How is satisfactory educational progress determined for home schooled children with disabilities?
Same tests/same percentile: In some cases, an IEP or PDP team may decide that the standard tests and performance requirements (at or above 15th percentile) are appropriate for a child with a disability. This may be the case for a child with an emotional disturbance whose academic performance on a standardized test is not impacted by the child’s disability. The standard tests may also be an appropriate measure of progress for a child with an articulation disorder, or for a child with a physical impairment and no cognitive impairment. If so, this decision should be documented on the child’s IEP or PDP. Same tests/different percentile: In some cases, an IEP or PDP team may decide that the standard tests are appropriate but that a different performance requirement is appropriate. The team may decide that performance at or above the 10th percentile (or some other figure) would be an appropriate standard of educational progress for a particular student. The team would need to consider the st
Related Questions
- Can children with disabilities who are home schooled participate in one or more classes at a public school in their district?
- Are home schooled children with disabilities considered parentally-placed private school children in Oregon?
- How often must home schooled children with disabilities be tested for satisfactory educational progress?
