Monitoring Schools Using CEM Data David Tickner Deputy Head Newcastle School for Boys.

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Presentation transcript:

Monitoring Schools Using CEM Data David Tickner Deputy Head Newcastle School for Boys

Boys’ independent day school Formed in 2005 Continuous education from 3 to 18 Currently 400 boys

Why did we introduce MidYIS? To understand better the boys we work with To understand better the potential of those boys To enable us to monitor progress better To enable us to support our boys better

Who are we working with?

How do they compare? Y9 Y10Y11 Y12Y13

Year Group Average Scores Current yr group Vocab.Math.Non- Verbal Skills Overall MidYIS Y Y Y Y Y Y Y

What’s their potential?

How do we use MidYIS data to monitor progress? At Senior School level At subject area level At individual pupil level

Senior School Level

Subject Area Level

Individual Pupil Level

Pupil A - IPR

Pupil A – Chances Graphs

Pupil B - IPR

Pupil B – Chances Graphs

Pupil C - IPR

Pupil C – Chances Graphs

Pupil D - IPR

Pupil D – Chances Graphs

Support for Learning

ALIS Similarities with MidYIS: baseline data, chances graphs and value added feedback Further sophistication of data Other data

InCAS Breadth of data – individual and comprehensive Standardised data – context Computer adaptive – boy friendly Continuity

What’s Been Learnt? Complementary not fundamental Wider context Importance of staff training: debunking myths and building staff confidence

Next Steps For Us? Continue to develop use of data as a means of raising our boys’ attainment Longer term usefulness of data in monitoring performance Wider sharing of data with parents Explore more systematic use of data in screening for Specific Learning Difficulties Explore use of attitudinal data Explore online entrance testing Implement InCAS in Junior School

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