Teacher Based Teams Implementation Audit1.20.11
*Based on Ohio’s 5 Step Process
4- Exemplary
3-Proficient
2-Progressing
1- Not Meeting
Standards
Teacher Based Teams Implementation Audit1.20.11
*Based on Ohio’s 5 Step Process
*Teachers collect data
in a standard format
across the grade level.
*Teachers collect
student data in a variety
of formats.
*Teachers collect
student data
inconsistently.
*Teachers rarely collect
student data.
*Teachers meet weekly
to examine student data
*Teachers meet bimonthly to examine
student data.
*Teachers meet monthly
to discuss student
learning, review student
data, and complete
watch list folders.
*Meetings for data
analysis are diverted by
other matters—
announcements,
discipline, social and/or
personal matters.
Watch list folders are
reviewed every three
weeks. Data,
interventions and
strategies are recorded
in watch list folders.
Watch list folders are
reviewed every three
weeks. Data,
interventions and
strategies are recorded
in watch list folders.
The data is clear and
easy to understand.
The data is clear and
easy to understand.
Some data is recorded in Data on student
the watch list to assist
achievement is
progress monitoring.
discussed only by
averages or schoolwide average rather than
a specific analysis of
each student and
classroom performance.
There is a clear and
consistent record of
decision making directly
related to data.
There is a clear and
consistent record of
decision making directly
related to data.
*Teachers establish
shared expectations for
implementing specific
instructional changes in
classrooms and develop
plans collaboratively.
*Teachers establish
shared expectations for
implementing specific
instructional changes in
classrooms.
*Teachers implement
changes in classroom
instruction consistently
across classrooms.
*Teachers implement
changes in classroom
instruction consistently
across classrooms.
There is clear and
consistent evidence that
All students who fail to
make progress several
Teachers sometimes
share successful
strategies and best
practices that have been
effective for struggling
students or students who
mastered material.
Data is not recorded in
watch lists that
document mastery/nonmastery, strategies, and
intervention.
*Teachers establish
some shared
expectations for
implementing specific
instructional changes in
classrooms.
*Teachers establish
individual expectations
for implementing
specific instructional
changes in classrooms.
*Teachers implement
changes in classroom
instruction in individual
classrooms.
*Teachers do not
implement changes in
classroom instruction.
There is minimal
evidence that students
who are struggling or
There is little or no
evidence of
interventions or
Teacher Based Teams Implementation Audit1.20.11
*Based on Ohio’s 5 Step Process
students who are
struggling or who need
enrichment receive
specific differentiated
instruction in the
classroom and during
intervention.
weeks after receiving
interventions are entered
into the “Pyramid of
Success” or IAT
process.
There is evidence that
teachers continue to
adjust their instructional
strategies before moving
a student to the next
level in the IAT
process.
There is clear and
consistent evidence that
students who are
struggling or who need
enrichment receive
specific differentiated
instruction in the
classroom and during
intervention.
*There is evidence that
teachers collect, chart
and analyze postassessment or progress
monitoring data.
*There is evidence that
teachers routinely
collect and chart postassessment or progress
monitoring data.
Best practices of
classroom teachers are
shared and documented.
There is evidence that
teachers continue to
adjust their instructional
strategies before moving
a student to the next
level in the IAT
process.
There is clear evidence
that successful strategies
and best practices by
one educator are
replicated by others.
Teachers frequently
share successful
strategies and best
practices.
who need enrichment
receive specific
differentiated
instruction in the
classroom and/or during
intervention.
enrichment based on
collected data.
Only a few students
who fail to make
progress several weeks
after receiving
interventions are entered
into the “Pyramid of
Success” or IAT
process.
Teachers recommend
students for the next
level of IAT process
without adjusting
instructional strategies.
*There is evidence that
teachers sporadically
collect and chart postassessment or progress
monitoring data.
*There is limited
evidence that teachers
collect and chart postassessment or progress
monitoring data.
Teachers recommend
students for the next
level of IAT process
without adjusting
instructional strategies.
Teachers are not
adjusting instruction for
struggling learners or
recommending them for
additional levels of
support
Teachers sporadically
share best practices with
other teachers when
asked.
Teachers do not share
best practices with
others.