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 3A: IDENTIFY THE MAJOR PATTERNS OF STUDENTS' STRENGTHS AND NEEDS AT THE CLASS LEVEL, USING ONE DATA SOURCE.
At this step of the CFIP, team members describe what they see over and over again in the data at the whole class level. Patterns of class-wide strengths and needs should first be discerned within one data source and then by triangulating (bringing together) data from multiple sources.
The team should attempt to get as specific and concrete as possible in identifying patterns of strengths and weaknesses for each class as whole. This means analyzing at the objective and assessment limit levels for the elementary and middle school State Curriculum and at the indicator and assessment limit levels for the high school State Curriculum. If many strengths or needs surface, the team will need to prioritize and note only the most important objectives (elementary and middle schools), indicators (high schools), or assessment limits or those that are the most crucial to the development of subsequent knowledge and skills.
When looking at one data source, such as MSA/HSA results or district-wide benchmark assessments, these questions could be used:
- What specific knowledge and skills are the most important overall class strengths, according to the data?
- What specific knowledge and skills are the most important overall class weaknesses, according to the data?
STEP 3B: IDENTIFY THE MAJOR PATTERNS OF STUDENTS' STRENGTHS AND NEEDS AT THE CLASS LEVEL, USING MULTIPLE DATA SOURCES.
