West Virginia Code §18-8-1 requires that this alternative method be mutually agreed upon by the parent or guardian and the county superintendent or their designee.

Having a teenager, I’m already familiar with the school system. We’ve been through it all—switching schools, public school, private school, virtual school. But homeschooling? That wasn’t something I ever anticipated.

When Conrad turned five, it became clear that school wouldn’t look the same for him as it did for our daughter.

Conrad has been attending daily therapy since he was two years old. He works one-on-one with a dedicated therapist who understands and supports his needs. The thought of pulling him from his routine and placing him in a crowded classroom, where teachers are outnumbered, was overwhelming. It just didn’t feel right.

My sweet little boy can’t yet advocate for himself. He wouldn’t be able to ask for help or get the teacher’s attention. He wouldn’t receive the kind of individualized instruction he thrives on. He’d be walking the halls with children who might not understand him or know how to include him.

Yes, I know there are wonderful teachers. I know there are special education programs that go above and beyond. But I also see the stories—too many—of children like mine being misunderstood, mistreated, or simply overlooked. Some of those stories happened right here in our own district. It just wasn’t a risk we were willing to take.

So I began the process of enrolling Conrad in homeschool.

That’s when I hit another wall: most homeschooling resources I found weren’t designed with neurodivergent learners in mind. They offered workbooks and structured plans similar to what you’d find in a traditional classroom—but that wasn’t going to work for us. Even an IEP didn’t feel like the right fit.

Eventually, I discovered the option for an alternative academic assessment. It was mentioned briefly—just that it could be a portfolio tailored to the child’s abilities—but there were no examples, no real guidance.

I searched online. I emailed local professionals who do portfolio reviews. I reached out to other parents. But no one had clear answers.

So, I created a draft proposal myself.

And now, I’m sharing it with you. Feel free to download my draft as a reference. If you’d like an editable version, just reach out—I’m happy to share.

I’ll be working closely with Conrad’s therapy team to create a meaningful portfolio that reflects his unique progress, and I plan to submit it at the end of the school year. Along the way, I’ll share updates, templates, and tools that I hope will support others navigating this path. You’re not alone in this—and neither am I.