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.

Work with your table to list data that are available. Data Rich Activity Work with your table to list data that are available. Highlight the data that are used for instruction. Highlight the data sources that inform 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

You have attended previous CFIP training. CFIP: Pre-Assessment Yes - No Yes - No You have attended previous CFIP training. You are implementing CFIP or CFIP-like protocol.

Sample Item Analysis Report 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?

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

BOTH require new processes! 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 Student Learning Dialogue Meeting Protocols

Triangulation of Data –> Using Multiple Data Sources Define triangulation

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) Key point: These two purposes are not the same—AND THE DATA REQUIRED FOR EACH ARE NOT THE SAME.

The Hierarchy of Data for Accountability Purposes State & National Assessments System Assessments School Assessments Classroom Assessments of Student Work For accountability purposes, the primary data of interest are those from state and national assessments, although at the state level, system assessments sometimes attract attention. The data generated by school benchmarks are of interest only within the system, while the classroom assessments of student work essentially DROP OFF THE RADAR SCREEN OF EVERYONE EXCEPT THE PRINCIPAL AND THE TEACHERS IN EACH SCHOOL.

The Hierarchy of Data for School Improvement Purposes Classroom Assessments of Student Work School Assessments System Assessments State & National Assessments Key observation: For school improvement purposes, the hierarchy is reversed. THE MOST IMPORTANT DATA FOR SCHOOL IMPROVEMENT PURPOSES ARE NOT THE STATE AND NATIONAL ASSESSMENTS. THEY ARE THE DATA GENERATED IN THE CLASSROOM BY STUDENTS ON A DAILY BASIS.

CFIP: A WAY TO MOVE SCHOOLS From To Blue Focus on teaching Emphasis on what was taught Coverage of content Curriculum planned in isolation Infrequent summative assessments Focus on average scores Instructions: Open the envelopes and align the pieces to the future action. The Source: DuFour, Richard, Rebecca DuFour, Robert Eaker, Thomas Many. Learning By Doing: A Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree, 2006, Chapter 9. Common Assessment: Short formative assessment developed by teachers who teach the same content for the purpose of assessing a specific learning objective(s). The results of the assessment would inform modifications to on-going instruction.

CFIP: A WAY TO MOVE SCHOOLS From To Focus on teaching Emphasis on what was taught Coverage of content Curriculum planned in isolation Infrequent summative assessments Focus on average scores Focus on learning Fixation on what students learned Demonstration of proficiency Shared knowledge of essential curriculum Frequent common formative assessments Monitoring individual proficiency on every essential skill The Source: DuFour, Richard, Rebecca DuFour, Robert Eaker, Thomas Many. Learning By Doing: A Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree, 2006, Chapter 9. Common Assessment: Short formative assessment developed by teachers who teach the same content for the purpose of assessing a specific learning objective(s). The results of the assessment would inform modifications to on-going instruction.

CFIP: A WAY TO MOVE SCHOOLS From To Remediation One opportunity to demonstrate learning Isolation Each teacher assigning priority to different learning standards Privatization of practice Focus on inputs Intervention Multiple opportunities Collaboration Teams determining priority of learning standards Sharing of practice Focus on results Source: Ibid.

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. Global Positioning Satellites (GPS) enable an individual with a GPS receiver to determine, within a matter of feet, exactly where he or she is in the world. The GPS receivers are used by explorers, sailors, mountain climbers, hikers and others to help them determine where they are at a given point in time in relation to their ultimate destination. IT DOESN’T TELL YOU WHERE YOU ARE GOING. IT TELLS YOU VERY PRECISELY WHERE YOU ARE. Set up the analogy this way: Explain the concept of GPS and the function of the CPS receiver (as above) Ask the participants to imagine that each of them is embarking on a 180 journey (the school year), where they are expected to lead their students to their destination, the magical city of AYP. Because you (the trainer) want to help them get there as effectively and efficiently as possible, you are giving each of them a GPS receiver to guide them on their journey. However, there is a catch: Those of you on the right side of the room can turn on your GPS receiver only once, so it is important that you make a good guess about the direction you are going from that point on. Those of you in the middle of the room can turn on your receivers quarterly, so you will probably have to do some zigging and zagging enroute to your destination. Those of you on the left side of the room, however, can turn on your GPS receivers anytime you wish. 5. Which group do you think will most likely reach its destination most effectively and efficiently? [Obviously, the first group corresponds to those using once-a-year state and national assessment data to drive school improvement. The second group corresponds to those who also have quarterly benchmarks of some sort. The third group corresponds to those who are using daily classroom assessment of student work to guide their teaching practice and monitor individual and class performance.]

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) Peter Senge. The Fifth Discipline: The Art and Practice of the Learning Organization. NY: Currency Doubleday, 2006, pp. 218-220. This introduces the concept of DIALOGUE, as differentiated from (and often confused with) DISCUSSION.

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.

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 Each team should develop its own norms. Norms are a commitment to act in a certain way. Review the norms until they are routine. Use as few norms as possible.

The Six Steps of the CFIP Data Protocol 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. Address individual students’ needs for enrichment and intervention. Decide on at least one way that instruction will be improved in the next unit.

CFIP Video Viewing Activity 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. 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

Use to guide re-teaching and to identify future instructional changes. 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)

Part 1 Leadership and Participation 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

Part 2 Data Conversation Structure Readiness Factors Part 2 Data Conversation Structure

Part 3 Data Analysis Process Readiness Factors Part 3 Data Analysis Process

Part 4 Planning and Follow-Up 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

Please complete the feedback form! Adapted from Classroom-Focused Improvement Process (CFIP) by Dr. Ron Thomas and Dr. Michael Hickey Photos and Images by Google Images, Microsoft Clip Art and HCPSS Public Information