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Fargate High School case study

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CVA. Select report name 'KS2-KS4 by relative attainment ... Drill down from CVA exceptions report, through KS3 English scatter plot. When using RAISEonline ... – PowerPoint PPT presentation

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Title: Fargate High School case study


1
  • Fargate High School case study
  • Information for presenters
  • Script is contained on the notes page
  • Handouts required
  • Context
  • Context extract
  • KS4 attainment
  • KS4 Relative performance indicators (RPI)
  • Internet access for presenter is necessary to
    demonstrate the functionality of RAISEonline as
    indicated in this presentation.
  • Please note that some of the graphics in this
    presentation are extracted from the National
    Strategies e-learning module that will be
    available online later in 2006. These graphics do
    not necessarily represent the appearance of
    RAISEonline

2
  • Using RAISEonline to evaluate school performance
  • Fargate High School case study

3
  • This session
  • Evaluating school performance
  • Key analyses
  • Supporting school improvement
  • Presentation, handouts and the RAISEonline system
  • Cascade training
  • RAISEonline unit of ePD

4
  • Fargate High
  • Data set
  • actual school
  • school level
  • pupil level
  • question level
  • available in RAISEonline

5
  • Full report
  • CVA exceptions report
  • Wizard
  • Tree
  • Saved
  • Shared

Further information ePD Evaluating School
Performance
6
Further information ePD Evaluating School
Performance
7
  • Using the handout, contextual information discuss
    with your colleagues what this tells you about
    the background of the school we will be looking
    at today.
  • Compare with the SEF extract when you are ready.

School context
8
  • Contextual information graphs
  • Changing in RAISEonline
  • Ranked data
  • Ease of use

9
  • When using RAISEonline to review contextual
    information you should
  • consider the background contextual factors of the
    school from the data
  • be aware of variations from the average
  • be aware of changing patterns.
  • consider prior attainment of pupils

10
  • Progress

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  • When using RAISEonline ... to summarise the
    progress made by pupils you should consider
  • the latest year first
  • progress in terms of statistically above, below
    or not different from the average
  • any significant rises or falls
  • reasons for any changes or further questions this
    raises
  • avoiding any emphasis on the ranked position.
  • and remember to take note of issues to follow up
    or further investigate!

15
  • Demonstrate with RAISEonline
  • Show login
  • Show home page
  • Show reports and analysis
  • Wizard to find
  • Whole school quadrant
  • Key Stage 4
  • Progress
  • CVA
  • Select report name KS2-KS4 by relative
    attainment by year

Performance
16
  • When using RAISEonline ... to check on school
    performance you should consider
  • the position of the school relative to the
    national averages
  • the quadrant the school is in and what that tells
    you
  • any recent changes in performance and possible
    causes
  • possible underlying issues to investigate further

17
Attainment
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  • View the selection of attainment graphs available
    in RAISEonline on line copied on the handout
    KS4 attainment at Fargate High for your closer
    inspection.
  • Consider what each analysis is telling us about
    Fargate High and then why the results may have
    been achieved.

22
  • When using RAISEonline ... to review attainment
    for key stages, you should consider
  • comparisons of a range of analysis available
  • significant differences compared to the national
    average
  • significant changes in results
  • an emphasis on the last year's results
  • issues that are raised
  • results as evidence of school improvement.

23
Demonstrate with RAISEonline Snake plot for
science KS2-4 KS2-3 KS3-4
  • Subjects

24
Demonstrate with RAISEonline Quadrant graph for
science KS2-4 Export as pdf
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  • Using the handout KS4 RPIs identify those
    subjects which have significant results.

RPI are a within school measure showing which
subjects within a school appear to be performing
better or worse relative to other subjects within
in the school
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  • When using RAISEonline ... to look at subjects,
    senior managers should consider
  • using the contextual value added and performance
    indicators to identify strong and weak subjects
  • investigate the reasons for any differences
  • Subject leaders should consider
  • using the key analysis to gain a quick overview
    performance and areas to further focus upon
  • compare performance of key groups already
    identified in the school
  • further investigation of individual pupil level
    results
  • further investigation using question level data.

29
Groups
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  • Attainment grouping
  • Demonstrate in RAISEonline
  • .
  • Find the report
  • Wizard
  • - KS4
  • - Attainment
  • - APS
  • Named KS4 attainment, Latest year, overall
    APS
  • .
  • Group the data by gender and then first language.
  • .
  • Save the report (click save link to my report)
  • The report can be viewed in My reports
  • This report could be shared by an administrator.
  • .
  • Open the saved report
  • Save as excel
  • Open excel file

33
  • When using RAISEonline ... to look at groups, you
    should consider
  • Are there groups of pupils who are making
    significantly high or low progress when taking
    contextual factors into account?
  • Are there ethnic groups who are making
    significantly high or low progress when taking
    contextual factors into account?
  • How are the larger ethnic groups performing?
  • Is there a large group with unclassified
    ethnicity? Does this mask the progress of any
    ethnic group?
  • How are large groups of pupils progressing at any
    Key Stage?
  • Which groups have high or low average point
    scores (APS)?
  • Are there any individuals or groups who should be
    followed up?

34
  • GCSE history

Pupil Performance
35
  • Teaching group HEN

36
  • Teaching group TAL

37
  • Teaching group HEN is sorted by gender

38
  • Teaching groups can be added
  • Up to 10 user defined attributes can be added

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45
  • Contextual value added scatter plots
  • Demonstrate in RAISEonline
  • Drill down from CVA exceptions report, through
    KS3 English scatter plot

46
  • When using RAISEonline ... to look at pupils, you
    should consider
  • whether there are any significant differences
    from national results
  • the distribution of pupils. Are there pupils far
    below or above the median line? Whether there is
    any clustering of pupils? If so, do you know why?
  • how you can further analyse the issues that have
    arisen
  • looking at contextual value added and value added
    progress of subjects, groups and individuals.

47
Question Level
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(Boys without English as their first language)
51
(Boys without English as their first language)
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(Boys without English as their first language)
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54
Question Level Analysis Demonstrate in
RAISEonline From the pupil list Click on an Key
Stage 3 English result View the English QLA
report for the selected pupil Demonstrate
functionality
55
  • When using RAISEonline ... question level
    analysis, you should
  • consider attainment of the whole cohort
  • consider attainment of groups of pupils
  • consider attainment of individual pupils
  • look at attainment targets/assessment focuses
  • look at topics
  • look at other criteria where available such as
    response type or skill area in science
  • look at the individual responses to sub questions
    done very well or very badly and the accompanying
    question for clues as to why

56
  • Evaluating school performance is to make a
    journey through the data the pathway leading
    from whole school to an individual child. The
    functionality of RAISEonline will help you make
    this journey.
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