Effective use of Data at Royds Hall High School A ......at Royds Hall High School. Student...
Transcript of Effective use of Data at Royds Hall High School A ......at Royds Hall High School. Student...
Effective use of Data at Royds Hall High School A Specialist College for Science and Mathematics
• A Specialist Science College since September 2004.
• In November 2008 Ofsted graded the school as ‘Good with many Outstanding features’.
• 850 on roll with over half from minority ethnic heritages – the largest group being Pakistani.
• Over a third of our students speak English as an additional language with an increasing number at the early stages of fluency in speaking English.
• There is a significant number of students with learning difficulties with almost twice the national average for students with a statement of special educational need.
• We have a resourced provision catering for 25 students with speech and language difficulties.
• The school serves an area that is more disadvantaged than typical and the proportion of eligible for free school meals is above average.
• Attainment on entry is below the national average with students in Year 7 gaining CAT scores that are 1 from the bottom for Kirklees LA (in which there are 25 high schools).
• The school has gained:
–Specialist College Status for Science and Mathematics
–Healthy Schools Gold Award
–We were fast-tracked to achieve the BECTA ICT Mark
–We achieved the SSAT Inclusive Schools quality mark at the highest level in Autumn 2009
–We achieved the SSAT Advanced Consultant Schools Accreditation in Spring 2010
• We are a Leadership and Innovation Hub School for the SSAT for the Yorkshire and Humberside region.
Year11 results - trends in 5+A*-C %
46 40 47 59 72 70 82 0
10
20
30
40
50
60
70
80
90
05 06 07 08 09 10 11
%5+
A*-
C
Year
Year11 results - trends in 5+A*-C(incl E and M) %
25 31 36 41 45 50 54 0
10
20
30
40
50
60
05 06 07 08 09 10 11
%5+
A*-
C(i
ncl
En
g a
nd
Ma
ths)
Year
Comparing percentage 5 or more A*-C (incl Eng and Maths)
0%
10%
20%
30%
40%
50%
60%
70%
80%
Girls Boys APKN(F) APKN(M) WBRI(F) WBRI(M) FSM
5+A*-C(EM)% 2010
5+A*-C(EM)% 2009
0%
10%
20%
30%
40%
50%
60%
70%
80%
Girls Boys APKN(F) APKN(M) WBRI(F) WBRI(M) FSM
English% 2010
English% 2009
Comparing percentage English A*-C
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Girls Boys APKN(F) APKN(M) WBRI(F) WBRI(M) FSM
Maths% 2010
Maths% 2009
Comparing percentage Maths A*-C
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Girls Boys APKN(F) APKN(M) WBRI(F) WBRI(M) FSM
2+Science% 2010
2+Science% 2009
Comparing Percentage 2+Science A*-C
How we use the Jesson Frameworks at Royds Hall High School.
Student Conference on Jesson Data
I wonder if I can find a
way to accurately
estimate how well a
student SHOULD do. He is trying to get a
system that is so reliable
that every school in the
Country uses it to estimate
how well their students
should do at GCSE.
Professor David Jesson from York University.
He has worked since the 1980s on school data and trying to find ways
to predict what a student should achieve at GCSE based on
their scores in their Key Stage 2 SATs at primary School
How Jesson estimates GCSE performance
The Jesson approach looks at a student’s profile of prior attainment based on how they did in their Key Stage 2 tests at age 11.
It links these scores to outcomes at GCSE. Jesson found these scores to be the very best predictor of a student’s performance at GCSE.
But it is not just based on the levels they achieved when they took their Key Stage 2 tests in English, Mathematics and Science.
Jesson found that it was much better to get the actual test score for their English, Mathematics and Science test papers.
He then turned them into point scores:
Their fine level multiplied by 6
If a student got Level 4.25 on their English test it was worth 4.25 x 6=25.5 points.
Then, in order to get the overall picture Jesson took the average scores of their three tests and turned this into their average Point Score (APS).
35.935 .835.735 .635.535.435.335.235 .135.034 .934.834.734.634.534.434.334 .234.134.033.933.833.733.633.533.433.333 .233.133 .032.932.832.732.632.532.432 .332.232.132 .031.931.831.731.631.531.431 .331.231 .131.030.930.830.730.630.530.430.330.230.130 .029.929.829 .729.629.529.429.329.229.129.028.928 .828.728.628.528.428.328.228.128.027.927 .827.727.627.527.427.327.227.127.026 .926.826.726.626.526.426.326.226.126.025 .925.825.725.625.525.425 .325.225.125.024.924.824.724.624 .524.424 .324.224.124.023.923.823.723 .623.523.423 .323.223.123.022.922.822.722 .622.522 .422.322.222.122.021.921.821 .721.621.521 .421.321.221.121.020.920.820 .720.620 .520.420.320.220 .120.019.919.819.719.619.519.419.319.219.119.018.918.818.718.618.518.418.318.218.118.017.917.817.717.617.517.417.317.217.117.016.916.816.716.616.516.416.316.216.116.015.915.815.715.615.515.415.315.215.115.0
6500
6000
5500
5000
4500
4000
3500
3000
2500
2000
1500
1000
500
0
Pupils' Key Stage 2 Points
No
's o
f P
up
ils
National distribution of Key Stage 2 Points
for 600,000 pupils annually
12 18 24 30 36
Low Below Avge Abv High
3433323130292827262524232221201918171615
3433323130292827262524232221201918171615
100
90
80
70
60
50
40
30
20
10
0
100
90
80
70
60
50
40
30
20
10
0
Pupils' Key Stage 2 Average Points
Ra
nkin
g o
f P
up
ils'
Ks2
Po
ints
Cumulative Key Stage 2 Points for Pupils in non-selective schools
Low Group Below Average Above High
More Able Pupils
How Jesson predicts GCSE outcomes
The Link Between KS2 and GCSE
0
10
20
30
40
50
60
70
80
90
100
22 23 24 25 26 27 28 29 30 31
Average KS2 Point Score
Pe
rce
nta
ge
Lik
elih
oo
d o
f G
CS
E
Ac
hie
ve
me
nt%
To make the estimates more reliable Jesson puts KS2 APS into five bands
The Link Between KS2 and GCSE
0
10
20
30
40
50
60
70
80
90
100
22 23 24 25 26 27 28 29 30 31
Average KS2 Point Score
Pe
rce
nta
ge
Lik
elih
oo
d o
f G
CS
E
Ac
hie
ve
me
nt%
B A N D 2
B A N D 5
B A N D 3
B A N D 4
B A N D 1
21% chance
45% chance
72% chance
89% chance
97% chance
Jesson uses this technique to estimate the chance of a Y11 student getting a particular GCSE outcome
BAND (based on KS2 APS)
Chance of
gaining
5A*-C
These are your chances of getting 5+A*-C grades at GCSE
based on the BAND you are in.
Band 5 Band 3 Band 2 Band 1 Band 4
21% 45% 72% 89% 97%
Jesson also uses this technique to estimate the chance of a Y11 student getting a particular GCSE subject.
BAND (based on KS2 APS)
Chance of
gaining
5A*-C
These are your chances of getting an A*-C grade in Mathematics at GCSE based on the BAND you are in.
Band 5 Band 3 Band 2 Band 1 Band 4
6% 23% 56% 83% 98%
How to use the Jesson Estimate table to estimate 5+A*-C% 2010
KS2 FP
Bands
Low (5) Below
Average (4)
Average (3) Above
Average (2)
High (1)
KS2 Fine
Pnts
Score
-22.49 pts 22.5-25.49pts 25.5-28.49pts 28.5-30.49
pts
30.5++
%5+A*-C
(Jesson
estimate)
21% 45% 72% 89% 97%
Student
numbers
Expected
numbers
Estimated
% 5+A*-C
Compare
target 2010 ?%
Jesson Framework for 5 or more A*-C outcome 2010
Can be used to estimate the outcome for
current Year 11 as a “baseline”.
24 40 47 25 18 Total (A)
154
6 18 34 23 18 Total (B)
99 (99/154)x100
=65%
How to use the Jesson Estimate table to estimate 5+A*-C% (incl E+M)
KS2 FP
Bands
Low (5) Below
Average (4)
Average (3) Above
Average (2)
High (1)
KS2 Fine
Pnts
Score
-22.49 pts 22.5-25.49pts 25.5-28.49pts 28.5-30.5 pts 30.5++
%5+A*-C
(Jesson
estimate)
2% 13% 43% 73% 92%
Student
numbers
Expected
numbers
Estimated
% 5+A*-C
(incl E+M)
Compare
target 2010 ?%
Can be used to estimate the outcome for
current Year 11 as a “baseline”.
Jesson Framework for 5 or more A*-C
(incl English and Maths) outcome 2010
24 40 47 25 18 Total (A)
154
1 6 21 19 17 Total (B)
64
(64/154)x100
=42%
Knowing the number of students in each Jesson Fine Points Band for a subject, we can calculate
the estimate for A*-C% in subject areas and even classes within a subject. Jesson bands exist for:
English, Mathematics Science
Art and Design
Biology, Business
Chemistry
Drama, DT Food, DT Graphics, DT Resistant Materials
English Literature
French
Geography, German
History
Music
Physics
RE Full and Short course
an many other new courses that have recently been added.
Using Jesson estimates for other subjects
Jesson Framework for subjects
of the curriculum for 2011
Many more subjects can be found on the SSAT website: Data Enabler
(a subscription service of approx £250) www.specialistschools.org.uk
Data Enabler Toolkit
Jesson estimate
Jesson framework
Choose an outcome
Setting an aspirational challenge
You can raise the level of challenge
Aspirational Jesson
estimate
Using FFTLive to select an appropriate estimate
Using FFTLive to select an appropriate estimate
Using FFTLive to select an appropriate estimate
Key Process Presenting Data
Student prior attainment distributions.
Traffic-light analyses of forecast data.
Use of Venn Diagram presentations.
Estimate/Forecast/Target system of presentation to students and staff.
Making sure that the terminology is consistent
• Estimates
• Forecasts
• Targets
SSAT View
Target setting - a methodology...?
aspirational target grade
Estimates
Knowledge Discussion
Challenge Aspirational
Target
Grade
Estimates
Challenge
Discussion
with
Student
Teacher’s
Knowledge
of Student
SSAT View
In order to achieve my target I will…
Agreed target
level/grade The level my teacher and I want
me to reach
Forecast
level/grade The level my teacher thinks I
am working at
Estimated level/
grade The lowest level I should reach
1
3
2
Phase 1/2 Target Sheet Start date
I hope to achieve this by:
This is where you write
down what you need to do
to reach the target you
have agreed with your
teacher.
Estimate, Forecast and Target system
Key meetings or events Structure of our Leader of Learning meetings.
Learning Mentor Team meetings.
Heads of Community meetings.
Weekly Tutor Team meetings.
Subject Team meetings.
The Achievement Group meetings.
Vertical Tutoring.
Academic Tutorials.
Tutor Intervention Programme.
Forecast Analysis Sheets All teachers submit forecasts each term
Teachers asked to analyse their forecasts and compare them to: Jesson Estimates
FFT Estimates
RoL Estimates
Leads to 3-waves of intervention
Ensure accountability for very useful records for Performance Management
Subject performance records
Individual performance records (eg for NQTs/UPS1/ASTs etc)
Using Data with Students
Student Conference on Jesson Data Get the conditions right!
Timing in the year important – we have tried different versions.
Have different conference cohorts with a certain range of prior attainment attending.
Be prepared for some students to be concerned about the estimate data.
Highly powerful when followed by their latest forecasts or mock results.
Key inputs at the conference
Input on data by our Attendance Officer/ESW.
Our Learning Mentor Team outline the intervention programme that is available.
Previous students share their experience.
The Careers Service present information about College/employment entry requirements.
College Principals/Employers attend.
Governors and other LA staff.
Key follow-up activities Students share their conference booklet with
parents/carers.
Tutors follow students’ progress after a Jesson Conference.
A useful basis for mentoring meetings with individual students.
We now ask students to lead an Academic Tutorial at which they take their Parents and Tutor through their conference booklet.
Students discuss their Jesson
Booklet with their Parents in an
Academic Tutorial
The response from students was fantastic!
The Aspire, Learn Achieve, Wall.
Students update their latest forecasts with their Tutors.
Opportunities to discuss progress and work out what needs to happen next!
...and to celebrate success!
Working with the Learning Mentor Team
0
20
40
60
80
100
5A*-C 2009
5A*-C (E+M) 2009
5A*-C 2010
5A*-C (E+M) 2010
97
63
98 81
Mentored students not reaching target
Mentored students reaching target (32 in 2009 and 60 in 2010)
What impact is all this having?
64%
93%
20 students who asked for help last year.
English and Maths GCSE
English or Maths GCSE
A special invitation event on Monday 7th February 2011.
Talk from Angela Williams, Principal at Huddersfield New
College about the importance of gaining the higher A*/A or
Dn*/Dn grades.
Talk from students at Huddersfield New College about how
they reached the higher grades.
Workshop in subjects to show what to do to get to the
higher grades and a chance to meet students who have
achieved this in the past.
A chance to look at resources to help you achieve the
higher grades.
A chance to talk to staff and students to get further
advice about going on to College.