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: USE THE REFLECTION GUIDE TO HELP IDENTIFY THE INSTRUCTIONAL FACTORS THAT MIGHT HAVE CONTRIBUTED TO THE PATTERNS OF STUDENT WEAKNESSES. IDENTIFY THE STEPS THAT TEAM MEMBERS WILL TAKE TO ADDRESS THE PATTERNS OF CLASS-LEVEL WEAKNESSES AND DETERMINE WHEN AND HOW RE-ASSESSMENT WILL OCCUR.
At this step of CFIP, team members begin to reflect on their instruction on the State Curriculum indicators or objectives covered in the assessments under consideration. A Reflection Guide can help teams to structure this interaction and to identify a few critical instructional factors that might have contributed to the patterns of student performance observed in the previous step.
The Reflection Guide is not designed to be a checklist of characteristics that must be included in all lessons. Rather, it is to be consulted by teams at this step to alert them to the best instructional and assessment practices that, if they were not present, might have contributed to student achievement deficits.
Based on these findings, teams then decide what they will do to address class-wide needs through subsequent instruction or by re-teaching using an alternate strategy. Questions such as the following could be used:
- What instructional factors might have contributed to the patterns of student performance on these assessments?
- What steps will we take (such as scaffolding or re-teaching using a different strategy) to address the patterns of class needs?
- How and when will we re-assess to determine progress?