Post on 17-Jan-2016
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FFT aspire: an overviewAnne Pepper FFT Associate
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Essex LA – Schools Hands OnJune 2015
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• FFT aspire new for 2014/15• Evaluating school performance (and key concepts)
– Self – evaluation and hands-on– Target setting and hands-on
• Other new elements in brief:– Benchmarks– Collaborate– Student Explorer
You are welcome to discuss your data specific questions either at a break or the end with the associate.
Your session
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2014/15 roll out latest
news
For latest details please
refer to fftaspire.org or
fft.org.ukCollaborateStudent explorer
Exports
Data management
UPN import tool
KS1, KS2, KS4, KS5 subject dashboards
Governor dashboards
KS2 summary dashboardKS4 summary dashboard
KS1 summary dashboard
KS1 & KS54 benchmarks & targets
Analysis screens for benchmarks & targetsAdditional dashboard screens
LA dashboard
LA virtual school
.org
Introducing…
KS2 & KS4 benchmarks & targets
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Some rules of engagement for today
There are no silly questions - please ask. Someone else is probably very grateful to you!
There is no magic wand!There is no crystal ball!
Data is a signpost – not a destination!Data causes us to ask questions, on its own data does not do anything, it needs to be acted on
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THE TRUTH IS PROBABLY OUT THERE BUT IT IS IN WHAT PUPILS & TEACHERS ARE DOING - ITS NOT IN THE DATA………………….
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KS4 FFT Summer developments pending OfQual and DfE announcementsTarget setting• FFT benchmark estimates for all pupils in every subject (used to
support setting of challenging and aspirational targets)• Attainment 8 benchmark estimates for school alongside existing
performance indicators• If teachers set targets for every pupil in Aspire, we will aggregate
targets, calculate Attainment 8 (based on targets) and compare to FFT benchmark estimates
• Show GCSE estimates as A*-G or 1-9 from September 2015
Self evaluation• Attainment and progress 8 in new dashboards• Subject value added (pupil progress in every subject): FFT is unique
in providing subject VA for all subjects• Schools should focus on ensuring pupils are on right courses and that
pupils in every subject are make progress in line with national average
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• 5 A*-C incl. En Ma
• Average point scores
• VA APS• Basics• Subject residuals• 3 levels gain (EP)• 5 A* - G• VA measures• CVA measures
The many ways to measure success
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Publicaccountability
Selfevaluation
Schooldevelopment
now
• Progress 8• Attainment 8• Ebacc• A*-C EnMa• Destination?• VA measures• CVA measures
2016
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FFT - KS2
• In Autumn 2015 benchmark estimates as will be provided as:• Levels• Scaled scores• ‘At, above, below’ expected level
(and/or new TA bands)• We are waiting for more information to be
published about new tests and percentages of pupils likely to achieve the expected standard
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Scaled Scores
• DfE have said that details likely to be announced in June / July 2015
• Until then, what do we know?• Test outcomes will be reported using a
scaled score• Scaled Scores are NOT the same as age-
standardised scores• The scaled score MIGHT be set so that a
score of 100 is about the same level as current 4B
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Why doesn’t FFT…….?
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Comparisons to national data?
• parents
• Ofsted inspectors
• governors
• public accountability
• school leaders
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FFT aspire and self evaluation
Key benefits
• Aspire contains data on actual attainment, value added and contextual value added so provides a much broader overview of attainment and progress
• Ease of navigation and interpretation - an overview of school performance can be quickly painted
• Wide range of indicators, consistently calculated for a number of years. Also includes developmental indicators (e.g. Attainment 8)
• Compare any group of pupils at your school to the national average for that group
Ofsted…
• ‘Inspectors should use a range of data to judge a school’s performance…’
• ‘No single measure or indicator determines judgements, particularly since much of the data may be historical and relate to pupils that have left the school.’
• Data is used to ‘Check the robustness and accuracy of the school’s self-evaluation…’
• ‘Where numbers of pupils are small and achievement fluctuates…..consider any available data of aggregated performance for consecutive cohorts’ e.g. 2012-2014.
• ‘Schools may present a brief written summary of their self-evaluation to inspectors.’
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Value added
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Attainment
Time
Attainment based on typical national progress with similar prior attainmentActual attainment isbelow the average of pupils with similar prior attainment
Actual attainment is above the average of pupils with similar prior attainment
Prior attainme
nt: KS2 scores & assessm
ents
KS4 subject grades
Above FFT benchmark
Below FFT benchmark
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Value added
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Actual attainment above FFT benchmark estimate (above average progress)Actual attainment below FFT benchmark estimate (below average progress)
Value added results
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KS2 exampleValue added
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Actual attainment
above FFT benchmark
estimate (above
average progress)
Actual attainment below FFT benchmark estimate (below average progress)
Value
added
results
Actual attainment of these pupils
Actual Subject dashboard extract
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KS4 exampleValue added
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Actual attainment above FFT
benchmark estimate
(above average progress)
Actual attainment below FFT benchmark estimate (below average progress)
Value
added
results
Actual attainment of these pupils
Actual Subject dashboard extract
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The two FFT value added modelsPupil context factors Value added Contextual Value added
Prior attainment
Subject variations
Gender
Month of Birth
EAL
FSM
SEN
Ethnicity
Mobility (joined late / time in school)
School context factors
Mean Intake TA Level
Spread of Intake Test Level
FSM Entitlement (Percentile Rank)
Geodemographic Data (Percentile Rank)
What does CVA tell you?
What does VA tell you?
Consider the pros & cons of
each
Compares progress of
similar pupils
Compares progress made by pupils from a similar starting point
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Significance (incl some changes in approach)‘Variation’ not by chance
Results are significantly below the national average
National average
Significantly below
Significantly above
Results are significantly
above the national average
Results are in line with
the national average / group size too small to make
judgment
The result is a significant rise from last year.
The result is a significant fall from last year.
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Security
fft aspire• School and pupil
performance data• Self evaluation & target
setting reports• Summary, subject & pupil
level reports• Available online at
fftaspire.org
fft for administrators• Secure administration &
management for FFT data
• Meeting the latest requirements and best practice to keep pupil data secure
• Setting up and management of accounts
• No pupil information held here
• Available online at admin.fftaspire.org
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3 steps to setting up an account
Using the fft for administrators site
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• Online session to analyse self evaluation dashboards
Evaluating school performance
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• Introducing the new approach of average, high and very high
• Decide upon the challenge• Overview of target setting analysis reports
including aggregations to be released
Benchmarks and target setting for your school
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benchmarks
Apply average challenge
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Representing outcomes based on schools ranked at the 50th
percentile for progress.
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benchmarks
Apply high challenge
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Representing outcomes based on schools ranked at the 20th
percentile for progress.
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benchmarks
even more
challenge
Apply very high challenge
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Representing outcomes based
on schools ranked at the 5th
percentile for progress.
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benchmarks
even more
challenge
Apply very high challenge +
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You can even add 1 level or grade
using the settings in the FFT
administration site to go even higher!
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FFTLive to FFT aspire benchmarks
2 3 4 5 60
10
20
30
40
50
60
70
Chances Table – average
2 3 4 5 60
10
20
30
40
50
60
70
Chances Table - High
2 3 4 5 60
10
20
30
40
50
60
70
Chances Table – Very High
The challenge slider
FFT aspire
FFTLive
Comparing your pupil (taking account of their starting points) with typical outcomes in schools across the country who make
average progress.
Comparing your pupil (taking account of their starting points) with typical outcomes in schools across the country who make
high progress.
Comparing your pupil (taking account of their starting points) with typical outcomes in schools across the country who make
very high progress.
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http://www.educationdatalab.org.ukSeven-things-you-might-not-know-about-our-schools
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Why its more than a straight line?
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Why its more than a straight line?
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Why its more than a straight line?
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Why its more than a straight line?
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Benchmarks and targets
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Using benchmarks, setting targets in fftaspire.org
• Online session reviewing benchmarks • Considering approaches to set targets
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Extra options via FFT administration site
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• Manage benchmarks for individual subjects and year groups
• Predefine levels of challenge• Turn on or off target setting functionality• Select subjects and year groups available• Prepopulate targets• Ability for users not to edit targets
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Options for pre-populationfound in the FFT administration site
Ideal if you require performance above 5% nationally
FFT default
Other options requested – think carefully about the impact these
will make
FFT default
Option if more control
required
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• Overview of student explorer release – this week
Aggregated Benchmarks
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KS4 example
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KS4 example
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KS2 example
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• Overview collaborate functionality now out
Collaborate
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Overview data for the group of schools
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a range of reports including a school list
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Subject dashboards with a range of reports
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• Overview of student explorer release – this week
Student explorer
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Student Explorer: Pupil List
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Next steps?.....- for you- for your school, SLT, teachers, governors?
Questions?......