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.

Data use at Walton

Intake data: MidYis, Yellis, ALIS, prior Key

Stage

Assess dept performance

Departmental Monitoring

indicators

Residuals prompt intervention while

on course

Assess Teacher performance,

inform threshold decisions

Assess student experience re: performance

Highlights Special Needs and G&T

Enable individualised

planning

Teaching staff plan for individual

targets

Target setting exercise

Students encouraged to self assess their work

against targets

Target minimum data shown

Staff reminded of target minimum

expectation

Students made aware of current

progress

Promotion of outcome

Target setting exercise

Reports contain attainment

information and indication of how to further improve

End of Key Stage and end of year

information

Student self assessment

included

Departmental monitoring

Staffing and course evaluation

Review of nature of reported

information

Whole school use

of data

Student profiles

Student progress

Student outcomes

Department outcomes

Class outcomes

Advice on student

issues to all staff

Teaching staff know potential

Students informed of

target minimum

expectation

Student check cards

Negotiation of targets for

year Reporting to Parents

Tutor Monitoring

Inform departmental planning for

subsequent years

Whole School target aspirations

Does it deliver improvement in results? KS3 average level

Trends over time: average SAT level

4.6

4.8

5

5.2

5.4

5.6

5.8

6

6.2

1998 1999 2000 2001 2002 2003 2004

girls

boys

Does it deliver improvement in results? KS4

Percentage 5xA*-C at GCSE

50

55

60

65

70

75

80

85

1996 1997 1998 1999 2000 2001 2002 2003

%

ALL

BOYS

GIRLS

Does it deliver improvement in results? KS4 PandA RPI

RPI: trends over time

-2

-1.5

-1

-0.5

0

0.5

1

1.5

ICT

Physic

al E

ducation

His

tory

Physic

s

Chem

istr

y

Geogra

phy

Germ

an

Bio

logy

Busin

ess S

tudie

s

Technolo

gy

Englis

h L

anguage

Fre

nch

Double

Scie

nce

Math

em

atics

Englis

h L

itera

ture

Dra

ma

Art

1999

2000

2001

2002

2003

2004

average

Does it deliver improvement in results? Post 16….well, perhaps.

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.

Report style: we asked the parents what they wanted

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.

Subject scatter graphs.

GCSE Geography 2003 residual = -0.7

0123456789

20 25 30 35 40 45 50 55

av KS3 points

Subject scatter graphs.

GCSE History 2003 residual = 0.7

0

1

2

3

4

5

6

7

8

9

20 25 30 35 40 45 50 55

av KS3 points

Subject scatter graphs.

GCSE English Literature 2003 residual = -0.3

0

1

2

3

4

5

6

7

8

9

20 25 30 35 40 45 50 55

av KS3 points

Analysis by set

-4

-3

-2

-1

0

1

2

3

4

Units

History resh1 History resh2 History resh3 History resm1

Box Plot

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

-5

-4

-3

-2

-1

0

1

2

3

Uni

ts

Engl

ish

Lit.r

es1

Engl

ish

Lit.r

es2

Engl

ish

Lit.r

es3

Engl

ish

Lit.r

es4

Engl

ish

Lit.r

es5

Engl

ish

Lit.r

es6

Engl

ish

Lit.r

es7

Engl

ish

Lit.r

es8

Box Plot

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 lanuser14@walton.staffs.sch.uk