Rule 1 Stop obsessing about quantifying progress Sometimes

Rule #1: Stop obsessing about quantifying progress “Sometimes progress is simply about consolidation” Helping schools make sense of their data

Can data be a threat? Helping schools make sense of their data

But we have to measure progress, right? Helping schools make sense of their data

• “tracking software, which has been used widely as a tool for measuring progress with levels, cannot, and should not, be adapted to assess understanding of a curriculum that recognises depth and breadth of understanding as of equal value to linear progression” Helping schools make sense of their data

Stop recreating levels! Band % Objectives Step 67 -100% 3 Y 2 Emerging 0 -33% 4 Y 2 Developing 34 -66% 5 Y 2 Secure 67 -100% 6 Y 3 Emerging 0 -33% 7 Y 3 Developing 34 -66% 8 Y 3 Secure 67 -100% 9 0 -33% 10 Y 1 Secure Y 4 Emerging Helping schools make sense of their data

Progress is……… • • Catching up Filling gaps Deepening understanding Overcoming barriers Can all this really be expressed by a simple point scale? And how do we define expected/more than expected progress? Helping schools make sense of their data

Do more with less Helping schools make sense of their data

Triage your system One question: does this have an impact on pupils’ learning? Helping schools make sense of their data

Helping schools make sense of their data

So……. • Keep track of the gaps in pupils learning • Do not recreate levels • Avoid points based progress measures that encourage pace at the expense of depth • Tests are a more robust way of measuring progress • Remember: progress is not linear so do not assume it is for sake of simplicity • Don’t shoot yourself in the foot! • Do more with less Helping schools make sense of their data