Teacher Based Teams Rubric
13 BLT Rubric
Steps
Full Implementation
Progressing
Implementation
Basic
Implementation
Limited
Implementation
Organization
o Meeting weekly for 40
minutes
o Teams work
collaboratively based on
defined group norms
o Roles/responsibilities
defined, but
interchangeable among
team members
o Team forms, agenda, &
protocols guide the critical
work of TBTs
o Meeting at least 2
times per month
o Team members work
collaboratively
o Roles/responsibilities
are static at each
meeting
o Team forms, agendas
& protocols used for
reporting and
documentation only
o Meeting less than 2
times a month
o Group norms are not
consistently followed
o Roles/responsibilities
are loosely defined
o Inconsistent use of
team forms, agendas
& protocols
o Meeting less than
monthly
o Team members share
and collaborate little
with each other
o Roles/responsibilities
are not clear
o No clear data form/
protocols used by
teams
o Data is assembled and
organized prior to meeting
o Common pretest/formative results are
disaggregated and
analyzed deeply
o Team members agree on
what proficient
performance looks like
o Student work samples are
analyzed as well as
subgroup data
o Data is assembled
prior to meeting
o Common pretest/formative data is
used
o Results usually
include the number of
students who are
proficient
o School, Grade Level,
Team, Department or
Classroom results are
analyzed
o Not all teachers bring
data to meetings
o A common pretest/formative data
used inconsistently
o Proficiency level
defined but not
agreed on upon by all
team members
o Group results are
analyzed
o Data is not assembled
o A common pre-test/
formative assessment
is not used
o Proficiency level is not
defined
o Group results are not
analyzed
Step 2 –
Analyze
Student Work
Specific to
the Data
o Identified strengths and
weaknesses are
attributed to factors within
the teacher’s control
o Team members
collaboratively analyze
student work compared to
“unwrapped” standard
o Needs are prioritized
across subgroups and
reflect those areas that
will have the largest
impact within the subject
area
o Identified strengths
and weaknesses are
attributed to factors
within the teacher’s
control
o Needs are prioritized
only for students not
proficient
o Identification of
strengths and
weaknesses is taking
place but inconsistent
o Subgroup data
analyzed but not
prioritized
o Identification of
strengths and
weaknesses is
nonexistent
o Blame for
performance is
attributed to factors
out of school and/or
teacher control
o Subgroup data not
analyzed
Step 3 Establish
shared
expectations
for
implementing
specific
effective
strategies
o Strategies chosen will
modify teachers’
instructional practice
o Strategies directly target
the prioritized needs
identified during the
analysis
o Team agrees on
prioritized research based
strategies that will have
the greatest impact
o Description of strategies
are specific enough to
replicate
o Differentiating strategies
is evident to meet levels
and/or subgroups
o Shared strategies to
implement are
identified and based
on common
assessment data
o Differentiating
strategies to meet
group needs is
evident
o Targets reflect
consideration of
enrichment groups
Group targets are:
o Shared strategies to
implement are
identified but not
based on common
assessment data
o Differentiation among
levels & subgroups is
inconsistent
o Established targets
are academic or
behavioral but may
not be Specific,
Measurable,
Achievable, Relevant
or Timely
o Strategies are not
identified
o No evidence of
differentiation
o Targets not
established
Step 1 –
Collect and
Chart PreAssessment
Data
Lima City Schools 12/2012
 Specific
 Measurable
 Achievable
Teacher Based Teams Rubric
Steps
Step 4 –
Implement
changes
consistently
Step 5 –
Collect chart
and analyze
Post-data
o SMART targets
established for each level
and/or subgroup
 Relevant
Full Implementation
Progressing
Implementation
Basic
Implementation
o All TBT members
implement the changes
consistently with ALL
identified groups of
students
o Most TBT members
implement the
changes consistently
with most identified
groups of students
o TBT members
implement changes
inconsistently across
groups
o Changes are not
implemented
o Common post-test results
are analyzed relative to
the targets
o Strategies are being
evaluated on their
effectiveness and impact
o Strategies with the
desired impact are being
documented, shared &
duplicated
o Course correction is
documented, defined and
timely
o Common post-test
results are analyzed
relative to the targets
o Strategies are
identified that are
related to the
effectiveness of
meeting the targets
o Strategies are
inconsistently
documented, shared
& duplicated
o Course correction is
discussed
o Common post-test
results are
inconsistently
analyzed
o Strategies are
inconsistently
identified that are
related to the
effectiveness of
meeting the targets
o Strategies are
inconsistently
documented, shared
and duplicated
o Course corrections
are inconsistently
discussed
o Common post-test
results are not
analyzed
o Impact of strategies is
not identified
o Strategies not
documented, shared
and duplicated
o Course corrections are
not discussed
 Timely
Limited
Implementation
TBT District Assessment
Building
Date
Put a check mark in the most appropriate descriptor (Full Implementation, Progressing
Implementation, Basic Implementation, Limited Implementation) of the Steps in the TBT process.
Full
Implementation
Organization
Step 1
Step 2
Step 3
Step 4
Step 5
Lima City Schools 12/2012
Progressing
Implementation
Basic
Implementation
Limited
Implementation