADERSHIP

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
Awareness of …
 Essential components and benefits of CFIP
 CFIP meeting protocol
 Readiness factors for implementation
Background
CFIP in HCPSS
Acknowledgement: Dr. Mike Hickey
and Dr. Ron Thomas
Online at MSDE website
Professional Learning Communities
(PLC) high leverage strategy for
collaborative planning
“The CFIP Vision”
 Use real time (current) data
 Build on previous sessions
 Use a template to capture team decisions
 Uncover whole class strengths and needs
 Use differentiation to address student needs
 Outcome of quality instructional improvements
 A meaningful worthwhile use of time
CFIP: Pre-Assessment
Yes - No
Yes - No
You have
attended
previous CFIP
training.
You are
implementing
CFIP or CFIPlike protocol.
Sample Item Analysis Report
What do you notice from the data?
 Summative Assessments
 Formative Assessments
 We can choose to use
 How have you used this
this data in either way.
type of data report?
MSDE mdk12.org website-Intro
 http://mdk12.org/process/cfip/video_CFIP_intro.ht
ml
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
Triangulation
of Data
Dialogue
Meeting
Protocols
Student
Learning
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.
Data can be used for two
major, but different purposes:
ACCOUNTABILITY (TO PROVE)
INSTRUCTIONAL DECISION MAKING
(TO IMPROVE)
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
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CFIP: A WAY TO MOVE SCHOOLS
Blue
From
1. Focus on teaching
2. Emphasis on what was
3.
4.
5.
6.
taught
Coverage of content
Curriculum planned
in isolation
Infrequent summative
assessments
Focus on average
scores
To
Instructions:
Open the
envelopes
and align the
pieces to the
future action.
CFIP: A WAY TO MOVE SCHOOLS
From
1. Focus on teaching
2. Emphasis on what was
3.
4.
5.
6.
taught
Coverage of content
Curriculum planned
in isolation
Infrequent summative
assessments
Focus on average
scores
To
1. Focus on learning
2. Fixation on what
3.
4.
5.
6.
students learned
Demonstration of
proficiency
Shared knowledge of
essential curriculum
Frequent common
formative
assessments
Monitoring individual
proficiency on every
essential skill
CFIP: A WAY TO MOVE SCHOOLS
From
To
1. Remediation
1. Intervention
2. One opportunity to
2. Multiple
3.
4.
5.
6.
demonstrate learning
Isolation
Each teacher
assigning priority to
different learning
standards
Privatization of
practice
Focus on inputs
opportunities
3. Collaboration
4. 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.
Sources of Achievement Data
Triangulate three types of data:
• External Assessment Data (State)
• Course-wide Benchmark Assessment Data
• Classroom Assessment Data
Supovitz & Klein (2003)
Sample Assessment Resources
Local Assessments
Formative Assessments
Dialogue and Team Learning
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)
Dialogues should be…
•Collaborative
•Frequent
•Continuous
•Increasingly concrete
•Precise
•Conducted by teams
•Informed by data
Possible Teams for CFIP
Data Dialogues
Grade-level
Vertical
Content
Activity-Dialogue Handout
Think about a successful data dialogue.
What did you hear or see?
Protocol
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.
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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.
The Six Steps of the
CFIP Data Protocol
1.
2.
3.
4.
Understand the data source.
Pose a question the data can answer.
Look for class-wide patterns in the data.
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.
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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.ht
ml
CFIP
Template
Reflection Guide
Use 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
CFIP Self-Assessment
Activity
FILL OUT THE
SELF-ASSESSMENT FORM
(READINESS FACTORS)
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