Step 1: Collect And Chart Relevant Data
At Step 1, teams identify how students are performing and progressing, and they also collect and consider adult performance data. It is important for TBT members all to use the same reporting forms in gathering assessment data to be reviewed by the team. Team members agree on the reporting forms as well as the specific data that should be collected and then brought in summary form to the TBT meeting. These data might include the results of a teacher-created assessment, end-of-unit assessment, commercial assessment, and/or curriculum-based measurement (CBM).
The team compiles the data for all students, as well as for subgroups of students (e.g., students receiving special education services, students identified as economically disadvantaged, students identified as gifted/talented). In addition to student performance data assessing particular learning target(s), the team also reviews a summary of adult implementation data provided by the BLT or the TBT members themselves.
Surgeon and writer Atul Gawande (2009) described the power of using ordinary checklists in various professions, such as medicine, investment banking, aviation, and disaster response in his work, The Checklist Manifesto. Unlike longer training and advanced technology, checklists, according to Gawande, help professionals deal with increasingly complex tasks, allowing them to make immediate improvements that prevent errors and save time and money.
Using step 1 of the TBT protocol, for example, team members identify the number and names of students who (a) have mastered the content being assessed and need enriched learning activities, (b) are proficient in the content but could use reinforcement to reach mastery, (c) need additional supports to reach proficiency in the content, and (d) need a greater level of support through the use of intensive interventions and additional time to reach proficiency. This information is needed to help team members address Step 2 of the process.
Protocols are useful for structuring team conversations and creating a “safe” space to voice concerns and differing opinions. They help team members make best use of their most precious resource, time, and support the development of skills needed for effective team collaboration.