MVU 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:
Data Team Self Assessment
Data Team Agenda Model
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)
- How will students demonstrate that they have acquired the essential knowledge and skills? (Common 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.
- Team implements common instructional strategies, common formative and summative assessments.
- Team collects data from formative and summative assessments.
- Team analyzes data to identify struggling students, students in need of enrichment, and instructional response.
- Team plans and implements a differentiated instructional response.
- Team reassesses and begins cycle again.
Data Team Self Assessment
Data Team Agenda Model
Data CollectionOutcome
Weekly, we receive information and data that shows the success of individual students in achieving an agreed upon Essential Learning Outcome on team-developed common assessments (formative and summative) we each helped create, in comparison to all other grade-level students attempting to achieve that same ELO. |
Data AnalysisOutcome
We use the results of common assessments to identify areas of curriculum proving problematic for students. We identify students in need of intervention and enrichment. We identify the strengths and weaknesses in our individual practice and we learn from one another, |
Instructional ResponseOutcome
Based on the data analysis, together, we plan and implement a timely, differentiated instructional response to improve and enrich student outcomes. We then use common formative assessment to know our impact on student learning and respond appropriately. |