Dealing with Data
This information on this page is based on the Leicestershire Mathematics Coordinators' 'Dealing with Data' courses in July 2003.
The course looked at the range of systems and data available to mathematics coordinators/SMTs throughout the year. Within this ovearall context the course focused on:
the use of the school's PANDA, (this is currently being rewritten to reflect the new PANDA and will appear on the site asap)
analysis of evaluated medium term plans,
work scrutiny,
analysis of completed Key Objective grids (using the Leicestershire trackers),
using pupil interviews
and the analysis of national tests and QCA optional tests.
The resources below, adapted from the sessions, include the Powerpoint presentation, with notes, based on a 'jigsaw of information' and all of the supporting documentation.
- The Jigsaw of information - Powerpoint (zipped)-(you will need a copy of Powerpoint to run this animated presentation) Notes for each slide can be read/printed off in the 'View Notes' format of Powerpoint or a Word version is provided with notes for all slides. A handout of the presentation can be made through Powerpoint print handouts.
- Presenter's notes (Word version)
- An introduction to looking at your new PANDA from a mathematics perspective (This is curently being re-written and will be on the site asap)
- An annotated medium term plan - an example plan using the 'traffic light' evalation system (see handout notes) -this is a 'Microsoft Publisher' file this contains 2 coloured pages and so will need printing on a colour printer!
- Planning guidance
- Looking at pupil's work - foci for monitoring
- Marking in numeracy - some suggestions
- Questions to consider when looking at children's recording
- Example of a completed Key Objective assessment grid
- Monitoring through pupil interviews - guidance
- Pupil interviews - an example of a Y2/Y4 pupil interview report
- Question to ask when looking at analysis of National tests and QCA optionals
- Example of a completed Y2 SAT analysis
- Level 2 and Level 3 Excel grids relating to analysis above
- Target setting guidance
- Blank jigsaw proforma
- Example completed jigsaw proforma
- Data - responsibility planner
- Action plan example - partly completed action plan based on the example completed jigsaw
- Action plan blank proforma
- Possible annual structure for assessment and target setting cycle
Some evaluations/comments from the July courses:
(they were all like this - honest!)
- ‘Now understand the PANDA document’
- ‘It was all really useful’
- ‘Excellent ideas for looking at data and manageable tasks to implement’
- I’ll now use the PANDA more confidently’
- ‘How all pieces of jigsaw connect to inform overview’
- ‘New to most of analysis materials, e.g. PANDAs…. feel really comfortable now’
- ‘All Numeracy sessions excellent…look forward to them all’
- ‘Useful starting points especially for PANDAs’
- ‘Quick, succinct and worthwhile’
- ‘Useful reference materials for other members of staff’
- ‘A great website – which does make a difference’
- ‘Jigsaw enabled me to see how all different parts fit together’
- ‘Reassurances that the data analysis can make sense’
- ‘Course presented at a really good pace’
- ‘Good information and handouts to take both to take back to work on at school and share with SMT’
- ‘Reassurance that I am actually doing the right things’
- ‘Make pupil interviews a focus for next round of monitoring and evaluation (instead of lessons also)’
- ‘Acknowledged that small schools have their own issues to address’
- ‘Reinforcing pupils questioning as a good source of information’
- More confident about Dealing with Data, have lots of starting points whereas before it was difficult to even contemplate where to start’
- ‘All useful, guidance on keeping it manageable’
- ‘I intend to speak to colleagues about all suggestions’
- ‘Succinct explanation’
- ‘Liked tracking idea, better than our current code’
- ‘Good course, very useful’
- ‘All of it very good’
- ‘Told us how to use and interpret data we already have and draw conclusions’
- ‘A most useful morning’
- ‘Manageable tasks to implement’
- ‘Helped me to have an overall vision of various aspects and begin thinking about what to do/not to do’
- ‘Realising it’s workable'
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