1 / 21

Self-Evaluation and School Improvement Using FFT Live

Self-Evaluation and School Improvement Using FFT Live. Mike Treadaway Director of Research Fischer Family Trust. Contents. Using Data : Science or Art?. Painting by Numbers. Impressionism. That raises some interesting questions – how can we find out more?.

pkenny
Download Presentation

Self-Evaluation and School Improvement Using FFT Live

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Self-Evaluation and School ImprovementUsing FFT Live Mike Treadaway Director of Research Fischer Family Trust

  2. Contents

  3. Using Data : Science or Art? Painting by Numbers Impressionism That raises some interesting questions – how can we find out more? It’s significantly low so it must be bad Your target is …….. What range of possibilities should we consider when setting targets? Mike’s target grade is E so he has no chance of getting a C Mike, last year 10% of students like you got a C grade – can you?

  4. Keeping a Balance • A school might wish to emphasise CVA: • As the closest approach to eliminating factors outside of the school’s control, the fairest way to evaluate school effectiveness • A pupil will be more concerned with ‘What did I achieve?’ than with ‘Did I make good progress?’ • Which will matter most to a potential employer? Progress (VA) Effectiveness (CVA) Raw Scores AND not OR

  5. FFT Live – Key Analyses • FFT Live - Current Reports Primary Secondary

  6. FFT Live – Key Reports - Primary

  7. Example: KS1 to KS2 Value Added (3 Year Significant Areas Grid) Step 3: ‘Drilling down’ - KS5 Subject Estimates

  8. Example: KS1 to KS2 Value Added (Significant Areas Detail) Step 3: ‘Drilling down’ - KS5 Subject Estimates

  9. Example: KS1-2 Pupil Value Added Summary Step 3: ‘Drilling down’ - KS5 Subject Estimates

  10. Example: KS2 Pupil Estimates (Subject) Report

  11. Example: KS2 School Estimates

  12. Deciphering the Vocabulary By how much do I want to try to improve on the prediction? Estimate What is likely given average progress Prediction Taking the estimate and other things into account, what I think will happen Target

  13. Ethos, Ownership and Impact Your target is ....... Here’s a range of possibilities ... Where do you aim to be? Applies to schools, staff and students!

  14. FFT Live – Developments in 2010

  15. Pupil Characteristics and Progress

  16. Student Details – School History - A • School census was first collected in 2001/02. • In the example shown, it is likely that the student arrived from outside the UK • because there are no census records for Y2, Y3, Y4 or Y5. • Collection of school census data on a termly basis started: • for secondary schools in summer 2005/06 • for primary schools in spring 2006/07

  17. Student Details – School History - B First language was not collected using detailed codes until Spring 2006/07. Some schools (a small proportion and decreasing each year) still record first language using only broad categories (English or Other than English).

  18. Current Investigations

  19. Investigation 1 EAL, Mobility and Time in Key Stage Group G EAL students Likely to have arrived from outside UK during latter part of previous key stage E – H are EAL Students

  20. Frequently Asked Questions

  21. Final Thoughts Data, data, everywhere, but not a stop to think Choosing what to do and, therefore, what NOT to do is an important component of success

More Related