Using Data To Improve Pupil Outcomes. Susan Walter Deputy Head of - - PowerPoint PPT Presentation

Susan Walter

Deputy Head of Primary, Garden International School, Malaysia

October 2015 walter.s@gardenschool.edu.my

susanwalter.co.uk

Using Data To Improve Pupil Outcomes.

http://susanwalter.co.uk

Newsletter

Objectives for the session:

To reflect on the importance of understanding data and how this can positively impact pupil

• utcomes.

To identify what data to collect to have an impact in your schools. To gain a better understanding of the importance of triangulating data for maximum impact

• The 3 As!

To think about what this means for us all as school leaders.

What Doesn’t Work in Education: The Politics of Distraction

Distraction 1: Appease the Parents Distraction 2: Fix the Infrastructure Distraction 3: Fix the Students Distraction 4: Fix the schools Distraction 5: Fix the Teachers

What Works Best in Education: The Politics of Collaborative Expertise

Task 1: Shift the narrative Task 2: Secure agreement about what a year’s progress looks like Task 3: Expect a year’s worth of progress Task 4: Develop new assessment and evaluation tools to provide feedback to teachers Task 5: Know thy impact! Task 6: Ensure teachers have expertise in diagnosis, interventions and evaluation Task 7: Stop ignoring what we know and scale up success Task 8: Link autonomy to a year’s progress

The largest barrier to student learning: WITHIN-SCHOOL variability

John Hattie, June 2015

WHAT WORKS BEST IN EDUCATION:THE POLITICS OF COLLABORATIVE EXPERTISE

PISA, 2009 Cited by John Hattie, June 2015 WHAT DOESN’T WORK IN EDUCATION:THE POLITICS

NB/ Although, note the between-school variance is higher in developed countries that make the most use of grouping students by academic achievement at the school level: Germany is 59 and 41 per cent, and Chile 51 and 49 per cent.

Country Variance Between Schools Variance Within Schools All OECD countries 36% 64% Australia 18% 72% Canada 20% 80% Finland 8% 92% New Zealand 16% 84% UK 24% 76% Sweden 9% 91% USA 30% 70%

Does every student in your school make one year’s progress in one year?

How do you know? How do your teachers know? How well do you know your students? How is learning personalised for each individual? What is the biggest barrier to student learning in your school?

What are we doing at GIS?

A1

Attainment

Attainment.... Without a context, attainment tells us

• nly where the

student is at that snapshot in time.

A2

Attainment Aptitude

How are you measuring your students potential?

How do you find out about your student’s strengths, weaknesses and learning preferences? How do you tell the difference between the effect of EAL and SEN? Are your teacher’s setting their pitch and expectations at the correct level to maximise the ‘Goldilocks Effect’?

Aptitude Attainment

A3

Attainment Aptitude Attitude

How are you measuring your students attitude to learning?

• How do you find out about

your student’s attitudes to learning?

• How do you know how

motivated they are to learn?

• What is their relationship with

their teachers like?

• How much confidence do

they have in themselves as learners? Aptitude Attainment Attitude

A3 - Attitude to Learning

• Gives a beneath the surface picture of each student (what lies beneath the iceberg - the

hidden bits!)

• 360⁰ feedback about how they feel about:
• Self
• Others
• Study
• School
• Helps plan intervention and monitoring
• Extract from a PASS Survey Report

At GIS we:

Conduct Pupil Progress Meetings every half term Identify Focus Children in core subjects in every class Share end of year attainment expectations with students and parents Half-Termly sharing of next steps targets, and progress to date with parents Moderate across year groups, and between phases Measure our impact and share it

GIS Next Steps?

Embed the use of data across all classes Be more creative in our planning of interventions and support e.g. developing resilience in

problem solving rather than more maths for a group of students struggling in maths

More accurately measure the impact of interventions and do more of those resulting in high impact Introduction of Data Driven Dialogues

Fleas in a Jar

So what does this mean for us as school leaders?

What does 1 years progress look like in your school? What evidence is there that this has been achieved for all students? How will you tackle your within-school variation?

How will you use your data to:

Know your impact? Monitor your value-added? Identify trends across cohorts or groups? Identify vulnerable groups of students? Plan strategic improvement? (Interventions etc.) Personalise learning for the INDIVIDUAL student?

Newsletter

Reflect on our objectives for this session:

To reflect on the importance of understanding data and how this can positively impact pupil

• utcomes.

To identify what data to collect to have an impact in your schools. To gain a better understanding of the importance of triangulating data for maximum impact

• The 3 As!

To think about what this means for us all as school leaders.

References and Resources

What Doesn’t Work in Education: The Politics of Distraction, John Hattie, June 2015 - HERE What Works Best in Education: The Politics of Collaborative Expertise, John Hattie, June 2015 - HERE PASS Survey / CAT4 (GL Education) - HERE What makes great teaching? Review of the underpinning research Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major October 2014 - HERE Sutton Trust Toolkit of Strategies to Improve Learning - HERE A framework for Data Driven Dialogue - from the School Reform Initiative - HERE Data-Driven Dialogue: A Facilitator's Guide to Collaborative Inquiry Paperback – 2004 by Bruce Wellman - Amazon Link HERE Sample Data pack used in today’s session - HERE

URLs

What Doesn’t Work in Education: The Politics of Distraction, John Hattie, June 2015 - http://visible-learning.org/wp-content/uploads/2015/06/John- Hattie-Visible-Learning-creative-commons-book-free-PDF-download-What- doesn-t-work-in-education_the-politics-of-distraction-pearson-2015.pdf What Works Best in Education: The Politics of Collaborative Expertise, John Hattie, June 2015 - https://www.pearson.com/content/dam/corporate/ global/pearson-dot-com/files/hattie/150526_ExpertiseWEB_V1.pdf PASS Survey / CAT4 (GL Education) - http://www.gl-education.com/ What makes great teaching? Review of the underpinning research Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major October 2014 - http://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great- Teaching-REPORT.pdf

URLs Cont…

Sutton Trust Toolkit of Strategies to Improve Learning - http:// www.letterboxclub.org.uk/usr/library/documents/main/toolkit-of-strategies- spending-pp.pdf A framework for Data Driven Dialogue - from the School Reform Initiative - http://schoolreforminitiative.org/doc/data_driven_dialogue.pdf Data-Driven Dialogue: A Facilitator's Guide to Collaborative Inquiry Paperback – 2004 by Bruce Wellman - Amazon Link http:// www.amazon.com/Data-Driven-Dialogue-Facilitators-Collaborative-Inquiry/dp/ 096650223X Sample Data pack used in today’s session - https://docs.google.com/ spreadsheets/d/1s9yIAuWecBLpsJzadvfdSmw3roebJ3r18a3tyCYDwLU/ edit#gid=0