GUIDANCE NOTES USING THE FFT DATBASE & ONLINE REPORTS

Transcription

1 GUIDANCE NOTES USING THE FFT DATBASE & ONLINE REPORTS October 2007 The Fischer Family Trust is a Registered Charity, No The Fischer Education Project is a company limited by guarantee Fischer Family Trust / Fischer Education Project 2007

2 Contents Table of contents Section 1: Overview Overview Further support Accessing FFT data.. 3 Section 2: FFT Aims and Ethos Background to the Fischer family Trust Key principles behind all FFT data 5 Section 3: The FFT Database Overview Downloading the FFT database The FFT database home page Viewing and printing reports Editing reports Exporting reports and/or datafiles Exported files Editing Exports. 17 Section 4: FFT Live Overview Accessing FFT Live Accessing the reports Report options Other reports. 26 Additional Information: Background to FFT Data.. 28 The range of available FFT databases.. 28 Data sources.. 29 Additional Information: Understanding FFT Data.. 31 FFT models used to produce estimates FFT models used to produce value added 32 Understanding Pupil Estimates 33 Understanding School Estimates 34 Additional Information: Installing the PDF converter 35 Installing the PDF converter. 35 Troubleshooting.. 39 FFT database. 40 Using the FFT database and online reports 1

3 Section 1 U SING THE FFT D A T B A SE & ON L I N E R E PORTS Overview Using the FFT database and online reports 2

4 Section 1: Overview Section 1: Overview 1.1 OVERVIEW These guidance notes provide you with details on how to use the new FFT database and FFT Live, FFT s online reporting tool. The new FFT database is similar to last year s but now includes a range of additional reports and features. The front end of the database also looks a little different but the guidance notes will take you through the new features step-by-step. The guidance notes also include some background information about FFT and the models we use to produce estimates and value added information for your pupils and school. One of the reasons for revising the database this year is to provide schools with new reports which include the latest set of DCSF indicators for 2008/09. We have a produced a separate fact sheet on the new reports which, together with these notes and other FFT materials provided on the FFT website ( form a powerful set of tools to improve your use and understanding of FFT databases, data, target setting and self evaluation. 1.2 FURTHER SUPPORT Your Local Authority should be your first point of contact for additional support. Please contact: Enter Local Authority contact details here You can also access the FFT website ( The site is currently undergoing some important developments and a new improved FAQ/online resource will go live in Autumn This will allow users to access answers to some of the most common questions asked by schools and Local Authorities. It will also allow key word searches of our knowledge base to pinpoint answers to queries and to gain access to other online resources such as training materials for use with and by schools. 1.3 ACCESSING FFT DATA There are three simple ways in which you can access different FFT materials: What do you want to access? My school s FFT and self evaluation report My school s online reports Training and support materials Where can you find it? From your Local Authority. On FFT Live On the public FFT website Using the FFT database and online reports 3

5 Section 2 U SING THE FFT D A T B A SE & ON L I N E R E PORTS FFT Aims and Ethos Using the FFT database and online reports 4

6 Section 2: FFT Aims and Ethos 2.1 BACKGROUND TO THE FISCHER FAMILY TRUST (FFT) FFT is an independent charity, founded by Mike Fischer, co-founder of Research Machines (RM). FFT supports projects in health and education Education Projects include the data analysis project managed by Mike Treadaway, using national data sets provided by DCSF and Welsh Assembly Government The aim of the Fischer Education Project is to help schools make effective use of value-added test and TA data to raise individual pupil attainment and improve progress 2.2 KEY PRINCIPLES BEHIND ALL FFT DATA Data provides questions not answers Data analysis should be used by schools to promote discussion, evaluation and planning Analyses are available for different groups of pupils, and a range of indicators, to help identify strengths or areas for development/intervention Use the past to inform the future Using the FFT database and online reports 5

7 Section 3 U SING THE FFT D A T B A SE & ON L I N E R E PORTS The FFT Database Using the FFT database and online reports 6

8 Section 3: The FFT Database Section 3: The FFT Database 3.1 OVERVIEW The new FFT database provides schools with access to an extended range of reports and exports and offers a greater level of customisation than the old FFT database. Once you get to know the new FFT database it also makes viewing and exporting reports/data much quicker. The FFT database includes reports relating to the new range of DCSF targets as well as pupil group reports and more user-friendly excel exports. 3.2 ACCESSING THE FFT DATABASE You can obtain a copy of your school s FFT database from your Local Authority. Please see page 4 for details of who to contact. Using the FFT databases and online reports 7

9 Section 3: The FFT Database 3.3 THE FFT DATABASE HOME PAGE The database has one Main Menu screen. Options in grey are locked down: Available options: Export reports and/or datafiles: View and print reports: Quit: Show Database Window: Fischer Family Trust Website: Set up batches of reports for export View reports, or send to a local printer Exit the database Displays the underlying tables, queries and reports, but in a relatively locked-down mode Link to Using the FFT databases and online reports 8

10 Section 3: The FFT Database 3.4 VIEWING AND PRINTING REPORTS STAGE 1: View Report on screen Unlike the old FFT database, the new FFT database contains nearly all options in a single window. Let s split up the window and consider what options are available: STAGE 2: Selecting Report Categories and Years First, decide which reports you would like and for which years Report Categories Categories of reports arranged by Key Stage and/or type of report. 2. Report(s) Available Available reports for the selected category. In the above screenshot, Key Stage 2 Estimates has reports at LEA, School and Pupil level. 3. Years available For the selected reports, the years available for exporting. Unlike the main database, the years will change depending on which report is selected. Using the FFT databases and online reports 9

11 Section 3: The FFT Database STAGE 3: Select a model Then decide which estimate type or VA model you would like to use Est Models (Enabled only if the report has a choice of estimate models. Type A Historical patterns of progress, using the pupil prior attainment estimate model Type B Historical patterns of progress, using the school context estimate model Type C Contribution to National/local targets, using the school context estimate model Type D Top 25% of schools, using the school context estimate model 5. Est/Act Models (Enabled only if the report has a choice of value-added models) PA Prior attainment value-added model SE School context value-added model SX School extended value-added model STAGE 4: Selecting Global Report Attributes If you want to customise the reports then use the Global Report Attributes at the bottom of the page: Global Report Attributes: Category Selection: Category Min Number: Number Format: PA & SE / PA & SX: Language: Subject Selection: Level Format: By default, value-added reports show the categories: All Pupils Gender and Prior Attainment bands You can opt to show all available pupil groups, or a selection (See 5.7 Editing Reports for details ) On value-added reports, Est/Act differences are shown for all pupil groups. You can use this setting to hide the differences for small groups of pupils. By default, value-added reports show Est/Act differences as percentages. You can opt to show the differences as numbers of pupils. Reports which show two value-added models can either display the PA and SE models, or the PA and SX models Not available at the moment By default, value-added reports show a range of indicators. You can opt to show all available indicators, or a selection (See 5.7 Editing Reports for details ) Option to display the National Curriculum Level on pupil reports in one of three formats: Fine Grade: appears as a fine grade level e.g. 4.2 ABC: appears as a sub-level e.g. 4A, 4B, 4C QCA: appears as a points score e.g. 25 points Using the FFT databases and online reports 10

12 Section 3: The FFT Database STAGE 6: View the report Now simply press the View Report button to see the report(s) you ve selected. Using the FFT databases and online reports 11

13 Section 3: The FFT Database 3.5 EDITING REPORTS The reports we ve viewed so far have all been default reports which include the standard range of subjects and pupil groups. You can, however, design your own report to meet your particular needs. For example, if you want to provide value added reports for a KS3 girls literacy project which your school is undertaking then you might only want to produce reports which include English data for girls only. Editing reports requires altering underlying tables in the database. Therefore, you should be very careful when attempting to make any changes as they may affect your own or other people s reports To change subject and pupil groups we need to find and edit two tables tlk_category_details and tlk_subject_details. The tables can be found by clicking on the Show Database Window button on the front page and then clicking on the Tables section in Access. Scrolling down you will find the tlk_category_details and tlk_subject_details tables. Changing categories Double click the tlk_category Details table and you will see the following screen: You will see that the table includes a list of categories All Pupils, White etc. To the right hand side you will also see that there are two fields, CATEGORY_ INCLUDE and CATEGORY_DEFAULT with a selection of tick boxes underneath each. The categories ticked in the CATEGORY_DEFAULT column are those which will appear by default on your reports. The categories ticked in the CATEGORY_ INCLUDE column are those which will be included when you choose the Selected option from the Global Report Attributes that we used in Stage 4. Using the FFT databases and online reports 12

14 Section 3: The FFT Database Changing subjects Double click the tlk_subject_details table and you will see the following screen: The subject settings are similar to category setting but slightly more complicated. There are three fields, SUBJECT_INCLUDE_KS2, SUBJECT_INCLUDE_KS3, SUBJECT_INCLUDE_KS4. Use the field appropriate for the Key Stage you wish to amend. For example, if setting a KS2 Est/Act report, tick indicators required in the SUBJECT_INCLUDE_KS2 field. Using the FFT databases and online reports 13

15 Section 3: The FFT Database 3.6 EXPORTING REPORTS AND/OR DATAFILES The export feature in the database has a broad range of options. It is quick to use and, most importantly, allows you to save your options and produce batches of reports (covering many different reports and years) which are ready to export at any time. Also, many of the features are similar to those used in the View Report section so if you re familiar with viewing reports then exporting is relatively straight forward. ACCESSING THE EXPORT REPORT MENU From the main menu select Export Reports and/or datafiles. You now have the following options: Export Report Options: New Create a new batch of reports ready for export Edit Edit an existing batch of reports Export Export a batch of reports Delete Delete a batch of reports from the list of available batches Defaults Create a batch of standard reports for each key stage using the current years Close Return to the Main Menu A number of default batches are included already in the list which you may wish to use or edit, such as adding additional years, or changing the export format from Snapshot to PDF. CREATING A NEW REPORT BATCH For the moment we want to create a new batch of exports so press the New button. This opens up the Set Batch Job menu which should look familiar to you. Save batch Add Report(s) Export Format Export level Destination Folder Maintain File Structure Using the FFT databases and online reports 14

16 Section 3: The FFT Database There are just a few added options on this screen in comparison to the view report screen. These are: Set Batch Job Options: Export Create a new batch of reports ready for export format Export LEA Folders n/a level School Folders If selected, school and pupil reports will be exported to the folder of the appropriate school. For example, if the KS2 Estimates School report is chosen, this will produce a report for each school, and each school folder will contain one of these files. Destination Where you want the exports to be sent folder Maintain File structure If ticked files will be export as normal (same as the main database), if unticked then files will all appear in a single folder To create a new batch of reports, simply choose the required options for a report in the same way as you did when viewing a report. When you are happy with your selection click the Add Report(s) button. If you wish to add further reports to the batch then simply make your selections again and then click the Add Report(s) button again. Every time you do this you will see that the relevant number of reports increases in the report categories box (see below) In this example, two reports have been added to the batch When you have finally selected all the reports you need to export then click on the Save Batch button. You will be prompted for a batch name which will then appear in the main Set Export Job screen. Using the FFT databases and online reports 15

17 Section 3: The FFT Database 3.7 EXPORTED FILES All exported filenames have a consistent naming structure: Filename Structure: School ID Seven digit DCSF number Key Stage KS2, KS3 or KS4 for estimates, KS2, KS3, KS4 or KS42 for Est/Act Est or EstAct Est for estimates, and EstAct for value-added reports Academic Year AY then the year e.g. AY is September 2003 to August 2004 Level PUP for pupil, or SCH for school Model A, B, C or D for estimates or VPA, VSE or VSX for Est/Act Example: KS3 estimates, and KS2-KS3 Est/Act files exported in Excel format Five estimates files for 2003/04. Pupil file Type A Pupil file Type B Pupil file Type C Pupil file Type D School file containing overall figures for all four types Four est/act files for 2002/03. Pupil file PA model Pupil file SE model Pupil file SX model School file containing overall figures for all three models Using the FFT databases and online reports 16

18 Section 3: The FFT Database 3.8 EDITING EXPORTS If you need to change a batch, click the Edit button from the main export menu, and the report export screen appears with your selections already highlighted. By each Report Category is a number e.g. (2/3) or (0/3). The first number is a count of the number of reports selected, and the second is a count of the reports available. So (2/3) means two out of the three reports available have been selected. When making amendments, do not forget to press Save Edits for each Report Category amended. If you only press the Resave Batch button, the changes will not be made! After you have made the necessary amendments, press Save Edits each time, and when all the reports have been added press Resave Batch. Worked Example In this example batch, we d picked Key Stage 3 and Key Stage 4 Estimates, indicated by the (1/3) for both Report Categories. By default, the first report category is shown. If we wanted to amend the Key Stage 3 Estimates, we d need to highlight the Key Stage 3 Estimates Report Category, which would then show the previously made selections. When editing, the background turns a salmon pink, and your selections are highlighted with a black background Using the FFT databases and online reports 17

19 Section 3: The FFT Database When editing, you can change any of the settings, including which reports are included in a batch, the years, the export destination or even the schools to export. Pressing the Save Edits button each time you select a set of reports will save the changes you have made. However, if you close the window without first pressing Resave Batch then you will lose your changes. Pressing the Resave Batch button will overwrite the existing batch using either the existing batch name if chosen, or a different batch name. If you forget to click the Resave Batch button and instead press the Close button then the warning message on the right will appear. If you want to save your changes then click No, press the Resave Batch button and then click Close again. If you do not want to save your changes then simply click Yes. Pressing the New Batch button will clear the settings, and allow you to create a new batch. Important To save the changes to a batch you have to press Save Edits each time you make a change followed by Resave Batch at the very end. If you only press Resave Batch the changes are not saved. If after pressing Save Edits you attempt to close the window without pressing Resave Batch then a warning message will appear asking you if you want to continue. Click No and press Resave Batch if you want to save your amendments. When editing, sometimes the Report Category defaults to Key Stage 2 Estimates. You will need to switch to the category you want to edit. Using the FFT databases and online reports 18

20 Section 4 U SING THE FFT D A T B A SE & ON L I N E R E PORTS FFT Live Using the FFT databases and online reports 19

21 Section 4: FFT Live Section 4: FFT Live 4.1 OVERVIEW FFT live gives you online access to a range of FFT data and reports. The reports are based on the same methodologies and models that appear in the databases. However, FFT Live has a number of distinct advantages over the databases. These include: The ability to choose options and filter reports such as the school estimate reports and significant areas grid. Access to reports that don t appear in the main databases. In particular, FFT live includes VA subject reports for KS4 and KS5 (for Secondary schools) The ability to drill down (and back up) into data to pinpoint potential areas of strength and weakness 4.2 ACCESSING FFT LIVE Open internet explorer and type in the following address: You will need a username and password to access the data. If you do not know the username and password then you should contact your Local Authority. Once you have logged in you will see the following screen: Using the FFT databases and online reports 20

22 Section 4: FFT Live Once you have logged in you will see the following screen: MAIN FFT LIVE MENU Click to move to next page of report (if available) Back to previous web page Select Home to return to main menu Select Logout to quit Variety of export options available including excel, CSV and PDF. Click the export button to finish. KS4 and KS5 Subject level VA Same as grid in SelfEval booklet but with options to filter groups and choose PA or SX model NEW: School level Estimates for pupil groups (including estimates based on own VA). Using the FFT databases and online reports 21

23 Section 4: FFT Live As you can see on the previous page, there are a wide range of reports available. Those in the main section relate to KS4 and KS5 subject level value added reports. The subject reports are particularly useful as they are only available online. The bottom section includes reports that are currently in development. The significant areas grid and the estimates for pupil groups are particularly useful for both self evaluation and target setting. 4.3 ACCESSING THE REPORTS: KS4/5 Subject VA (Secondary schools only) As the KS4/5 subject VA reports are potentially some of the most useful online data, we ll use this report to outline some of the key features of FFT Live. Click on the KS4 subject VA (Summary) SCH link to look at subject level VA for an individual school. The following screen will appear (see next page): Using the FFT databases and online reports 22

24 Section 4: FFT Live What does the report show? The report shows all KS4 full, short and vocational GCSE subjects along with intermediate and foundation GNVQ subjects. For each subject, the summary report shows the number of pupils entered for the exam along with the actual pass rate, A*-C percentage and A*-A percentage. At the right hand side of the report you ll find a range value added information based on two models (PA and SX) for both KS 2 to 4 and KS 3 to 4. The figures show the difference between the estimated value and the actual value. For example, a positive figure of 5% in Maths for the A*-C indicator would indicate that the percentage of pupils gaining an A*-C grade in maths was 5% higher than estimated based on the particular value added model. Like all other FFT reports, if this figure was shaded green then it would be significantly higher in statistical terms. Using the FFT databases and online reports 23

25 Section 4: FFT Live 4.4 REPORT OPTIONS You ll notice that above the main body of the report that there are a number of pull down menus and options. You can use these pull down menus to change the year that you wish to look at or to go to the next page to see more subjects. If you change the year or school or any other pull down option then you must always click the View report button at the right hand side of the screen. You can also export a report to another format. The export feature is standard across all reports. EXPORTING A REPORT To export a report: Simply click on the pull down menu to the left of the Export button and choose a format. The options include XML, CSV, TIFF, PDF, Web archive and Excel. Once you have selected an option simply click on the export button to the right which should now have turned blue. Using the FFT databases and online reports 24

26 Section 4: FFT Live TO VIEW THE SUBJECT REPORT IN MORE DETAIL It can be useful to drill down into a subject in order to find out more detail. To do this: Click on the back button and this time choose the KS4 Subject VA (Detail) SCH link. This Detail report is similar to the Summary report but shows estimates and actual figures for each individual grade. For example, in the screenshot below, 58% of pupils were estimated to attain an A*-C grade in Art & Design (2% A*, 8% A, 17% B, 31% C) but only 30% actually did (25% C, 5% A). As the summary at the right hand side shows this was 28% below the estimate (a statistically significant difference as shown by the blue shading). This example uses prior attainment (PA) between Key Stage 2 and 4 but you can change the selections to show KS43 and the SX model as well. You can even show them all at the same time if you wish. KEY STAGE 5 SUBJECT LEVEL VALUE ADDED You can view KS5 subject VA in exactly the same way. The reports use an almost identical format for both the summary and detail reports and include a range of post-16 qualifications A level, AS, vocational (single and double), international baccalaureate and BTEC awards. However, the KS4-5 VA model does differ considerably to other models and is only available in PA and SE versions. For more details see the KS45 Subject VA guidance available on the web ( Using the FFT databases and online reports 25

27 Section 4: FFT Live 4.5 OTHER REPORTS School report (significant areas grid) (All schools) This report shows a significant areas value added grid for an individual school. The grid is similar to the report included in the Analyses to Support Self Evaluation booklet and shows significant value added areas for a range (average and trend) of pupil groups and indicators based over a 3 year period. In this example two selections have been made one to view an individual school and the other to view all pupil groups within that school Estimates (Pupil Group) Report (All schools) This report shows Type A, B and D estimates for pre-defined groups of pupils within your school s. It also includes an estimate based on your own school s average performance over the last 3 years. For more details on this report please see FFT fact sheet 2. ( Using the FFT databases and online reports 26

28 Section i U SING THE FFT D A T B A SE & ON L I N E R E PORTS Additional Information Using the FFT databases and online reports 27

29 Additional Information: Background to FFT data Background to FFT Data THE RANGE OF AVAILABLE FFT DATABASES Online resource ( FFTLive Version 2.1 (Oct 07) PDF document Analyses to support self evaluation Version 15.0 (Oct 07) Access database (from your LA) FFT database Version (Oct 07) The majority of FFT data is provided direct to schools by Local Authorities In addition, FFT Live also provides online access to a number of key reports. In the future, it is envisaged that more and more reports will be made available online. Using the FFT databases and online reports 28

30 Additional Information: Background to FFT data DATA SOURCES The database contains a mixture of prime data and derived data. The prime data is broadly similar to that held in your school. We obtain a list of schools from DCSF (SCDB) or WAG, and at present export to each local authority and Academy database estimates and value-added for current schools. Prime Data Derived Data National list of schools FFT models to calculate fine grades Core pupil database FFT Database FFT models to calculate estimates Results + School Census + Transfer Files FFT models to calculate estimates How do pupils get into the core pupil database? When a pupil joins a school in England or Wales, they are added to the core pupil database, and all subsequent results and school census files are matched to the one record. How are records linked? Records are linked using a unique identifier, which is a number called FFT_ID. While the Unique Pupil Number (UPN) is invaluable in the matching of most pupils, the use of temporary UPNs and the practice of recycling UPNs or switching UPNs between pupils means that while it is unique for the majority of pupils, its uniqueness is not guaranteed. Which pupils appear in my FFT database? (a) All pupils currently on roll (either from school census or updated by a transfer file) at a maintained school, who have some results data. For example, if a school takes in five pupils from overseas, they will be added to the FFT core pupil database, but they will not appear in your database until they have results data, since they will have neither estimates or value-added. (b) All pupils who have been on roll at a maintained school. Your database will contain the results up until the moment they left the school. Also, if they have appeared in the school census, the most recent contextual information you are entitled to will be included. Using the FFT databases and online reports 29

31 Additional Information: Background to FFT data Example 3.1a If a pupil has been to several schools, and at the end of KS1 and KS3 they were in another local authority, but took KS2 in your school, the database will contain the KS1 and KS2 results, but not the KS3 results. Also, the contextual information from the school census will be from the KS2 school, and will not be the most current information. Example 3.1b If a pupil was at an independent school for KS2, and then moved to a maintained school in Year 7 and is then included in PLASC, then the database will contain their KS2 results from the independent school. However, if a pupil took their KS2 results at an independent school, moved to your school in Year 7, and then moved again in Year 9 and took their KS3 results in another school, the pupil would not be in your database, as they are neither currently on your roll, nor have they been assessed in your school. Using the FFT databases and online reports 30

32 Additional Information: Understanding FFT data UNDERSTANDING FFT DATA FFT MODELS USED TO PRODUCE ESTIMATES On most reports you will generally see four estimate types A, B, C and D. All four estimate types are built from two specific value added models one based on Prior Attainment (PA) and the other based on prior attainment PLUS other school and Socio Economic factors (SE). MODEL PA (PRIOR ATTAINMENT) Pupil Prior Attainment Pupil Gender Month of Birth Prior Attainment uses: Pupil-level prior attainment data Overall Key Stage Score using BOTH Teacher Assessment and Test Data ( fine graded level derived from marks) Take into account variations in attainment between different subjects (E, M, S) (not just subject to subject because attainment in English can, for example, affect progress in mathematics) Gender uses: Gender as a pupil-level indicator Month of Birth uses: Month of birth as a pupil-level indicator Estimate Type which uses this model: Type A MODEL SE (SOCIO-ECONOMIC) Pupil Prior Attainment Pupil Gender Month of Birth School Context School Context uses: % FSM entitlement, geodemographic data based on aggregated pupil postcodes and Mean Intake of year group Estimate Types which uses this model: Types B, C and D Therefore, the 4 estimate types are as follows: Type Model Description A PA based upon pupil prior attainment, gender and month of birth B SE based upon pupil prior attainment, gender, month of birth and school context C SE Uses Type B and then take into account the improvement needed for national or locally negotiated local authority targets D SE Uses Type B but adjusted to be consistent with the top 25 th percentile schools (based on valueadded) Using the FFT databases and online reports 31

33 Additional Information: Understanding FFT data FFT MODELS USED TO PRODUCE VALUE ADDED A third model SX, is also used on estimates/actuals (value added) reports alongside the PA and SE models. The SX or School extended model is a full contextual value added model (CVA). Contextual value added models use other background data about pupils such as their ethnic group or SEN status to explain differences in rates of progress. MODEL SX (SCHOOL EXTENDED) Pupil Prior Attainment Pupil Gender Month of Birth School Context Pupil Context Pupil context uses: English as an additional language, Ethnicity, Free school meal, SEN stage and mobility factors Therefore, the 3 value added models used are as follows: Model PA SE SX Description VA model based upon pupil prior attainment, gender and month of birth Part CVA model based upon pupil prior attainment, gender, month of birth and school context Full CVA model based upon pupil prior attainment, gender, month of birth, school context and pupil context Important The SX model is the only VA model which includes pupil context data. Therefore, it is not currently used to produce pupil or school estimates. This is because it could create low estimates and therefore low expectations for particular groups of pupils where progress has been historically low (e.g. Black Caribbean boys) Using the FFT databases and online reports 32

34 Additional Information: Understanding FFT data UNDERSTANDING PUPIL ESTIMATES Type A Estimate (using Model PA) The FFT models begin with the Fine Grade, but then adjust the estimates according to other factors in the model. Take for example two boys with exactly the same Teacher Assessments and marks at the end of Key Stage 2. Consequently they both have a KS2 Mean Overall Fine Grade of Their estimates are slightly different (English Level 5+ is 69% for the first pupil, and 70% for the second), because the FFT models also take account of a pupil s age. The first pupil has a KS2 Standardised Score of 105, while the second who is slightly younger has a Standardised Score of 106. MNOV_FG ENTA MATA SCTA ENTT MATT SCTT ETOT MTOT STOT EN5_EST MA5_EST SC5_EST % 98% 94% % 98% 94% Type B Estimates (using Model SE) In Model SE the difference between the estimates widens slightly because the pupils attend different schools, and in Model SE we are taking account of School Context. The first pupil attends a school with 25% FSM and a mean KS3 Intake of 5.1, while the second pupil attends a school with 50% FSM, and a mean KS3 intake of 4.3 MNOV_FG ENTA MATA SCTA ENTT MATT SCTT ETOT MTOT STOT EN5_EST MA5_EST SC5_EST % 97% 91% % 96% 88% Type C Estimates (using Model SE) With Type C, the estimates from Model SE are increased so the average equals the local authority target. MNOV_FG ENTA MATA SCTA ENTT MATT SCTT ETOT MTOT STOT EN5_EST MA5_EST SC5_EST % 98% 92% % 98% 89% Type D Estimates (using Model SE) While in Type D, the Model SE estimates are adjusted so they reflect the value-added of schools just in the 25% of all schools for that indicator, and then adjusted for the overall distribution of attainment in the school. For example, if the value-added for KS3 Level 5+ English ranged from +12% to -14%, and the top quartile was +8%, then +8% would be added to estimates, but adjusted for distribution of attainment, so that a school with more middle prior attainment pupils had a higher adjustment, while a school with pupils in the upper and lower ends of prior attainment would have a lower adjustment. MNOV_FG ENTA MATA SCTA ENTT MATT SCTT ETOT MTOT STOT EN5_EST MA5_EST SC5_EST % 98% 94% % 97% 92% Using the FFT databases and online reports 33

35 Additional Information: Understanding FFT data UNDERSTANDING SCHOOL ESTIMATES The school estimates used on the school reports are simply averages of the pupil estimates. Take for example a school, class or cohort of 14 pupils. The Type A, Type B, Type C and Type D estimates are an average each time of the 14 estimates. Est. Type A B C D Pupil 1 79% 70% 85% 83% Pupil 2 92% 88% 94% 93% Pupil 3 4% 2% 3% 3% Pupil 4 6% 3% 5% 5% Pupil 5 68% 67% 84% 82% Pupil 6 14% 8% 12% 11% Pupil 7 11% 6% 9% 8% Pupil 8 9% 5% 7% 7% Pupil 9 60% 47% 70% 68% Pupil 10 99% 97% 99% 99% Pupil 11 82% 72% 87% 85% Pupil 12 93% 89% 94% 94% Pupil 13 1% 0% 1% 1% Pupil 14 80% 71% 86% 84% Average 50% 45% 53% 52% Using the FFT databases and online reports 34

36 Additional Information: Installing the PDF Converter INSTALLING THE PDF CONVERTER PDF CONVERTER GENERAL NOTES If you wish to export reports in a PDF format, then you need to have installed the Amyuni PDF converter, which is available only for LA/school use in the Database subfolder of the Public folder on the FFT secure server. If you do not have the Amyuni PDF converter installed, then the PDF option is greyed out on the export preferences screen, as in Figure 1. The database can still be used without the PDF Converter installed but you will not, of course, be able to export PDF files. Figure 1 If the PDF converter is installed, but you are unable to export PDF files, then you may need to update your version of the PDF software. If you do need to install the PDF Converter software, you must be logged on as an Administrator, as you will need Administrator privileges to install this software - please contact your IT Department. If you intend to place the database on a network for more than one user to access then the PDF Converter must be installed on all computers that will use the database or on none of the computers. Errors will be generated if only one of the computers using the database has the PDF Converter installed. When the PDF Converter is installed this then puts a reference in the Access Database to the cdintf210.dll file on the computer where you installed the PDF Converter. If someone then tries to use the database on another computer and they have not installed the PDF Converter then they will get the error message that there is a missing reference. If you are using a stand-alone computer or only one computer will be used to access the database then the installation of the PDF Converter will not generate any errors. The PDF software has been provided by Amyuni Technologies, Canada to Fischer Family Trust for use within this database distributed as part of the Data Analysis Project. Please note that no other use of this PDF Converter is permitted within the licensing agreement. To export PDF files with the FFT database, please choose the option according to whether you already use the Amyuni PDF converter. Using the FFT database and online reports 35

37 Additional Information: Installing the PDF Converter If you do not have the Amyuni PDF converter installed but you do want to export PDF files Install the Amyuni software, which can be found in the May2004_PDF_Driver.Zip file located in the Public folder on the FFT Secure Website (see previous section on how to access the secure website). 1. Copy the May2004_PDF_Driver.Zip file to your computer. 2. Extract all the files to a temporary folder on your computer. Ensure that the option to Use folder names is ticked 3. Logon to your computer with Administrator privileges (you may need to ask your IT Department to do this for you). 4. Using Windows Explorer, navigate to the temporary folder you extracted the files to. In here will be a folder called PDF_Driver. 5. Open the PDF_Driver folder and double click the file called Install.exe, this will invoke the applications install shield. 6. Once the install is complete the user should click the OK button which can be found at the bottom right of the installer dialog box. 7. Logoff as Administrator and then logon as you would normally do. 8. The user may now open the database in the normal manner, where the check box to export PDF versions of the analyses, previously greyed out, should now be available. Using the FFT database and online reports 36

38 Additional Information: Installing the PDF Converter If you already have the Amyuni PDF converter software installed 1. Change the name of the printer from Amyuni PDF Converter to FFT_PDF. You may be fortunate to have sufficient user privileges to do this. From your Start button, go to printers and faxes, highlight the Amyuni printer, click the right mouse button, and opt to Rename. Change the name to FFT_PDF (the underscore is important). You should leave your default printer as it is. 2. If you cannot rename the printer, then ask your IT department to log in with administrator privileges and change the name for you. 3. Try exporting a small number of PDF reports to check that it works. If renaming doesn t work then you need to install the new version of the PDF converter software. The installation software can be found in the May2004_PDF_Driver.Zip file located in the Public folder on the FFT Secure Website 1. Copy the May2004_PDF_Driver.Zip file to your computer. 2. Extract all the files to a temporary folder on your computer. Ensure that the option to Use folder names is ticked Using the FFT database and online reports 37

39 Additional Information: Installing the PDF Converter 3. Logon to your computer with Administrator privileges (you may need your IT Department to do this for you). 4. Using Windows Explorer, navigate to the temporary folder you extracted the files to. In here will be a folder called PDF_Driver. 5. Open the PDF Driver folder and double click the file called Install.exe, this will invoke the applications install shield. 6. Once the install is complete the user should click the OK button which can be found at the bottom right of the installer dialog box. 7. Logoff as Administrator and then logon as you would normally do. 8. The user may now open the database in the normal manner, where the check box to export PDF versions of the analyses, previously greyed out, should now be available. Using the FFT database and online reports 38

40 Section t U SING THE FFT D A T B A SE & ON L I N E R E PORTS Troubleshooting Using the FFT database and online reports 39

41 Troubleshooting: FFT Database FFT DATABASE PROBLEM 1: CANNOT OPEN THE DATABASE DUE TO A MISSING REFERENCE Some users cannot open the database, because of a missing reference. For example, as in Figure 1 you may have a the message Your Microsoft Office Access database or project contains a missing or broken reference to the file cdintf210.dll version 2.1, and when pressing OK the database is corrupt or doesn t function properly. Even if the database appears to work properly, you must fix this problem. Figure Close the database, then re-open it whilst holding down the <SHIFT> key. 2. Change the view from Tables to Modules. You should see a list of modules similar to that in Fig 2. Figure 2. Using the FFT database and online reports 40

42 Troubleshooting: FFT Database 3. Open Visual Basic by double-clicking on any of the modules. You should see a screen similar to that in Figure 3. Figure Select Tools from the Toolbar at the top of the screen, then choose References. You should see a list similar to that in Figure 4. If any of the ticked references at the top of the list have a MISSING beside them, then remove the tick. Once done, press OK, and close the database using the cross in the top right corner of the screen. When you re-open the database again in the usual manner, the problem should have cleared. Figure 4. Remove the tick from this box You may need to do this repeatedly if the database is on a network, and another person is using it who does not have the PDF driver installed. We d recommend you either: 1. Ensure the PDF converter software is installed on the machines of other FFT database users 2. Uninstall the PDF converter, so no machine has it installed 3. Have two databases, one which is used by those who do have the PDF converter, and one which is used by those who don t have the PDF converter. Using the FFT database and online reports 41

43 Troubleshooting: FFT Database PROBLEM 2: NEWLY DOWNLOADED DATABASE WILL NOT OPEN If you try to unzip a database but get a failure message, then it is possible that the download was interrupted. We recommend that you: 1. Delete the downloaded exe file 2. Login to the secure server 3. Download your file again PROBLEM 3: MY DATABASE IS READ-ONLY Some users find when opening their database they have a message that it is read-only, as in Figure 1. Do not ignore this message. If you press OK, your database will still open, but you will not be able to view any reports, or export any files. Figure 1 The solution will depend on the cause of the problem: 1. If your database is on a CD, you need to copy the database to a location on your hard drive or network, and then change the properties as detailed in the next section. An Access database will not run off a CD. 2. If your database is on your hard drive or network, check the file properties. Highlight the database, and press the right mouse button. This will bring up a list similar to that in Figure 2. Choose Properties, usually the last option in the list. Figure 2 Using the FFT database and online reports 42

44 Troubleshooting: FFT Database On the next screen, select the General tab, and in the Attributes section, look at the Read-only box. If it is ticked, as it is in figure 3, then remove the tick. Press OK. Now re-open your database as per normal. Figure 3 This database is Read-only, so remove the tick 3. If your database is not read-only, then check the properties of the folder where the database is located. Highlight the folder name, and click the right mouse button. From the menu, select Properties. Then click the Security tab, and look at your permissions. As in Figure 4, you may not have full control over items in the folder. If this is the case, either amend your permissions to give Full Control, or contact your IT department. This user needs to have the Allow Full Control box ticked Using the FFT database and online reports 43

45 Troubleshooting: Accessing the FFT Secure Web Server PROBLEM 4: I CANNOT OPEN THE DATABASE DUE TO SECURITY RESTRICTIONS If you get this message when opening the database, then your security settings are too high. Press OK, and select from the toolbar Tools -> Macro -> Security. Change the security level from High to Medium. Using the FFT database and online reports 44