Tools of the Trade
Objectives
• Share a variety of data analysis tools
• Provide examples for each tool
• Discuss the advantages and limitations of
each tool
Quick share
What is the “state” of data
at your school?
Data User Stereotypes…
Why use data in the
first place?
“An undefined problem has
an infinite number of
solutions.”
Robert A. Humphrey
Data
gives
us
the
What can we consider data?
• Summative assessments (OAKS, report card grades,
graduation rates)
• Formative assessments (quizzes, exit tickets,
homework
• Classroom observations (running records, notecards,
rubrics, etc.)
• Attendance records
• Behavior records, incident records, discipline
referrals
Improving Decision-Making
via
Problem Solving
Problem
Problem Solving
(data analysis)
Solution
Action
Planning &
Evaluation
What do the data say?
55% of fifth-grade
Riverdell students are
scoring below the 50th
percentile on easyCBM
PRF at Winter
Benchmark.
Primary
39 of 70 fifth-graders, or 55% are
scoring below the 50th percentile
on easyCBM PRF at Winter
Benchmark. Skill deficits range
from lack of prosody to the
inability to read multi-syllabic
words. Motivation does not
appear to be an issue.
Precise
Break it down…
Primary  Jamaal is
struggling to read
second-grade material.
Precise  Jamaal is struggling to
decode words with r-controlled vowels
and multi-syllabic words. His fluency
falls between 35 and 45 cwpm and is a
product of his decoding issues. His
phrasing is appropriate when he can
read the words.
Your turn…
What additional data would you need to write a more precise statement?.
• According to winter Benchmark data, the number of
second-grade students at “some risk” of reading failure
is increasing.
• Some students at “low risk” in fluency do not have
adequate comprehension.
Data Considerations…
What do we need to
consider when working
with data?
Data Considerations
• Do the data reveal patterns or trends?
• Do the data raise new questions?
• Do we need more information?
• What about outliers or irregularities?
• What cautions should be considered?
The Tools:
Process & Procedures
• Wagon Wheel
• Quadrant Analysis
• Ishikawa Fishbone
• Force Field Analysis
Wagon
Wheel
Wagon Wheel
• Gives big picture view
• Compares many
variables at once across
several
classrooms/grades
• Visually depicts
relationships among
variables
• Lots to discuss
6
70
60
50
40
30
20
10
0
1
2
Series 1
Series 2
Series 3
5
3
4
Wagon Wheel
Procedure:
1. Determine variables,
gather data
2. Set scale, phrase all
performance standards
so highest percent is
the outer circle
3. Plot points, connect
points for easier
analysis
Wagon Wheel Template
Key Variables
8
2
2
7
3
1.
2.
3.
4.
5.
6.
7.
8.
3
Possibilities for Analysis
6
4
Wagon Wheel Template
5
•Grade level
•Teachers
•Student groups/subgroups
•Domains/strands
•Grades
•Courses
•Instructional Strategies-Training
•Instructional Strategies-Implementation
S - 27
•Years (trends)
Classroom A
Classroom B
Classroom C
1
100%
90%
8
1)Students at Low Risk in winter
2
80%
2) Students making adequate progress
70%
60%
50%
3)Actual vs. allocated time
40%
30%
4)Time in small group instruction
20%
10%
7
3
0%
5)Lesson plans with active engagement
6)Instruction in 5 big ideas
7)Participation in grade-level collaboration
4
6
5
8)Objectives clearly articulated to students
Other Charts  Radar
Wagon Wheel in Excel
Quick Share
How might you use this tool?
Quadrant
Analysis
Quadrant Analysis
• Student oriented
• Indicates
instructional groups
Variable 2
• Compares two
variables
High/Low
High/High
Low/Low
High/Low
Variable 1
Quadrant Analysis
1. Choose two
related variables,
collect data
2. Use data to group
students
Variable 2
Procedure:
High/Low
High/High
Low/Low
High/Low
Variable 1
Literacy
Comprehension
Quadrant Analysis
High Comprehension./Low Fluency
High Comprehension/High Fluency
John
Sally
Bob
Sandy
Katie
Angie
Tony
Kenny
Steve
Low Fluency/Low Comprehension
High Fluency/Low Comprehension
Sue
Tom
Billy
Al
Zane
Maddi
Joan
Fluency
Math
Algebraic Thinking (OAKS)
Quadrant Analysis
High Comprehension./Low Fluency
High Comprehension/High Fluency
John
Sally
Bob
Sandy
Katie
Angie
Tony
Kenny
Steve
Low Fluency/Low Comprehension
High Fluency/Low Comprehension
Sue
Tom
Billy
Al
Zane
Maddi
Joan
Statistics (OAKS)
Quick Share
How might you use this tool?
Ishikawa
Fishbone
Ishikawa Fishbone
• Graphic organizer
• Analyzes cause
&effect
relationships
• Sorts causes into
those we can affect
and those we can’t
• Identifies goal
• Accessible
Ishikawa Fishbone
Procedure:
1. Identify area of weakness
or desired outcome
2. Identify root causes
3. Determine teacher
affected causes
4. Use identified causes to
determine goals
5. “Catch & Release”
Effect
Determine area
of concern or
desired outcome
Causes
Identify causes,
differentiate
teacher
affected causes
Ishikawa Fishbone: Wallowa
Quick Share
How might you use this tool?
Force Field
Analysis
Force Field Analysis
• Identifies driving
and restraining
forces and related
action steps
• Prioritizes forces
• Accessible, linear
Force Field Analysis
Procedure:
Desired Change:
Driving Forces
1. Define the desired
change
2. Brainstorm driving
and restraining
forces
3. Prioritize forces
4. Identify action
steps
Action Steps:
Restraining Forces
Quick Share
How might you use this tool?
The Right Tool for the Job…
Which tool would you choose? Why?
Scenario 1
The math teachers administered the EasyCBM Fall
Benchmark. Overall , students performed poorly and well
below teacher expectations. The teachers are not sure
where to begin.
The Right Tool for the Job…
Which tool would you choose? Why?
Scenario 2
The high school English teachers have been working on
writing intensively for the past month. One class continues to
struggle to be as successful as the other classes and over the
last three assessments, scored significantly lower. It is
concerning the entire department.
Tools: Advantages and Limitations
Tool
Wagon
Wheel
Advantages
•
•
•
•
Big picture
Clear visual to organize many variables
Compare disparate pieces of data
Illustrates relationships among variables
Limitations
•
•
•
•
Less precise
Not used for analyzing causes
Initially intimidating
Need lots of data
Quadrant
Analysis
• Illustrates related variables
• Breaks students into groups  instructional
groups
• Student oriented
• Limited to two variables
• Binary system (no middle
ground)
Ishikawa
Fishbone
• Cause & Effect analysis
• Sorts causes into those we can effect and
those we can’t
• Most detailed view
• accessible
• Limited scope
• May separate dependent
variables
Force
Field
•
•
•
•
Accessible
More linear
Clearly identified next steps
“compare/contrast”
• Limited scope
Tools of the Trade
Thank you!
Marianne Oakes
moakes@lesd.k12.or.us
Kristen Tompeck
ktompeck@wallowa.k12.or.us