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Self-Evaluation and School Improvement Using FFT Live Mike Treadaway Director of Research Fischer Family Trust Contents Principles • Including some reminders FFT Live – Key Analyses • Value Added • Estimates Student Characteristics • History and Progress • Student Explorer Frequently Asked Questions Using Data : Science or Art? Painting by Numbers It’s significantly low so it must be bad Your target is …….. Mike’s target grade is E so he has no chance of getting a C Impressionism That raises some interesting questions – how can we find out more? What range of possibilities should we consider when setting targets? Mike, last year 10% of students like you got a C grade – can you? 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) Raw Scores AND not Effectiveness (CVA) OR FFT Live – Key Analyses • FFT Live - Current Reports Primary Secondary FFT Live – Key Reports - Primary Significant Areas Grid • 3 year value-added and trends Significant Areas Detail • Details of individual years Pupil ValueAdded • Unpacking the detail even further Pupil Estimates • Focus on chances School Estimates • Range – Starting point for discussion! Student Explorer • Individuals, history, chances and risks Example: KS1 todown’ KS2 Value (3Estimates Year Significant Areas Grid) Step 3: ‘Drilling - KS5Added Subject Example: KS1 todown’ KS2 Value (Significant Step 3: ‘Drilling - KS5Added Subject Estimates Areas Detail) Example: KS1-2 down’ Pupil Value Step 3: ‘Drilling - KS5 Added SubjectSummary Estimates Example: KS2 Pupil Estimates (Subject) Report Example: KS2 School Estimates 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 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! FFT Live – Developments in 2010 2009 • Development area introduced • Significant number of new reports added • Interactivity and Options e.g. Vary level of ‘challenge’, look at both PA and SX 2010 • Most development reports will move to Main • Student Explorer extended to include estimates, chances, risks, additional data items and selection filters • Enhance links between reports – focus on usability • Work with MIS suppliers to ensure that data from FFT Live can be more easily imported into school systems • School Group reports - Enabling schools to share data (not individual student data). Designed to promote collaboration and sharing of effective practice Pupil Characteristics and Progress Student Explorer: • Provides a range of reports designed to enable students to be grouped / selected using range of characteristics Currently, characteristics include: • Gender • EAL (derived from first Language) • Prior Attainment • Below ‘national expectations’ at previous key stage • Moved school during key stage • Also number of times moved school in total • FSM Entitlement • SEN Stage • First Language and Ethnicity - using the most detailed coding systems available in School Census data 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 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). Current Investigations Areas of investigation (Feb 2010): • Language, Mobility and when entered the UK. • Change in FSM status • Mobility – number of times changed school • Combinations of Ethnicity and First Language • Gypsy/Roma and Travellers of Irish Heritage • EAL and variations in KS4 subjects • Variations between schools Paper has details of each investigation. Example of ‘headline outcomes’ - Investigation 1 ...... Investigation 1 EAL, Mobility and Time in Key Stage E – H are EAL Students Group G EAL students Likely to have arrived from outside UK during latter part of previous key stage Frequently Asked Questions Can we compare FFT Estimates and RAISE indicative targets? Why do estimates change? How do FFT calculate expected progress? FFT ‘D’ is at 25th percentile Estimates models updated using latest national data once per year, currently May/June) Use Fine Grades / Sublevels in priorattainment data RAISE 25 percent is average of top 25 percent Changes in cohort, from school census, 3 time each year) Take account of priorattainment in all core subjects Differences in use of socio-economic data 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