Please help me understand progress without levels (and 'level' this writing)

[KOKOagainandagain]

DS2's school don't seem to have a category lower than 'making expected progress' and it is very difficult to work out whether the gap between DS2 and peers is widening or whether his rate of progress is to be expected and is usual for him. The last level I have is 3a in May 2015 (year 4). I am guessing that teachers use the same descriptors to work out national curriculum points even if levels have been officially abandoned.

So, how would you 'level' this piece of work? Other DC read out their versions at a recent parents' assembly so I have some idea of what his peers are writing.

TIA

Bloody hell my ds is totally screwed then, yr 10 not able to do half of that, he prints badly, little or no punctuation, spelling is average, content is poor etc etc.

Keep our LA won't even acknowledge that this is a problem and believe that ds is of average academic ability even though there is evidence to the contrary.

Enter - ability and attainment are not the same thing and a significant gap is just that, significant. Difficulty leads often to low self of sense as a leaner and low self esteem. This can lead to where we are with DS1 (15) out specialist school for 5 terms ...

So your DS can be of at least average cognitive ability but significantly under achieving. That means he needs more support not less (or none).

You need WISC and WIAT assessment.

KeepOn there is absolutely no reason why the school can't give you progress reports or targets based on the new curriculum

KeepOn there is absolutely no reason why the school can't give you progress reports or targets based on the new curriculum

keep LA think that because the primary dx is Asperger's then he must be of average cognitive ability they will not get an EP assessment done, didn't do a needs assessment for transfer to EHCP and state that the reports that they have are accurate and relevant even though he was only observed by an EP 6 yrs ago, in yr 5 QCA results were 1a and 2c for literacy and numeracy. We are awaiting a private EP assessment. Next yr he takes his GCSEs (allegedly)

School (over the last few years) have dragged DS' self esteem and confidence out of the gutter he is totally different now but he still has great difficulty with understanding, processing and recording information.

TT has been changed for the new curriculum. It is different. Obviously a curriculum builds on previous learning but parents could be given info from TT for their children. How many would want that level of detail is questionable. We use the new version of TT because we were already paying for it and the LA had not developed their system. We wanted to crack on with something although it may not be totally accurate because human error over judgements is still possible, hence the external moderation and internal angst!

oldbirdy - I see from Nicky Morgan's guest post that you are an EP. It may help you understand my concerns to know that DS2 has an ASD and has been assessed as on the NVR 98.3 percentile and VR 98th percentile. He is in a small group extension class for maths. Teacher assessment in these subjects is above expectation. Unfortunately he has also a baseline of 5 minutes independent working. Without constant prompting he is happy to leave over 75% of questions unanswered in assessments. He is exactly the profile that is likely to transition to secondary 'below expectation' despite being very able.