hcpss overview of cfip: classroom-focused improvement process

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