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[quote=Anonymous][quote=Anonymous]You already basically have that with IEP ogress reports. Under the IEP process, goals are written based on the individual student's needs/abilities. So, for a third grader still struggling with beginning reading, the IEP goals would reflect that. Also, IEP accommodarions can requrie that a student be assessed in different ways so, for example, a student struggling with reading could still be accurately assessed on his knowledge od social studies.

I don't know about high school, but for a younger child, where grades are more or less irrelevant, an IEP progress report would accurately reflect progress in the subjects where the student can't be realistically expected to be on grade level.[/quote]

There is a difference between requiring a level of competency and requiring that each child show that they are competent in the same manner.  So, in your example, there is still a level of competency required for all kids in social studies, but some kids would demonstrate it through testing, others through discussion or whatever mechanism the IEP requires.  The IEP does not change that the child must be competent to advance to the next level.

As an aside, one of the benefits that we've found in Curriculum 2.0 is that competency is assessed in multiple different manners (I'm not using the correct terminology, I know).  So my child, who cannot complete all of the work or test in the typical manners, can have his competency assessed through alternative means.  [/quote]

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