Here's What, So What, Now What
This post will:
Address the need for protocols to use data effectively
Outline an effective protocol for use in any school
Offer an example scenario of using the protocol with standards based report card data
Share free-to-use template of Here's What, So What, Now What Data Protocol
Why use data protocols?
Using a data protocol in a group setting can inform a productive conversation, allow for differentiation, and pave path for action planning and next steps.
Data protocols can:
Allow the group to slow down and fully understand what we are looking at
Give everyone a voice
Provide direction and guidance for insights
Include opportunities for action planning and find ways to do even better for our students!
Here's What, So What, Now What Data Protocol
Facts and Observations
Interpretations of the Data
Plan of Action
Example Scenario of ProtocolStandards Based Report Card Data
Let’s go over an example:
After report cards are in there is a great opportunity to visualize data and allow it to inform productive conversations about our students, our learning outcomes, and our assessment practices. By engaging in a collaborative “Here’s What, So What, Now What!" data protocol, groups of teachers can use the data to spark conversations and create learning action plans together.
First we should go over the Norms and Purpose:
Let's do it:
Here's What - (Refer to data dashboard below)
The first things we need to make sure we do when looking at new data is make sure everyone understands what we are looking at, what the colors mean, and how to understand the facts the data is presenting.
In the video I noticed the following things in Math:
Exponents and communication have the most beginnings
Fractions and linear equations have the most "achievings"
Geometry has the most approaching results
Notice how I don't jump to conclusions or explain why the data might look like this.
What do you notice when exploring the data?
As we reflect on the questions above that help guide our thinking, we notice that the data corresponds closely with our observations.
The data makes us wonder how we might better support students in the area of exponents and reasoning. We also may consider the ways that made students successful in fractions and linear equations.
We might ask questions about what led to these results and wonder what we could identify as areas of growth by looking at student work and improve rubrics.
Based on what we learned we can now make a plan of action.
After looking at the prompts and possible outcomes of looking at the data today we can decide to look at students work in the area of communication and reasoning.
Student work is the source of this data and by looking at it together at our next meeting we can improve rubrics, gain clarity of what achieving looks like, and identify learning needs with student work as our evidence.