School Improvement in Maryland

Step 1: Conducting CFIP

Applying these six steps enables school teams to use data to target re-teaching, implement enrichments and interventions where needed, and plan for instructional improvement in the next unit.

Step 1 Video Example:

STEP 1 (THE ORIENTATION STEP): DESCRIBE THE ASSESSMENTS UNDER CONSIDERATION AND DEFINE THE TERMS USED IN THE DATA REPORTS.

Step 1 of the Classroom-Focused Improvement Process builds the assessment literacy of the team by focusing team members on the assessment data to be analyzed and by making sure that team members understand the nature and characteristics of the assessment.

Before jumping into the analysis, it is essential to take time as a team to understand the nature of the assessment being discussed, who participated in it and who did not, and the terminology and statistics used in the report. This step is particularly important if data reports originate outside the school, such as from the state or from the district's information management system or data warehouse.

This step is also intended to ensure that there is a commonly-shared understanding of assessment terms and concepts among team members, as opposed to individual understandings, which may vary widely or be incorrect.

The data team can develop its members' assessment literacy by considering questions such as these:

  • 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 how the assessment was administered before we analyze the data?

While it may seem that these questions are simplistic and obvious, it is important for the team to have complete answers to them before proceeding to the subsequent steps of the CFIP protocol.