Step 3: Establish Shared Expectations For Implementing Specific Effective Changes In The Classroom
At Step 3, TBT members identify problems of understanding (e.g., incomplete understanding, misunderstanding) that appear to challenge many students. A prerequisite to this step involves developing a well-articulated description of what the target skill or behavior looks like when demonstrated by the student.
In other words, team members should first articulate what they want the students to learn, how they want students to engage in the learning process, how they will know when students have learned or acquired the intended skill or behavior, and how they will respond when students experience difficulty in learning or performing the target skill or behavior. When students experience difficulty, the team’s response must be timely and responsive to their needs.
At Step 3, TBT members determine appropriate instructional strategies—notably those that are likely to be effective in addressing student needs. Teams can choose from many evidence-based strategies, but they should be attentive to the feasibility of adopting a strategy in addition to its probable efficacy. As part of the selection process, TBT members discuss their experiences using particular strategies and the materials and methods that might contribute to the effectiveness of the various strategies from which they will choose. Their discussion will lead to a choice of a strategy with promise of working well to address the needs of their students. Along with the choice of a strategy, the team will also decide:
- Delivery method(s), including co-teaching models, that best support the chosen instructional strategy or strategies the team will use;
- Differentiated instructional strategies to be used to support all students in acquiring common core knowledge/skills;
- Intervention/enrichment strategies to supplement core instruction;
- Duration and frequency of instruction (minutes/days/weeks) needed to address student needs;
- Additional training, modeling, and coaching needed by team members to support their use of the particular strategies; and the
- Type of post-assessment (i.e., following the use of agreed-on strategies) to be administered to students.
Step 3 supports team members in conducting a review of adult implementation and student performance data to identify changes that will result in improvement if consistently implemented.