2014-2015 Teacher Based Team (TBT) Practice Profile

Instruction and the Learning Process - The TBT uses the 5-Step Process to examine adult implementation and student data to improve instructional practice.

TARGET PERFORMANCE / TAKENOTESONPOTENTIAL ACTIONSTHATWOULD IMPROVE THETEAM’SPERFORMANCE LEVEL / POSSIBLE BARRIERS TO PROGRESS
The TBTs primary work is to ensure high quality instruction for all students within the core (Tier I) through implementation of the 5-Step process:
  1. Meet once a week for a minimum of 40 minutes.
  1. Cycle throughthe5-StepProcess at least twice per month.
  1. Membership of the TBT includes individuals’ representative of the school’s configuration. For example: general education teachers, intervention specialists, academic coaches, gifted education teachers, etc.
  1. Roles(i.e. timekeeper, facilitator,notetaker, etc.)arerotatedamongmembers.
  2. TBTs maintain and share their 5-Step Process minutes with the BLT.
  1. TBT encourages open dialogue to ensure continuous adult learning.
  1. Group norms are determined at thebeginningof theyearand are monitored throughout the year.
  1. The TBT members provide the following to the BLT on a monthly basis:
  2. Grade/team level student data including student performance by subgroups
  3. Adult implementation data to improve student outcomes for ALL students. i.e. including effective curriculum alignment, instructional practices and/or assessment practices
Planning
  1. Identify the skills to be taught and determine what proficiency looks like,
ensuring that the level of rigor matches the standard.
Step 1: Collect Data Prior to Meeting
  1. Aggregate each teacher’s student performance, sub-group and behavior data into a combined chart
Step 2- Analyze Student Data
  1. Analyze assessment data and student work samples.
  2. Determine overall student performance strengths.
  3. Identify the obstacles, common errors (identify specific discreet prerequisite skills that lead to overall errors), misconceptions and/or trends.
  4. Does the assessment provide the right information?
Step 2- Analyze Student Data (cont.)
  1. Prioritize student learning needs (academic and/or behavioral)
Step 3- Determine Instructional Strategies (Adult) and Activities (Students) to Implement
  1. Team members come prepared to share possible adult strategies and student activities where they apply their learning.
  2. Identifyresearch based instructional strategies that will address the needs of a range of learners.
  3. Provide differentiated strategies/activities to multiple settings of 1:1, small and large group.
  4. Determine how all adults will participate in the delivery of the instruction (intervention specialists, Title I, SLP, etc.)
  5. Determine duration and frequency of instruction.
  6. Determine plan for post-assessment and what student and adult data will be reviewed for Step 5.
Step 4- Implementation Monitoring
  1. Identifywhatwill beobserved intheclassrooms(i.e., Teacherbehaviors,Student behaviors)
  2. Request feedback and support from the BLT/administrator based on the student/adult data presented and on the evidence of the building’s implementation of TBTs.
  3. Provide opportunities for team members to observe colleagues that have identified a highly effective instructional practice through their data.
  4. Teachers provide and request coaching support and feedback to/ from their colleagues.
Step 5- Collect Data and Reflect on Adult Practices
  1. Aggregate each teacher’s student performance, sub-group and/or behavior data and compare results to Step 1 data.
  2. Was the instructional/behavioral strategy implemented with fidelity by at least 90% of our team?
  3. Determinewhetherchanges instudentperformance/behaviorare a directresultofadultpractices
  4. Identifysuccessful instructional/behavioralpracticesthat can be replicated within teams, content areas orbuilding-wide.
  5. Determine next steps for students that did not make expected gains.
  6. The TBT uses adult implementation and student outcome data to identify their professional development needs and communicate this to the BLT.
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  1. Training about TBTs or orientation to the OIP has not been provided.
  1. The TBT process is viewed as compliance.
  1. Adherence to meeting roles and responsibilities is not evident.
  1. Individual team member(s) dominate discussion in meetings.
  1. There is no systematic communication/feedback loop between members of the TBT to exchange information regarding adult implementation and student performance data.
  1. Team culture does not encourage trust, sharing and collaboration among colleagues.
  1. Lack of student progress is blamed on students and families.
  1. The team may analyze data but there is no connection made to the changes needed in instructional practice.
  1. Selected groups of students are excluded from data discussion.
  1. The process of sharing data is perceived as evaluative or punitive by team members.
  1. Only summative student performance data are considered and used to make ill-timed instructional decisions.
  1. The quality of instruction is not equitable for all students.
  1. TBTs only focus on using the 5-Step Process to identify students to send to intervention.

TBT Practice Profile Rev September 11, 2014