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 5: AFTER WHOLE-CLASS RE-TEACHING (IF NECESSARY), NAME THE STUDENTS WHO EXCELLED AND THE STUDENTS WHO STILL NEED ADDITIONAL ASSISTANCE. IDENTIFY AND IMPLEMENT IN-CLASS ENRICHMENTS AND INTERVENTIONS FOR THESE STUDENTS.
Steps 5 and 6 of the CFIP process will occur in a later team meeting, after teachers have had the opportunity to use alternate instructional strategies to re-teach the weak areas that the data analysis conducted so far identified for the whole class.
At Step 5, team members dig deeper into the data to focus on the progress of individual students and the steps that the team will take in response. Students at both ends of the achievement distribution -- those ready for enrichment and those requiring interventions -- should be considered.
Team members should begin this step by analyzing individual student results to name the students who are learning the portions of the State Curriculum under consideration at a high level. This dialogue should become the basis for discussions about enrichments to be put in place that will encourage continued advanced learning by these students. Here are several questions that can help focus this part of the dialogue:
- Who are the students who have mastered the targeted knowledge and skills at a high level of proficiency?
- What type of enrichment will we put in place for each student who is excelling? Consider possibilities such as activities in which students are asked to apply their knowledge and skills at higher levels of cognitive demand such as in situations that are fuzzier or more complex, abstract, open-ended, and multifaceted.
- What assistance and resources will be needed to implement the enrichments?
- Who will be responsible for implementing the enrichments?
- What data will be collected to determine the success of the enrichments?
Team members should continue their analysis of individual student-level data by naming those students who are not being successful in acquiring the specific State Curriculum knowledge and skills under consideration despite re-teaching.
Because the type and duration of the interventions will vary, the team will want to identify the students who require some additional assistance separately from those who need a significant amount of assistance to be successful. Areas of weakness should lead to the exploration by the team of in-class interventions to put in place.
Questions such as these might be useful at this point:
- What students will need some additional assistance to master the targeted knowledge and skills?
- What students will need the most additional assistance to master the targeted knowledge and skills?
- What interventions have been tried before? With what success?
- How can the observed data patterns be used to help determine (1) the types of interventions to be implemented, (2) the length of the targeted interventions, and (3) the content focus of the interventions?
- What assistance and resources will be needed to implement the interventions?
- Who will be responsible for implementing the interventions?
- What data will be collected to determine the success of the interventions?