Staying at home is feeling like the “new normal”. However I know my daughter, like lots of children is missing her friends and teachers.
We’ve been able to interact regularly with her school, but I am aware that not every child (due to lots of reasons) is so lucky. When all children are able to return to school, will these differing levels of engagement increase the attainment gap.
Markers in the tracker A number of schools I work with use an Attainment Tracker to follow how their children are achieving from nursery to S3.
Within the document they can compare the attainment of children by different measures such as risk matrix, SIMD.
However, there could be benefit in flagging how much engagement there was during the lockdown. The options could be as simple as,
By combining this information with your existing data it could highlight any new groups of children that would benefit from additional support. Especially for children transitioning from P7 to S1.
Schools seem to be flooded with data: from tests, feedback, teacher assessments…. but does all your data tell the same story.
If you had to choose two teachers within your school to assess the ability of your pupils, would each child be given the same score by the two teachers? If every child had to give feedback on a lesson would they all have the same view?
Before you start any analysis or taking any actions based on your data, you need to decide how confident are you in the data. Otherwise, no matter how good your analysis is you will just have Rubbish in = Rubbish Out.
Here are some questions that can help you think about your data,
How was my data collected? Was it a survey that pupils fill in themselves or did someone ask them questions? Could this have impacted the results?
When was it collected? Are there any outside factors that have caused a movement in the data? Could a positive or negative event at home change how a child performs in a test?
Who is included in the data? Are you comparing data like for like, e.g. is the increase/decrease in scores due to pupils leaving the school?
Once you are happy with the data you are using, combining data from different sources can be powerful. A number of schools I work with are already doing this. Some look at standardised tests scores with teacher assessments. (Attainment Tracker with NGRT data)
I am very blessed to have two beautiful, healthy daughters who keep me very busy! Unsurprisingly a lot of my time is focused on making sure they have everything they need (and everyone else including myself comes after). However, at a recent blood test to check how I was recovering after having my baby, it indicated I was dehydrated (oops!)
After being admitted to hospital twice during my pregnancy due to dehydration I am very aware for drinking plenty! This had never been a concern before having children, so this result was a bit of a surprise.
So I thought I’d measure how much I was actually drinking (instead of guessing) with a labelled water bottle, and oh dear…. I wasn’t doing well!
The first day was fine, I was drinking plenty and everything
was great. Day two, not so good! By lunchtime I wasn’t even at the 10am line
and it took me all day to finish 1 bottle (oops again!) However if someone had
asked me, I would have sworn I had drank the same amount of water on both days.
Without accurately measuring my water intake I would not be properly managing my hydration levels (as I am now, promise doctor!)
In future posts I will cover the need to be aware of possible unintended consequences of ‘what gets measures get managed’ but for now I am off to drink more water and maybe a nice cup of tea 😊