Would you mind leveling this writing please?

[KOKOagainandagain]

First piece:

At a ski slope a little boy caled Tom and his Frend Jack. were there [inserted above] And sunddly in the dblink oF a aye eye some one stole ther trofee, a wond, and magnafind so thay chased "said let's get the FeeF!"

About 50% on line, ascenders, descenders, finger spaces.

Second piece:

When I breva Bubbel's come out.
I can be menny coles and enny sise.
I live in warter and most the time I am in a bowl the sea.
And I Like swimming around most the
The Time
I eat speshill food ment for me.
I have two fins and a tail.
I have big gills so I can get warter in and out.
When the lite shins on me I shine like a torch.
I am a ...

About 75% on line, ascenders, descenders, finger spaces.

TIA

I would say maybe 3c for first piece and 2a for second. If the spelling was more accurate in the second one I would say level 3.

That first piece is not a 3. It's definitely a 2. The second piece is better, but still a 2

L2

Yes the first piece is a level 2. I don't think I read it properly first time,

Many thanks.

They were both assessed at level 2c but the second one did seem to be better to me.

I think I'd say level 1 for the first piece. Possibly level 2 for the second but I think it's a bit more difficult to level that as a piece of writing on its on.

1a/2c would be about right I think.

2c....no way a 3!!! The first one doesn't have many elements of a 2b even.

I would have said 2c too.

Why do you ask?

Thanks.

Juniper - I am trying to work out (somewhat belatedly as part of SA application) how DS2 went from being assessed at level 1b in April 2013 to 2c in May 2013. He is very reluctant to work in the classroom and has no social desire to please whatsoever (he is on the ADHD/ASD diagnostic pathway). He is also cognitively able (VR 98th and NVR 99.3rd percentiles). The first piece of work is the best that the staff could get from him, with constant prompting from 1:1, in class. The second piece, for which he was awarded Star Writer was produced in the library.

Would you mind taking a look at the other piece of writing, for which he also got Star Writer, that was produced in the library;

One sunny day ther was a dboy casin aFter a butterfly in the woods. The boy was walking over the stones and saw a shiny stone and it was the magic stone. And he piked the stone up. Sunnbly the magic stone went warm And sone eays eperd on the trees, and then sunndly they disPird.

then eays epired in the buches. After that the woods went silent. So the skerd boy ran back home. And he was safe at home.

Levels are hard enough for parents to understand at the best of times but this is 'twisting my melon, man' iykwim

I don't disagree that those, exceptional pieces of work, never seen before or since at level 2 (I even think that 'c' is a little stingy) but he is not actually at that level in terms of a skill being practised more frequently and consistently and independently.

So, it seems like the picture is true but partial and not accurate because the method of assessment and reporting can't handle that level of complexity.

Thanks again. Expert knowledge goes a long way.

If the first piece was produced with 1:1 input and support then really it can't be levelled as a reflection of what he can do. Pieces to be levelled should be as independent as possible.

Sorry if I've got that wrong...from what u say the first is with support, the library pieces independent, yes??

The second and third piece seem slightly better- as in they are punctuated. He makes more attempts to use full stops to demarcate his sentences...also the attempt at speech marks.

The second one is a riddle about an animal from a sats paper.
Yr 2 sats asked the children to write a riddle one year and the paper is sometimes done as practice. Is your son year 2?

I would level them at a 2c simply because I can't read some of the spelling. The language used is very good though so there are definitely elements of higher levels. A secure 2c with elements of 2b and 2a.

I know that teacher assessments of work day to day in the classroom are supposed to take precedence. DS2 is in year 3 now and got a level 3 in maths KS1 assessment but was given 2a and he is still levelled at 2a because he doesn't work at that level in class.

I agree his SATs writing is secure 2c with elements of 2b and 2a.

There seem to be two issues. He hates writing and will not work independently in the class (that's why he was in the library for the tests) and so really all his classwork should not be levelled. Work produced under these circumstances is of poorer quality (1b/a with elements of 2c, b, and a).

The school filed a level of 2c. This gives precedence to one-off exceptional performance and sort of negates all the complexity that surrounds day to day functioning.

It matters now because of SA which pretends that NC levels give a forensically detailed and precise measurement of 'adequate progress'.

I have worked out the ratio gain to be 0:1 for one academic year, the equivalent of 12:1 during the month of SATs followed by an equivalent of 0:1 over the next two terms.

Common sense tells you this is wrong. Actually this tells me that with support (ie working in a quiet place) he can make amazing progress. Unfortunately, the school only make appropriate adjustment or deliver adequate support on test days. (By Jove, I think I've got it).

It depends what support he is getting in the library though surely?
We take ome of our children out of the classroom to do their work for assessed pieces of work as they wouldn't be able to focus properly in the cass with everyone. But even in th elibrary or quiet workroom they work independently without support. They just happen to be in a room with a teacher/TA and either alone or with up to 4 children maybe.

Hula - he has a 30 second attention span in class, doesn't listen to the teacher or follow instructions, can't work in groups (the constant noise-making is a problem) but in a 1:1 situation (noted by 4 different SALTs, OT, EP, comm paed, specialist behavioural nurse and teaching staff) can attend perfectly for long periods of time, following instructions appropriately etc.

So he can independently work in the library. However, there are not enough staff for someone to stay with him (they pop in and out) so this hardly ever happens.

Have they tried a work station in class? A desk screened off? I know he'll still have the noise but not the visual distractions.

you can use ear defenders www.cheapdisabilityaids.co.uk/childrens-ear-defenders-513-p.asp we have children who have sensory issues and have been recommended reducing noise in this way

He's been waiting for a sloping desk for six months - why not just use an A4 ring-binder?

Same thing happened with fiddle toys which were on order but I got fed up waiting and gave him blu-tak.

I dream of a workstation or screened off desk Given that he is responsible for the constant noise-making this might be a good solution for everyone. I can find it very hard to tune out so I feel sorry for the children on his table. He's on his third neighbour this term as the previous two cracked under the strain and started trying their own form of 'behaviour modification'.

mrz - I suggested this to DS2 but he laughed and said no because he wouldn't be able to hear the teacher - he never listens anyway. I'm not exaggerating but repeating the reports of experts who have carried out multiple classroom observations.

The specialist nurse mentioned that the neuro clinic has an OT attached to it who does sensory integration so maybe suggestions would be better received if they came from her.

They'd think I'd lost the plot if he turned up wearing ear-defenders. I imagine it would take months to get an officially sanctioned pair.

He wouldn't need to wear them all the time just when he needs to concentrate ... we work close with OTs if children have sensory difficulties

Come to think of it this does sound very sensory.

His usual OT is due to visit him in school again this term. She has seen him in clinic recently but he attends perfectly in that setting. I'll send her a copy of the classroom observations of the specialist behavioural nurse which mentions severe inattention and stimming during assembly.

Thanks mrz

Why on earth aren't they setting up a work station then?? They just need to set his desk up to a wall and put those portable screens next to it- only one side of in a corner if a room. We've done this for many children over the years. Sometimes a few children in the class use it- it can just be called the focus table and doesn't need to be his desk every session. Have u suggested the ring binder?? Have you spoken directly to the head teacher?? If it was raised with my head she'd probably be mortified it had taken so long to get the fiddly toys/ desk and order herself. Not all schools can afford new furniture but the fiddly toys in inexcusable!!!!