Using Tools of the Trade with
Your Data
Marianne Oakes
Kristen Tompeck
Purpose and Objectives




What are some of the tools?
How do you use them?
Why do you use them?
How do you know they work?
Data Considerations

Do we see patterns?

Do we have new questions?

Do we need more information?

Where will we find it?

What cautions should be considered
when reviewing these data?
Improving Decision-Making
via
Problem Solving
Problem
Problem
Solving
Solution
Information/ Data
Action
Planning &
Evaluation
Examples: Primary to Precise

55% of fifth-grade
Riverdell students are
scoring below the 50th
percentile on easyCBM
PRF at Winter
Benchmark.

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.
“An undefined problem has an
infinite number of solutions.”
Robert A. Humphrey
The Tools:
Processes and Procedures






Funneling Data
Wagon Wheel
Ishikawa Fishbone
Force Field Analysis
Quadrant Analysis
Data Team Forms
Funneling Data
Funneling Data
Broadly Explore Successes & Challenges
Winnow Data
Infer Cause/Effect
Relationships
SMART
Goals
Hypothesize Improvement Strategies
9
Your Turn………..
When and why might you use this tool??
Wagon Wheel
Wagon Wheel Template
Key Variables
1.
2.
3.
4.
5.
6.
7.
8.
1
8
2
2
Possibilities for Analysis
7
3
3
6
4
Wagon Wheel Template
5
•Grade level
•Teachers
•Student groups/subgroups
•Domains/strands
•Grades
•Courses
•Instructional StrategiesTraining
•Instructional StrategiesImplementation
•Years (trends)
S - 27
Classroom A
100%
1
Classroom B
Classroom C
90%
8
2
80%
70%
60%
2) Students making adequate
progress
50%
40%
30%
3) Actual vs. allocated time
20%
10%
7
1) Students at Low Risk in winter
3 4) Time in small group instruction
0%
5) Lesson plans with active
engagement
6) Instruction in 5 big ideas
4
6
5
7) Participation in grade-level
collaboration
8) Objectives clearly articulated to
students
Excel’s Version of Wagon Wheel
Your Turn………..
When and why might you use this tool??
Ishikawa Fishbone
Ishikawa Fishbone
Your Turn………..
When and why might you use this tool??
Force Field Analysis
Force Field Analysis
Driving Forces
Restraining Forces
Research-based curriculum in place
Lesson plans loosely constructed
Allocated 90 minute Reading block
Limited availability of PD for new
teachers
Embedded collaboration time weekly Club responsibilities interfere with
collaboration time
Coaching available
Coaching support not being used
Pacing guides in place
No evidence of pacing guide use
Experienced teacher
New to district
Action Steps:
1. Coach will provide 1 to 1 PD on Reading curriculum and pacing guide
2. Coach will provide planning and classroom support on an on-going basis
3. Teacher will rearrange schedule to attend all collaboration meetings
4. Teacher will use available resources to ensure that instruction is tied to 5 big ideas and
matched to student needs.
Quadrant Analysis
Comprehension
Quadrant Analysis
High
High
Comprehension Comprehension
/Low Fluency /High Fluency
Low
High
Fluency/Low
Fluency/Low
Comprehension Comprehension
Fluency
Primary to Precise
(your turn)



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.
Jamaal is struggling to read second-grade
material.
Data Considerations

Do we see patterns?

Do we have new questions?

Do we need more information?

Where will we find it?

What cautions should be considered
when reviewing these data?
Winnow the Data

Practical Examples from
the Field
Any Questions?