Introduction to the Classroom-Focused Improvement Process (CFIP)

Step 1 (The Orientation Step): Describe the assessments under consideration and define the terms used in the data reports.

Step 2 (The Question Step): Identify the questions to answer in the dialogue.

Step 3 (The Patterns Step): Identify the major patterns of students" strengths and needs at the class level.

Step 4 (The Action Step): Identify the instructional factors that might have contributed to the patterns of student weaknesses. Determine the steps to be taken to address the patterns of need and when and how re-assessment will occur.

Step 5 (The Differentiation Step): Name the students who excelled and those who still need additional assistance. Identify, implement, and evaluate in-class enrichments and interventions.

Step 6 (The Future Step): Identify, implement, and evaluate one or two improvements in future instruction.

Pre-conditions for the successful implementation of the Classroom-Focused Improvement Process include:

1. A cohesive and collaborative grade-level, departmental, or vertical team which shares common subject matter and common assessments, either developed by the state or school system (such as MSA, HSA, PARCC, Smarter Balanced, or benchmark assessments) or by the teachers of an individual school themselves
2. Common planning time for team members consisting, at a minimum, of one hour twice weekly, of which one hour every two weeks is devoted exclusively to the CFIP
3. A principal who is a strong instructional leader and who is comfortable with the concept of shared leadership
4. Norms to guide the team's process of collaborative data analysis
5. Autonomy for the team to adjust teaching practices and interventions based on data from assessments of their students' learning
6. Use of short-cycle, common, formative assessments by the team
7. On-going professional development to enhance the team's capacity to continually adjust their teaching practice in response to student performance data