Fargate High School case study

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• 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

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

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

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

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

Further information ePD Evaluating School
Performance
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Further information ePD Evaluating School
Performance
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• 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
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• Contextual information graphs
• Changing in RAISEonline
• Ranked data
• Ease of use

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• 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

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• 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!

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• 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
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• 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

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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.

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• 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.

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

• Subjects

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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.

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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

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• 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?

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• GCSE history

Pupil Performance
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• Teaching group HEN

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• Teaching group TAL

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• Teaching group HEN is sorted by gender

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

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

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• 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.

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Question Level
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(Boys without English as their first language)
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(Boys without English as their first language)
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(Boys without English as their first language)
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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
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• 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

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• 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.