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 6 Video Example:
Step 6 Resources:
Step 6 of the Classroom-Focused Improvement Process is unique in that it is forward looking. Here, the team is not acting in response to data that have already been collected.
Rather, at this step, team members are looking ahead in the curriculum at the new content to be introduced in two or three weeks and identifying an essential skill or concept that past data and their experience indicate will be difficult for students.
Team members combine their expertise and plan in detail the most effective instructional strategies possible to teach the identified target. The CFIP Reflection Guide might be useful in this process. As team members collaborate, the quality of future instruction is enhanced. All teachers should commit to using the identified strategy and to reporting back on its success at a future CFIP meeting.
This is an essential and proactive step, for unless team members modify their future instructional practice, in response to the results of their data analysis, student learning will not improve.
Finally, at this step, team members identify the data to be discussed at the next CFIP dialogue and when they will meet again to determine the success of the enrichments and interventions decided in Step 5 and the instructional changes planned in Step 6. This is also the time to raise questions that the data did not answer and to discuss how these questions will be pursued by team members.
Questions similar to the following might be used at this final step: