5+Step+Protocol+for+TBTs

Step 1 - Collect and chart student data (specific to a common formative assessment)
Thoughts: There is so much confusion regarding CFAs. As a district, we require a number of short cycle assessments. Depending on the assessment (adaptive or benchmark-norm vs. criterion referenced) the short-cycle assessment MAY also serve as a big picture FA and is common in a sense. However, to really grasp where instruction will begin you need a deeper understanding of where they are at that moment in time. Therefore, teachers will need to use CFAs to better understand misconceptions, gaps, etc. in the learning process for each student.

I hear often that teachers cannot develop a specific lesson for each student on each standard. That is NOT the point. The point is that to effectively teach a group of students, you must know them. You must understand where they are and where you want them to go. Within our district we've begun Understanding by Design (UbD) to plan units and lessons to meet these needs. This strategy results in //purposeful impact//. That is, we want to have make sure all kids are learning and learning the correct skills, knowledge and are able to transfer the skills learned to new experiences. Ultimately, that will produce high quality learners who are Career and College ready. A by-product of this deeper learning is that kids will pass the tests.

Step 2 - Analyze Data
Analysis of data can take on many forms. One way to review data is to 1) look for 1-3 strengthens; 3 weaknesses; and obstacles.

Group A Group A may work to analyze a CFA. They determine that 80 % of their students did especially well knowledge level questions. That is their strength as a whole group. Students know what they know - facts, theories, etc. Continuing to review the data, Group A determines that one weakness is that they did poorly on high order thinking skill questions 80% missed the application or analyze questions. Students cannot transfer their knowledge. What is their next step? How do they change adult implementation processes to address the weaknesses? What would you do?

Group B Group B works to analyze a CFA. They determine that 80% of students could complete the clock correctly when given the time and a blank clock. However, 80% could not apply the measurement knowledge in an exercise which asked students to complete a story problem regarding reading and estimating time.

Through visual observations, teachers determined that 75% of the students have not grasped elapsed time well enough to complete application problem. 25% of students have grasped. What is their next step? How do they change adult implementation processes to address weaknesses? What would you do?

Step 4 - Implement Changes across classrooms consistently
Both groups would determine instructional strategies (adult implementation) to practice in classrooms. Flexibility is important here as some groups may determine that they will flexible group students. One teacher may take 25% and other two teachers may split remaining children. Goal is to 1) students understand and demonstrate elapsed time 2) stretch or enrich 25%.

Another option may be for all three teachers to differentiate within the classroom. Note that while the differentiation can occur, stretching/enriching doesn't occur for 25% by simply having them reteach the material to the 75%. Providing these students with real work - have them plan a special activity and use time management as an example. That helps to stretch these students within the standard.

Also note that there was an original 20% of the students who did not master the time telling meaning that they have not yet grasped the concept of time. Therefore, intervention will be needed in some form to bring these students to mastery.

The teacher groups will determine the student groupings and the instructional strategies. It is imperative that adult implementations are aligned for comparative analysis of post data.

This is #1 except with a second set of data which aligns to the first assessment, the identified strengths and weaknesses, and the adult implementation procedures. This data tells the group whether or not the instructional strategies were successful.
 * Step 5 - Collect Chart and Analyze Post Data**

Important Pointers
No group will ever, nor should they, complete all five steps in one meeting. As you can see the implementation and re-assessment play an important role in the process. Reports of teams who begin a meeting by going through Step 5 and beginning Step 1, 2 and 3 with different data have been observed.