School Improvement in Maryland

Conducting CFIP

Introducing the Process:

CFIP AT A GLANCE

Step 1 WHAT NEW DATA ARE WE ANALYZING? (The Orientation Step)
What essential skills and knowledge are we analyzing?
What do the terms in the data reports mean?
Is there anything we need to know about these data before we analyze them?

Step 2 WHY SHOULD WE ANALYZE THESE DATA? (The Question Step)
What do we want to learn by looking at the data?

Step 3 WHAT CLASS PATTERNS DO WE SEE? (The Patterns Step)

MAJOR PATTERNS OF CLASS STRENGTH MAJOR PATTERNS OF CLASS NEEDS
What skills and knowledge are the most important overall class strengths? What skills and knowledge are the most important overall class needs?

Step 4 HOW WILL WE RESPOND TO THE PATTERNS OF CLASS NEEDS? (The Action Step)
Why do the patterns of class needs remain?
What should be the response of the team to the patterns of needs? Among the choices are:

  • Stop and reteach the weak content to the entire class using a different instructional strategy
  • Seamlessly embed additional instruction on the weak content into the next unit
  • Move on to the next topic but use homework, drills, etc. to provide more practice on weak content
  • Differentiate by providing additional instruction on the weak content for the non-proficient students and enrichment for the proficient students

Re-assess after follow up and report progress back to the team at the next CFIP session.

Step 5 HOW WILL WE DIFFERENTIATE TO MEET ALL STUDENTS' NEEDS? (The Differentiation Step)

If follow-up to the weak content is needed and time permits in the data session, continue with step 6. Then return to step 5 after follow-up.

Who is ready for more independent work, and how will we provide this enrichment?

Who still needs additional assistance to attain proficiency, and how will we provide these interventions?

Step 6 HOW WILL WE IMPROVE FUTURE INSTRUCTION? (The Future Planning Step)
Choose an upcoming skill or concept that is particularly difficult for students and discuss:
What new instructional strategies will we use to increase student learning on upcoming difficult content?


These questions represent only the highlights of CFIP and should not be used to replace the entire protocol.