Along with several members of the WLMS staff, we learned about how we can use this process to improve data conversations, use common formative and summative assessments to determine the strengths and weaknesses of all students and develop enrichments and interventions based on collaborative analysis and dialogue. Teachers are asked to rethink their use of collaborative planning time to ensure conversations are centered around the review of common formative and summative assessments and that teachers reflect on their own teaching strategies to ensure that best practices are shared and intentionally used in every classroom.This is hard work, but the type of work that has the potential to transform a school from being good to being truly great!
What is CFIP? It is a six-step process for increasing student achievement that is planned and carried out by teachers meeting in grade level, content, or vertical teams as a part of their regular lesson planning cycle.
The flow of the model is intuitive and responds to the overall question, "What do we know from available data about current levels of student performance and how will we respond to these data?" The CFIP model has six steps, each one based on one or more focus questions to direct the team's inquiry. In these steps, team members identify the:
Source: Mdk12.org website. Here is a link to an online introduction: http://mdk12.org/process/cfip/resources/Rethinking.html
Over the next few months, we will begin the implementation of this process and study its impact on student achievement and the improvement of instructional practices that result from more focused data dialogues between teachers.
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