Data Teams
Hazen Data Teams Data teams are professional learning communities composed of teachers who instruct the same course. Data teams meet within the school day twice a week.
The purpose of data teams is rooted in Richard DuFour’s four critical questions:
The Data Teams follow a deliberate cycle:
Plan:
Do:
Study:
Act:
The purpose of data teams is rooted in Richard DuFour’s four critical questions:
- What is it that we want our students to know and be able to do as a result of this unit? (Essential Learning Outcomes)
- How will students demonstrate that they have acquired the essential knowledge and skills? (Common Formative and Summative Assessments)
- Have we agreed on the criteria that we will use in judging the quality of student work, and we can apply the criteria consistently? (Learning Scales)
- How will we intervene for students who struggle and enrich the learning for student who are proficient? How can we use the evidence of student learning to improve our individual and collective professional practice?
The Data Teams follow a deliberate cycle:
Plan:
- Teams refine, revise, and align Essential Learning Outcomes (ELOs) with Vermont Proficiency Based Graduation Requirements (PBGRs)
- Teams write and revise learning scales. Learning scales are to be written in invitational, ‘I can’, student friendly language.
- Teams carefully craft summative and formative assessments aligned to the ELOs and score using learning scales.
Do:
- Team implements common instructional strategies, common formative and summative assessments.
- Team collects data from formative and summative assessments.
Study:
- Team analyzes data to identify struggling students, students in need of enrichment, and instructional response.
Act:
- Team plans and implements a differentiated instructional response. Team reassesses and begins cycle again.