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 4 Resources:
First, reflect on the reasons why the weaknesses occurred.
At this step of CFIP, team members reflect on their instruction on the skills and knowledge covered in the assessments under consideration. The CFIP Reflection Guide can help teams to structure this interaction. The goal is to identify a few critical instructional factors that might have contributed to the observed patterns of student performance. Knowing this is critical to determining the team's response.
This question could be used:
Then, decide on and implement the next steps.
In response to the classwide weaknesses, the team could decide to:
Criteria to be considered in making these decisions include:
Questions such as the following may be used:
Teams should strive to identify the most powerful, high-leverage instructional strategy that all members will commit to implementing in the agreed-upon time frame. Combining the expertise of all team members in developing the intervention that all teachers will use will lead to greater success in its implementation. In this way, the CFIP dialogue contributes to increasing teachers' repertoire of effective instructional strategies.
After the re-teaching has occurred, teachers should reassess students and be prepared to report back on its success at a future CFIP meeting.
If re-teaching is to occur and there is time still remaining in the CFIP session, teams should continue their dialogue with Step 6, and then return to Step 5 at a later meeting after re-teaching.