Using Data Tying together the threads without tripping over
Walton High School Data Use:Placed in context 1 • 1996 Ofsted criticised management use of data. • 1997: Headteacher creates new Leadership Group post for promotion of use of data across the school. JRC appointed, using ALIS project formatively in Science. • 1998: school collaborates with Prof David Jesson (University of York) working with data use. Governors receive a presentation from Keith Hedger (Shropshire LEA) on data use. • 1998: use of Jesson style analysis and ALIS piloted across all KS4 and Post 16 courses both summative and formative use.
Walton High School Data Use:Placed in context 2 • 1998-2001: Use at KS4 and Post 16 refined, involvement of individual staff targets trialled and improved. • 1998-2001: Research on KS3 Core Subjects shows introduction of targets and achievement analysis for non-core to be useful in promoting improvement. • 2001: Full subject target and evaluation process introduced across all years and most subjects. • 2002: Borough school heads decide to hold a “Target Setting Day” in October. Walton takes the opportunity to involve all students in the process of negotiating targets. Externally evaluated by Nottingham Trent University • 2002: Reports to Parents updated to include target and achievement data.
Walton High School Data Use:Placed in context 3 2002 – 2004: Integrated system fully functional: • Student have targets and are involved in personalising them by negotiation. • Departments have targets; item 1 of DDP is to maximise positive residuals. • Teaching staff have group targets. • Information feeds into Performance Management and UPS decisions. • Student tracking and progress chasing involves Tutors, Parents and Subject staff. • Results fully evaluated, by Department and by set.
Does it deliver improvement in results? Post 16 negative residuals • 2004 AS: No significant negative residuals. • 2004 A2: Only Expressive Arts remains significantly negative (6 students) • 1999 to 2004: Geography, Maths, English Literature and D&T have all moved from significantly negative to positive or in-line.
What else has improved? • KS3: Teacher Assessment procedures now yielding more reliable, moderated results more clearly related to criteria. • KS3: Stronger Teacher use of assessment criteria has required student knowledge of them, now harnessing self-assessment. • KS3: Report quality improved; targets, current achievement and negotiated targets reported with improvement strategies.
What else has improved? • KS4: Form Tutor involvement in student progress monitoring. Check cards, Y10 Exam follow-up, Mentoring programme. Summative statements on reports. • KS4: Report quality improved, comments in agreement with what the data says! • KS4: Early intervention for lagging students; Y10 Check cards by October half term pin-point students for monitoring.
What else has improved? • AS and A2: Estimates and outcomes closer, • AS: Early intervention at AS for weak students, allows time for action before January modules. • A2: Assists in provision of information to help admission tutor counselling choices for Y13 entry. • AS and A2: Report quality greatly improved.
What else has improved? • Quality of Head of Department’s report to Governors. • Headteacher’s annual departmental reviews easier to focus on main issues for improvement. Staffing issues, Pedagogical issues more easily identified. • UPS decisions facilitated. Staff can easily present evidence and Headteacher can easily verify.
Walton High Specialist Science School Getting started with data use. JR Coope Assistant Headteacher
Using Prior Achievement information KS3: At Walton we use: • KS2 point scores + Fischer Family Trust + MidYIS tests. • KS2 points + FFT provide KS3 indicators for Core subjects • MidYIS (customised to Walton) provide the rest. • Chances Graphs are used when negotiating targets with students.
Using Prior Achievement information KS4: At Walton we use: • KS3 point scores + Fischer Family Trust + YELLIS tests. • KS3 points, Autumn Package + FFT provide all KS4 indicators. • YELLIS is used for “filling–in” for students joining with no prior achievement data in Y10. • Chances Graphs are used when negotiating targets with students.
Using Prior Achievement information Post-16: At Walton we use: • Average GCSE score and ALIS regression equations to provide indicators for all subjects. • Chances Graphs are used when negotiating targets with students.
Target Minimum Score Indicators • We use “indicator”, not “predictor” as we want to emphasise the statistical nature of the data. • We recognise the existence of “outliers”, students at the extremes, e.g. much better/weaker than indicator suggests. • Chances graph use is crucial in gaining student and parent confidence in the process. • We always try to regard the indicator as the least level acceptable, and encourage positive aspiration with suitable support.
On-course monitoring • All staff have set lists with indicators, prior achievement data, Learning Styles information and SEN alert within two weeks of start of term. • Check-cards by October half term. • These carry Target Minimum data. Staff are asked to consider if the student is likely to be on target for the indicated outcome. • Tutor responsible for checking across subjects and initiating suitable response where needed. (Includes interview with student, report cards, letter home, parent visit, setting up mentor session.) • Half-termly Leadership-HoD link meetings check progress of strategies to promote improvement.
Walton High Specialist Science School Using Data in the reporting system. JR Coope Assistant Headteacher
Reports as part of the Data - Year Reports form one element of the monitoring process: • Target Setting day. • Check cards. • Parents Consultation Evening. • Subject/Pastoral Report. Order of latter two depends on year group.
Reports: example from Y11 Centrally electronically produced with data merged in: • Student name, Teaching group, Tutor group, Numerical Target and Grade equivalent, Negotiated target. • Departments can electronically add attainment data (e.g. as available for modular courses) • Teachers type in personalised comments in remaining sections. • Printing and collating is carried out by office staff.
Walton High Specialist Science School More advanced analysis and data use JR Coope Assistant Headteacher
Subject Performance analysis • Valuable for HoD monitoring success of a programme. • Informs further development strategies by suggesting need to target areas of under achievement. • Can identify successful teaching and learning schemes.
Analysis by set: a cautionary note. Doctoral research by Steve Rogers and John Critchlow at University of Durham showed that set residuals are only valid if groups are: • mixed ability. OR • Set strictly by test scores that serve as baseline for Value-Added calculations
Analysis by set showing bias effect caused by setting by ability in a subject
KS4: Whole School Modelling • Do you want to know the likely effect of groupings and subject performance on your likely 5A*-C figure? • Or on your PandA RPI? • Then try “Notre Dame Exam Analysis” • It is intended as a post exam analysis tool but works well from the start of Y10.
KS4: Whole School Modelling • Simple modification allows easy changes to be made to expected residuals. • Shows the effect of department performance change on whole school outcomes.
Contact details: • Julian Coope • Assistant Headteacher • Walton High Specialist Science School • The Rise • Walton on the Hill • Stafford ST17 0LJ • 01785 356300 • firstname.lastname@example.org