DecisionPoint Education

DECISIONPOINT TEAM PLANNING TOOLS

Study the evidence.
Leave with a team plan.

Turn a TBT data conversation into clear priorities, shared instructional responses, ownership, and a reassessment plan.

STEP 1

Name the team decision

Results to graph

Enter percentages by class, group, skill, question, or assessment. Use labels such as “Class A” or “Skill 1”—never student names.

STEP 2

Choose the team response

Patterns supported by the evidence
Shared instructional responses
Use group-level evidence only

Do not enter student names, IDs, disability information, or private records.

STEP 3

Your TBT action record

2 patterns · 3 responsesEvidence → response → reassess
DECISIONPOINT EDUCATIONTBT action
RESULTS COMPARISON

Fractions common assessment

68% average
Class A
68%
Class B
74%
Class C
61%
TBT DATA-TO-ACTION MEETING RECORD

TEAM & EVIDENCE
Team: Grade 5 Math TBT
Assessment: Fractions common assessment
Standard or learning target: Add and subtract fractions with unlike denominators

RESULTS ENTERED FOR GRAPH
• Class A: 68%
• Class B: 74%
• Class C: 61%
Average across displayed results: 68%

WHAT THE TEAM NOTICED
Strongest skill: Equivalent fractions
Priority gap: Finding common denominators
Students often selected a denominator but could not explain why it worked.

PATTERNS THE TEAM IDENTIFIED
• A shared misconception appears across classes
• Students can perform the skill but cannot explain it

TEAM INSTRUCTIONAL RESPONSE
• Flexible small groups across classrooms
• Error-analysis task
• Common formative check

ACTION PLAN
• Preserve the shared learning target across classrooms.
• Use the same short check so the team can compare new evidence.
• Regroup students from skill evidence—not a total score alone.
• Bring two anonymous work samples to the next meeting: one showing progress and one showing a remaining misconception.

OWNERSHIP & MATERIALS
Each teacher prepares one error-analysis example; team lead prepares the common check.

REASSESSMENT / NEXT REVIEW
[Choose the date for the common check and next team review.]

NEXT-MEETING QUESTIONS
1. Which response produced stronger evidence of learning?
2. Which misconception remains, and for whom?
3. Who is ready to move forward or extend the learning?
4. What will the team stop, continue, or adjust?

TEAM CHECK
Confirm that every conclusion is supported by the original work and that no student names or private records appear in this meeting document.