1. HCPSS Overview of CFIP: Classroom-Focused Improvement Process

2. Let me start with a story of a man named Jed
Theme song

3. What if Jed didn’t KNOW HOW to drill for that oil he found while hunting for food?

4. “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.

5. 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

6. We need to drill down into our data to understand how we can improve instruction.

7. CFIP Overview Outcomes
Awareness of …
Essential components and benefits of CFIP
CFIP meeting protocol
Readiness factors for implementation

8. 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

9. “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

10. 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.

11. 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?

12. MSDE mdk12.org website-Intro

13. Classroom-Focused Improvement Process
Components and Benefits
High leverage strategy
PLC collaboration
Focus on instruction and student learning
Protocols
Teacher autonomy

14. 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! .

15. The SUM of the CFIP process
Triangulation of Data
Student Learning
Dialogue
Meeting Protocols

16. Triangulation of Data –> Using Multiple Data Sources
Define triangulation

17. 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.

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.]

25. Sources of Achievement Data
Triangulate three types of data:
External Assessment Data (State)
Course-wide Benchmark Assessment Data
Classroom Assessment Data
Supovitz & Klein (2003)

26. Sample Assessment Resources
Local Assessments
Formative Assessments

27. 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
This introduces the concept of DIALOGUE, as differentiated from (and often confused with) DISCUSSION.

28. Dialogues should be… Collaborative Frequent Continuous
Increasingly concrete
Precise
Conducted by teams
Informed by data

29. Possible Teams for CFIP
Data Dialogues
Grade-level
Vertical
Content

30. Activity-Dialogue Handout
Think about a successful data dialogue.
What did you hear or see?

31. Protocol

32. 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.

33. Activity-Protocol Handout
How might protocols help teams navigate difficult conversations?

34. 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

35. 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.

36. 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.

37. 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.

38. MSDE mdk12.org website

39. CFIP Template

41. Use to guide re-teaching and to identify future instructional changes.
Reflection Guide
Use to guide re-teaching and to identify future instructional changes.

42. CFIP Template - Table Discussion
Compare this template to other protocols? How is it similar? Different?

43. Readiness

44. CFIP Self-Assessment Activity
Fill out the
Self-Assessment Form (readiness Factors)

45. 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

46. Part 2 Data Conversation Structure
Readiness Factors
Part 2 Data Conversation Structure

47. Part 3 Data Analysis Process
Readiness Factors
Part 3 Data Analysis Process

48. Part 4 Planning and Follow-Up
Readiness Factors
Part 4 Planning and Follow-Up

49. The Administrative Perspective Implementation: Data - Dialogue- Protocol

50. SOURCE: Ellicott Mills Middle School, HCPSS, 2011

51. Questions

52. Two Minute Session Reflection
Consider one new learning from today’s session to share.

53. Closing Theme

54. 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