Teacher Based Team Protocol

Teacher Based Team Protocol

Date:

/

Team/Grade/Subject:

/

Start/End Time:

Facilitator: / Time Keeper: / Recorder:
Participants/Title:
1. / 2. / 3. / 4.
5. / 6. / 7. / 8.
7 Norms of Collaboration:
Pausing Putting ideas on the table Pursuing a balance between advocacy and inquiry
Paraphrasing Paying attention to self and others Presupposing the positive from other people
Probing
Academic or Climate Strand/Topic/Focus:
Standard/Skill:
Unpacked Learning Target(s):
Identify the rigor or depth of knowledge (DOK):
Identify the relevance or enduring understanding of the learning outcome(s):
Step 1: What data have been collected and analyzed that are aligned to the standards to identify how students are performing/progressing?
Student Group / Total Tested / # ofIntensive students / # ofTargeted students / # ofBenchmarked students / # ofAdvanced students
All Students
Students with Disabilities
ELL
Gifted

(Additional visual representations, graphs, charts can be inserted after the table.)

Step 2: Analyze student work specific to the data. What does our data analysis tell us about what students know and are able to do?
What did students do well
(strengths) and why? / What did students not do well (weaknesses) and why? Include common errors, misconceptions, patterns, trends, and urgent needs.
Steps 3: Establish shared expectations for implementing specific effective changes in the classroom. What do we plan to have students do to address the identifiedneeds?
Intensive / Intensive / Targeted / Benchmarked / Advanced
Determine instructional strategy(ies) to be used.
Determine activities and materials to be used in delivering instruction.
What will students be observed doing when the selected strategies are implemented?
Prediction of Student Growth: Given the implementation of the above conditions,
______#/% of students will score benchmark by ______.
(date) / ______#/% of students will score advanced by
______.
(date)
Step 4: Implement changes consistently across all classrooms. As teachers, what will we do in order to implement the strategies, activities, and materials identified in Step 3?
Intensive / Intensive / Targeted / Benchmarked / Advance
What will teachers be observed doing when implementing the selected strategies?
Who is responsible for implementation?
How often?
How long?
Step 5: Collect, chart, and analyze pre- and post-data. After implementing our plan, how effective were we with each instructional group and with students in each subgroup? (Visual representations, graphs, charts preferred.)
Student Group / Total Tested / Intensive #/% / Targeted #/% / Benchmarked #/% / Advanced #/%
Pre / Post / Pre / Post / Pre / Post / Pre / Post / Pre / Post
All Students
Students with Disabilities
ELL
Gifted

(Additional visual representations, graphs, charts can be inserted after the table.)

Reflection
Intensive / Intensive / Targeted / Benchmarked / Advanced
With each subgroup and/or instructional group of students, identify the instructional strategies that had the greatest impact.
List the reasons (successes and obstacles) why students did or did not attain predicted growth as stated in Step 3.
Recommendations of our selected instructional strategies. / Continue implementation & monitoring / Get additional PD / Abandon / Select alternative / Adapt
At what % did we implement agreed upon instructional strategies? / 25% or less of the teachers on TBT / 50% of teachers / 75% of teachers / 100% of teachers
What is our evidence, documentation, or, proof?
Communication
What? / How? / When? / Who’s responsible?
What information do you plan to share with your BLT?
. . .other TBTs?
. . . Families?
. . . Students?
Assignments/Next Steps
What needs to be done before the next TBT meeting? / Who’s responsible?
Parking Lot: issues to be addressed at a later date

1

Final May 2014