Showing school books at an appeal hearing
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Showing school books at an appeal hearing
Hi
My daughter has moderate dyslexia and so her school books are full of writing which is misspelled with words missing. I am therefore reluctant to show the books to the panel.
We have a lot of other evidence of her ability - Y5 report was excellent, achieved 3 level 5s in her optional SAT tests in Y5, tests by Dyslexia Action show her IQ is 137, score 125 in verbal reasoning, 133 in non-verbal reasoning, 135 spatial ability, 129 number skills. I am seeing her headteacher later today to get his recommendation.
The teachers comments are mostly positive in her school books, they just look so messy I wouldn't want to shock the panel! Would it be OK not to show them or would the panel think something wasn't right?
Thanks
My daughter has moderate dyslexia and so her school books are full of writing which is misspelled with words missing. I am therefore reluctant to show the books to the panel.
We have a lot of other evidence of her ability - Y5 report was excellent, achieved 3 level 5s in her optional SAT tests in Y5, tests by Dyslexia Action show her IQ is 137, score 125 in verbal reasoning, 133 in non-verbal reasoning, 135 spatial ability, 129 number skills. I am seeing her headteacher later today to get his recommendation.
The teachers comments are mostly positive in her school books, they just look so messy I wouldn't want to shock the panel! Would it be OK not to show them or would the panel think something wasn't right?
Thanks
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- Posts: 9235
- Joined: Wed Jan 11, 2006 8:10 pm
- Location: Buckinghamshire
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- Posts: 9235
- Joined: Wed Jan 11, 2006 8:10 pm
- Location: Buckinghamshire
Hi
I now have some additional info. Her headteacher recommended her as a 2:2. The school's overall recommendations were:
1:1 6(5)
1:2 3(3)
1:3 0(0)
2:1 6(3)
2:2 15(5)
2:3 0(0)
3:1 8(0)
3:2 4(0)
3:3 0(0)
I am worried that 2:2 doesn't look that good in the light of the above results, and from reading about unsuccessful appeals!
I would be grateful for some advice as to the amount of time/emphasis we should place on the mitigating circumstances (dyslexia) vs academic evidence.
Thanks
I now have some additional info. Her headteacher recommended her as a 2:2. The school's overall recommendations were:
1:1 6(5)
1:2 3(3)
1:3 0(0)
2:1 6(3)
2:2 15(5)
2:3 0(0)
3:1 8(0)
3:2 4(0)
3:3 0(0)
I am worried that 2:2 doesn't look that good in the light of the above results, and from reading about unsuccessful appeals!
I would be grateful for some advice as to the amount of time/emphasis we should place on the mitigating circumstances (dyslexia) vs academic evidence.
Thanks
http://news.bbc.co.uk/1/hi/uk/7530159.stm
Multiple choice e.g. format of 11+ does make it harder for dyslexics - it miight help to explain the shortfall.
The HT looks pretty accurate - no doubt others will comment too.
Multiple choice e.g. format of 11+ does make it harder for dyslexics - it miight help to explain the shortfall.
The HT looks pretty accurate - no doubt others will comment too.
The "1's" are very good. I can see why you would be concerned about the "2's", but the head could argue that these were strong recommendations even though the scores might have been borderline.
If the "1's" had also been inaccurate I would share your concern. As things are, I would hesitate to draw firm conclusions.
50/50 is the usual target for academic evidence/extenuating circumstances. Remember - most panels are familiar with cases involving dyslexia.
If the "1's" had also been inaccurate I would share your concern. As things are, I would hesitate to draw firm conclusions.
50/50 is the usual target for academic evidence/extenuating circumstances. Remember - most panels are familiar with cases involving dyslexia.
Etienne
We had our appeal this afternoon. The panel were very fair but I wouldn't say that they went out of their way to put us at our ease.
Questions we were asked:
Did she finish the paper?
Was she well on the day of the test?
How was she feeling on the morning of the test?
What questions did she find hardest in the familiarisation papers?
Did we do any practice papers with her at home, and how did she find them?
Why did we not apply for extra time? (We did, but the school said she was ineligible as she was working at a level appropriate to her age.)
Did she read at home?
How often did I listen to her read?
We were not asked about extra curricular activities or whether we had tutored her.
The panel were polite, the LA rep was pleasant, but I have absolutely no idea of what the decision will be, they gave nothing away!
Hope this is of some help to others with upcoming appeals
Questions we were asked:
Did she finish the paper?
Was she well on the day of the test?
How was she feeling on the morning of the test?
What questions did she find hardest in the familiarisation papers?
Did we do any practice papers with her at home, and how did she find them?
Why did we not apply for extra time? (We did, but the school said she was ineligible as she was working at a level appropriate to her age.)
Did she read at home?
How often did I listen to her read?
We were not asked about extra curricular activities or whether we had tutored her.
The panel were polite, the LA rep was pleasant, but I have absolutely no idea of what the decision will be, they gave nothing away!
Hope this is of some help to others with upcoming appeals
We heard yesterday that our appeal was successful.
A huge thank you to all the contributors to this brilliant site, particularly Etienne and Sally-Anne, who work tirelessly to help us at this horrible time, not minding at all if we ask silly questions!
I a now hugely relieved that this is all over. My best wishes to the other appellants out there.
A huge thank you to all the contributors to this brilliant site, particularly Etienne and Sally-Anne, who work tirelessly to help us at this horrible time, not minding at all if we ask silly questions!
I a now hugely relieved that this is all over. My best wishes to the other appellants out there.