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 PROGRESSThe TBTs primary work is to ensure high quality instruction for all students within the core (Tier I) through implementation of the 5-Step process:
- Meet once a week for a minimum of 40 minutes.
- Cycle throughthe5-StepProcess at least twice per month.
- 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.
- Roles(i.e. timekeeper, facilitator,notetaker, etc.)arerotatedamongmembers.
- TBTs maintain and share their 5-Step Process minutes with the BLT.
- TBT encourages open dialogue to ensure continuous adult learning.
- Group norms are determined at thebeginningof theyearand are monitored throughout the year.
- The TBT members provide the following to the BLT on a monthly basis:
- Grade/team level student data including student performance by subgroups
- Adult implementation data to improve student outcomes for ALL students. i.e. including effective curriculum alignment, instructional practices and/or assessment practices
- Identify the skills to be taught and determine what proficiency looks like,
Step 1: Collect Data Prior to Meeting
- Aggregate each teacher’s student performance, sub-group and behavior data into a combined chart
- Analyze assessment data and student work samples.
- Determine overall student performance strengths.
- Identify the obstacles, common errors (identify specific discreet prerequisite skills that lead to overall errors), misconceptions and/or trends.
- Does the assessment provide the right information?
- Prioritize student learning needs (academic and/or behavioral)
- Team members come prepared to share possible adult strategies and student activities where they apply their learning.
- Identifyresearch based instructional strategies that will address the needs of a range of learners.
- Provide differentiated strategies/activities to multiple settings of 1:1, small and large group.
- Determine how all adults will participate in the delivery of the instruction (intervention specialists, Title I, SLP, etc.)
- Determine duration and frequency of instruction.
- Determine plan for post-assessment and what student and adult data will be reviewed for Step 5.
- Identifywhatwill beobserved intheclassrooms(i.e., Teacherbehaviors,Student behaviors)
- 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.
- Provide opportunities for team members to observe colleagues that have identified a highly effective instructional practice through their data.
- Teachers provide and request coaching support and feedback to/ from their colleagues.
- Aggregate each teacher’s student performance, sub-group and/or behavior data and compare results to Step 1 data.
- Was the instructional/behavioral strategy implemented with fidelity by at least 90% of our team?
- Determinewhetherchanges instudentperformance/behaviorare a directresultofadultpractices
- Identifysuccessful instructional/behavioralpracticesthat can be replicated within teams, content areas orbuilding-wide.
- Determine next steps for students that did not make expected gains.
- The TBT uses adult implementation and student outcome data to identify their professional development needs and communicate this to the BLT.
- Training about TBTs or orientation to the OIP has not been provided.
- The TBT process is viewed as compliance.
- Adherence to meeting roles and responsibilities is not evident.
- Individual team member(s) dominate discussion in meetings.
- There is no systematic communication/feedback loop between members of the TBT to exchange information regarding adult implementation and student performance data.
- Team culture does not encourage trust, sharing and collaboration among colleagues.
- Lack of student progress is blamed on students and families.
- The team may analyze data but there is no connection made to the changes needed in instructional practice.
- Selected groups of students are excluded from data discussion.
- The process of sharing data is perceived as evaluative or punitive by team members.
- Only summative student performance data are considered and used to make ill-timed instructional decisions.
- The quality of instruction is not equitable for all students.
- TBTs only focus on using the 5-Step Process to identify students to send to intervention.
TBT Practice Profile Rev September 11, 2014