Real-Life for High School Credit- Care and Concerns of the Elderly

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Care & Concerns for the elderly elective credit .png

Have you ever been through a tough season, a season when you wonder if anyone learned anything?

I have. More than once. 

About three years ago--from January to May--we helped care for and love my grandmother in the last months of her life. I don't regret one day, one minute of how we chose to spend our time. We made wonderful memories with Grams during that time, memories our family relives and smiles over--all of us. But, it wasn't an easy time.

The six months prior, found us spending many hours touring assisted living facilities and government-subsidized care units. There were meetings with social workers and property managers. My high school learner asked if she could be included in the tours and meetings. 

At first, I wondered how she could accompany me and complete her scheduled course work. 

After a few conversations, Mike and I decided there was great value in our high schooler participating in the meetings, discussions, and comparisons. After all, she may be able to add a perspective my mom and I--being very close to the circumstances--might not be able to see. In addition, she was a consumer and might one day be faced with similar decisions. 

I was worried our daughter wouldn't be able to make visits and meetings with us and get her planned work completed. I was fearful and tentative. However, Mike and I decided there was life value to this season. 

Our high schooler would accompany my mom and I. 

Fast forward to the end of May.

After some really difficult months, Grandma passed away. Being the end of May, I was compiling work samples for our year end evaluations and updating my high schooler's transcript. In the process, I asked our daughter to look over the transcript and her portfolio of work samples to determine if I had missed any significant work she had completed--especially independent studies--while my mind was preoccupied with Grandma. 

Her response surprised me. 

"Couldn't I get credit for all I learned while helping with Grammy?"

I answered with a question. 

"What do you think you learned?"

I was astounded by her answers. 

Here are the highlights:

  • Medical care terminology

  • Implications of elderly care, physically as well as psychologically

  • Family care of the elderly

  • Levels of care matter and costs associated with that care

  • Comparing and contrasting residential services and their differences: nursing facility, assisted living, retirement community, memory care

  • Levels of home care and the services rendered

  • Meal preparation, offerings, presentation, individualization of services in different facilities

  • Physical, emotional and spiritual care concerns at facilities

  • Support care for family, if offered

  • Comparison and contrast of social and group activities in facilities

  • Nursing qualifications at each facility- RN, LPN, CNA

  • Staff to patient ratios

  • Emergency response systems and their importance

  • Financial options and obligations

  • Hospice and end of life procedures, care, and considerations

We talked for thirty minutes (at least) about all she had learned and experienced, first-hand, experientially. Not only had our daughter interacted with--playing games, conversing, and caring for--Grammy and other residents several times a week for several months, but she had also made visits to seven facilities and compared the offerings, care, staff qualifications, and financial costs of each. She helped us research at home and we brainstormed questions we would ask at each meeting. 

When our daughter visited with us, she asked questions and held conversations with staff, helping us understand the pros and cons of each location. Near the end of Grammy's life our daughter visited three hospice care facilities and listened to three presentations regarding choices we would have to make as a family. In addition, she observed how people processed Grammy's declining health and eventually her passing--from my parents to her youngest siblings--as we visited, asked questions, processed grief together. 

I couldn't believe what our daughter had learned! None of it was planned. And, I almost missed an opportunity to use her interest--a real-life situation--as a catalyst for learning. 

My daughter wanted to be an active participant of this season in our lives, and it was some of the most valuable learning she could have done that year. 

Could she earn credit for all she had learned? 

In our state, that final answer rests with Mike and I. We confer the credit. we sign the transcript. This is not the case for all states, so research is essential in regards to state requirements.

I also had to determine in my mind--really Mike and I together--whether I could feel confident in the credit we were giving. Would I--or my daughter should she be asked to explain her course work in an essay or interview--be able to substantiate what our daughter had learned? Did I feel the content was high school level or higher?

After researching high school courses (there really weren't but one or two) and content of college credit offerings (this was more helpful) as well as asking questions of professionals in the field, we decided to give our daughter one-half credit for her learning and experience. 

For readers with young adults interested in this field, in my research I learned the Red Cross has a family care-giver course. 

To document the content covered, should our daughter need it for college admission, I wrote the following course description of what she learned. 

Cares and Concerns of the Elderly

This experiential study was initiated by the student as a result of the direct care and concern of her ninety-five year old great-grandmother and her health and care needs during the last nine months of her life. The student interacted with elderly patients at in-patient care centers several times a week. One visit included making and delivering Christmas cards. During the student's visits she served cake and punch at a birthday party, helped residents participate in an Easter egg hunt, escorted patients through a nature garden, played card and board games with patients, and sang Christmas carols with a group of parents and students. As the great-grandmother required complete care, the student researched, visited, and compared nursing care and living accommodations at three local assisted living facilities and three hospice care units, participating in discussions of how to match patient needs with patient care. The student also participated in discussions about blood transfusions, intravenous nutrition, end-of-life care, death, and the grieving process. 

What real-life circumstances is your young adult facing? Do these experiences include internships, community opportunities, or apprenticeships? Do these circumstances or experiences provide high school level (or higher) instruction or content? 

Perhaps your young adult is experiencing something extra-ordinary, something which will impact life--and other people--far beyond the high school years. There may be job shadowing, internships, community opportunities, or apprenticeships involved in the learning. Lives might be changing because of your young adult's learning experience.

Might you consider what those experiences are, how they are impacting lives, and how might they equate to credit? 

 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Foreign Language in High School: Which Language?

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In part I of this series we discussed what homeschoolers need to know about foreign language. 

In part II I offered common questions homeschoolers may need to ask. 

In this final part of the series, I will offer insights on how to determine what language to pursue. Again, understand all young adult's, their calling, and their career goals are unique. Not all of these tips will apply to every student and there are likely some you will uncover as you research and walk the journey with your young adult. 

Why do some colleges require more than one year of language? This is a great question! Highly-selective schools will require or recommend more years of language for their applicants. Part of the reason colleges seek more than one year of a foreign language is an understanding that the first year of foreign language is foundational, introductory work. The second, third, and fourth years generally dig deep into advanced conversation, writing, and even analysis. Of course, there are always exceptions to this thought. 

Can the student switch language course of study? Most colleges want two, three, or even four years of language study, often in the same language. Sometimes, however, students will complete one year of one language and then switch to another language. This is usually acceptable IF the student then continues at least two consecutive years (some college prefer three) in the same language. Again, this is an area which is often university specific, so ask questions as early as possible. 

Do colleges have a preference as to what languages are taken? In our experiences, most colleges have no requirements as to which languages they prefer students take. Again, there may be a rare situation out there somewhere, so do your homework! 

Are there expectations as to content of foreign language courses? Colleges know languages are hard. That is part of the reason they require language study. Colleges also expect comprehensive course content. 

What are some factors which could be considered as a student decides which language to pursue? Students who know what career field they want to enter should consider a language which would be beneficial to their future. For example, a student who wants to teach English in a Germany may consider taking a few years of German language. Foreign language is particularly  beneficial to students who plan to work in international banking, law, telecommunications, travel, government, to name a few. With more an more careers spanning the global market, language could be a definite asset. Other common factors in determining which languages students may pursue are future travel plans, family heritage, or personal interest. 

If a student is considering several languages and trying to determine which might be the best choice, consider visiting ethnic restaurants, borrowing foreign language how-to courses from the library, or spending time with people who speak the languages of interest. Or, travel either for pleasure or missions. Being immersed in a language may help with the decision of which language to pursue. 

As the student is choosing which language to study, he or she may need to be reminded that study may become (and often does become) difficult. Learning a language can be hard. In the challenging times, we have had to remind our young adults of the bigger picture. The bigger picture, the goal, often helped our students hurdle temporary difficulties. 

I hope this series has been helpful to you and offered some points to consider as you help your young adult successfully navigate the foreign language trek. 

 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

 

 

 

Foreign Language in High School: Questions YOU Need to Ask

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In Part I, I shared common concerns homeschooling parents have in regards to high school foreign language requirements. 

We learned what questions we might need to ask as we walked the foreign language journey. In fact, when our family began researching foreign language possibilities twelve years ago,  we knew nothing about what questions to ask or to whom we should ask our questions.

Our journey was hands-on and experiential--just like yours--meaning we learned by walking through the experience and making mistakes.

In this post, I hope you can learn--not only from our experiences--but the experiences of hundreds of families with whom we have encouraged. These are only samples of the questions YOU may find necessary to ask dependent upon your unique situation. 

The foreign language journey with our first was fairly uneventful. Four of his five top university choices required two consecutive years of the same foreign language. By making sure he completed two years of the same language we would meet the requirements of every school in which he was interested. 

It is also helpful to know that our son did not want to dual enroll, so that was not an option. Therefore, we researched every other potential avenue. In the end, he simply completed two years of Spanish with FLVS, an online public school.

During his senior year, he applied to six colleges in total, all required two years of the same language. In the end, he chose a local four-year university honors college. At the end of his senior year, the university requested I send the final copy of his parent-generated transcript. 

Two weeks later, I received a letter in the mail. 

"Your high school foreign language credits have been verified from a valid source. We have waived the undergraduate foreign language graduation requirements."

Fantastic! We didn't see this coming. Of all the homeschooling high school meetings and conference workshops I had attended, no one had ever mentioned there was a potential for a college to use the earned high school foreign language credits to fulfill undergraduate requirements (outside of dual enrollment). We were pleasantly surprised and grateful!

Lesson learned: High school foreign language courses may be used to fulfill the undergraduate foreign language requirement IF the courses are taken from an entity approved by the college. 

Ask: From what entity could a student take foreign language and earn both high school and undergraduate college foreign language credit, aside from dual enrollment?

From our lesson with the first grad, our second son charted an intentional plan. Knowing university language courses can be more difficult due to depth of subject and amount of content covered in each class, we brainstormed with our young adult potential language options. He chose to follow the same path as his brother and take two years with the public online school. When he applied to attend a local state college, the admissions department asked for verification (transcript from the online school) that the foreign language was completed. They waived the foreign language requirement for his AA. Yes!

Interestingly, once our son earned his AA and continued seamlessly to the four-year university for the completion of his Bachelors degree (the same one from which our first graduated), I received a letter in the mail. 

"Please submit the final high school transcript so that we may verify completion of high school foreign language."

Our second son had his AA and BS foreign language requirements waived because we had taken the foreign language from a source each school considered valid. 

Side note here for those who wonder if the high school transcript is ever needed after earning an AA. In some cases (like this one), YES! 

When our third high schooler began to consider foreign languages, knowing what we experienced with the first two graduates, her primary consideration...get it done in high school!

She, however, had an interest in American Sign Language. We had to look for an entity where she could learn ASL fluently.  Interestingly, as we were deciding next steps, an email came from a friend, a certified interpreter, who was offering ASL 1 the coming year. I knew from research some universities won't recognize ASL as a foreign language. If they did recognize ASL as a language, they may not accept the means by which it would be taught.

As a mom, knowing what my daughter might face, I was hesitant to let her pursue this interest. 

Yet, I knew ASL was a genuine interest and I wanted my daughter to have an opportunity to learn a language that mattered to her. We researched. I connected with one college asking if they would accept ASL as a foreign language. Indeed, the college verified in writing via email that they would accept the ASL. My daughter took the class, realizing that though one college of choice accepted the credit, another may not. They would not, however, used her ASL course to fulfill the university foreign language requirement for her undergraduate degree. 

But remember, every situation is unique and individual depended upon the career and college choices. For example, last week, a family contacted me with a similar situation. A homeschooled high schooler had actively participated in the deaf ministry at their church where the student interacted and communicated with attendees who were deaf. Other studies were completed. The local state college told the family the student's studies would not likely be accepted for credit. 

Again, what one college deems acceptable for foreign language, another may not. Ask questions. 

What about learning challenges?

A student  we know sought accommodations for learning challenges. The student was eager to attend college, however knew accommodations would be needed to be successful. The educational psychologist recommended the student, due to the significant learning challenges--dyslexia and dysgraphia--should be allowed to take a substitute course for foreign language.  

Research and testing--on adult scales which most college require--provided information regarding documented learning challenges and foreign languages. In regards to significant learning disabilities and current, accurate documentation, some colleges may waive or offer substitute courses toward foreign language requirements. This is not true of all schools and is highly variable school to school. Therefore, parents must inquire and must be able to provide psychological reports as needed. 

Ask: Are college admission foreign language requirements waived--or are substitute courses accepted--for students with documented learning disabilities (on adult scales)? 

When we began our high school journey we had no idea what foreign language questions to ask. In most cases, we learned along the way, either by personal experience or the experience of families with whom we work closely. 

And, with two current high schoolers (and several on behind) we are likely to learn even more.

Do you have experience with high school foreign languages which my help readers? Please share in the comments.  

Up next, Part III.

 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

 

 

 

 

 

 

32 Ways to Learn from Real and Relational

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Some of my children love making lapbooks, others prefer unit studies. Still others learn best when we incorporate field trips into our days. And, our middle and high school young adults? They have learned at co-ops, through online courses, and with personal independent study. 

In our twenty-three years of homeschooling, our children have benefited from activities rooted in just about every educational methodology.

As beneficial and pleasurable as these experiences have been, the greatest rewards in retention and relationship have come from incorporating life moments into our days together; discovering God’s creation, serving the needs of others, and engaging in conversations.

In the younger years, we:

  • Watch busy ants carry food to their hills, commenting on their phenomenal strength and work ethic.
  • Till a small garden and sow seeds, watering and weeding with hopes to enjoy the abundant harvest, the fruits of patience, diligence, and perseverance.
  • Build a birdhouse, hanging it in a nearby tree and observing the types of birds that enjoy the shelter.
  • Weed the flower bed, discussing root systems and parts of the plant.
  • Pull out a blanket after the sun goes down and gaze upward, identifying constellations, studying the night sky.
  • Study and sketch the moon each night, pondering its changes.
  • Solve a jigsaw puzzle or play a game, building critical thinking and problem solving skills.
  • Sing together, experimenting with high and low pitches and encouraging vocal giftedness.
  • Sort the laundry, learning the difference between lights and darks while engaging in conversation.
  • Tidy the house, encouraging young helpers to be a part of the family team, doing what they are able.
  • Peel carrots together, strengthening small motor skills while discussing life’s profound questions, like why are bats nocturnal. 
  • Make lunch together, slicing bread into half-inch slices and cutting sandwiches into halves and quarters.
  • Make lemon meringue pie, marveling at how the egg whites change and stiffen.
  • Slice and quarter lemons, stirring in one-half a cup of sugar and filling a pitcher with water to make lemonade.
  • Cuddle on the couch, reading page after page, book after book, traveling to unknown places, meeting extraordinary people.
  • Look through family photo albums, recalling favorite memories and sharing family history.
  • Invite people of varying backgrounds, cultures, and careers into your home, broadening our children’s understanding of the world.
  • Make homemade holiday and birthday cards, sending greetings to those who might need extra cheer.

During the pre-teen, teen and young adult years, we:

  • Discuss theologies, philosophies, and belief systems, expanding our young adult's understanding of how people think and apply knowledge, while building and refreshing our own knowledge base.
  • Learn with our young adults, discerning when to encourage independent study and when to be involved.
  • Embrace our young adult's talents, giftedness, or special interests, offering to help in the discovery and research process.
  • Start a sewing project, learning and creating alongside, shoulder to shoulder.
  • Sweat with our teens, practicing sports and fitness skills, caring for their physical health.
  • Walk briskly around the neighborhood, praying for the neighbors while setting a foundation for life fitness.
  • Complete a task together (cleaning a bedroom, washing a car, mowing the yard), lightening the load of doing it alone and engaging in conversation which may not happen otherwise. 
  • Take our teens on dates (clothes shopping, tea rooms, book cafés, or sports stores), enjoying our alone time together away from the hustle-bustle of everyday life.
  • Read books together, sharing feelings and insights.
  • Sit with our young adults, engaging in conversation, helping them sort through challenges, uncertainties, and frustrations.
  • Strive to be quick to listen, asking questions that help our young adults move through difficult circumstances or relational snags using problem solving and conflict resolution skills.
  • Relax together, watching a movie or discussing a recently read book.
  • Serve at a local shelter, mission, or children’s home, blessing those who need an extra dose of love while encouraging one another to care for the least served.
  • Offer childcare for single moms or moms on bed rest, meeting her practical needs.
  • Go on a mission trips together, experiencing new cultures and serving people whose existence matters despite difficult circumstances. 

As our children move to adulthood and away from home, I often ask what mattered most in their learning and living years at home. By far, the experiences which have impacted them most, shaped their being, are the experiences which involved the real and relational. 

As you move about your day today, embrace the real and relational. Those moments matter and they will impact your family for years to come.

Transcript Matters: More than One Transcript?

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I field a good number of transcript questions each month. In this post, I will address another question I received several times in the past few weeks. 

"What if my high schooler received some credits at the local public school, some through an online venue, and still others through dual enrollment? Do I need to create more than one transcript?" 

Great question. Home educated students have a variety of different environments from which they could possibly learn. Some of these entities are transcript-producing entities, meaning the entity is accredited and provides educational oversight and responsibility for students who take classes through their venue. Others do not produce transcripts (some co-ops and support group opportunities, private instruction and tutoring, church courses and seminars). 

First, it may be helpful to understand what a transcript is. 

A transcript is a permanent academic record which includes all grades conferred to the named student. It represents the student's academic record; a visual summary of the student's high school years. 

As the homeschooling parent overseeing your young adult's learning, you know your learner's academic record in its entirety, both in the home and away from the home. You know when courses were taken as well as which entity provided oversight for each class, whether it was an accredited transcript producing entity or not. You know whether some credits were earned at the local public school, and whether the course included CLEP or AP content, if the corresponding tests were taken, as well as what scores the student achieved. 

Yes, other entities may have conferred grades and credits, but you alone know where and when those grades and credits were earned. The parent-generated transcript you provide not only validates the courses, grades, and credits received directly under your supervision, but also offers employers and universities an overview of course variety and environments from which the student benefited, in and out of the home. Therefore, every course, grade, and credit is documented in one place--on the parent-generated transcript. It will be the parent-generated transcript which alerts any employer or university that they will receive transcripts from other entities.

With four high schoolers, two grads who entered colleges and universities by differing methods and means, we have experienced this first hand. And, we have helped others walk through answering this question as well. In every case, having all courses--no matter where they were taken--documented on the parent-generated transcript was helpful in the admission process. 

How did we denote courses taken outside the home?

First, there must be distinction made. We asked ourselves,

"Was this course taken under the oversight of a legally recognized transcript-producing entity?" 

If the course was taken at such an entity, we flagged the course on the transcript, meaning we added some type of notation super-scripted above the grade. Then we added an explanations of the flags under the grading scale of our transcript. 

Notation explanation as well as grading scale used for courses taken at home

Notation explanation as well as grading scale used for courses taken at home

For example, all of our high school learners completed foreign language online through an accredited source.  I didn't create the course, its content, or grade the work. This was all provided by the online instructor. As the parent overseeing the education of my student (outlined in our state statute), I knew the course was taken and that the source was accredited by the state, and is a transcript-producing entity. I added the course to my parent-generated transcript to provide colleges with the information that the foreign language requirement was met. However, my superscript alerted the colleges that they would be receiving an additional transcript for admission purposes. 

Courses taken in the home as well as outside entities.

Courses taken in the home as well as outside entities.

For some students, there may be several superscripts. I worked on a transcript recently for a student who had taken courses at the local public high school, a private school, an online public school, and a state college. The superscript above the corresponding grades provided admission personnel with a quick, concise picture of where this student had received her high school requirements. 

The parent-generated transcript not only validates the courses, grades, and credits received directly under the parent's supervision, but also offers employers and universities an overview of course variety and environments from which the student benefited, in and out of the home.

If you have questions like the one presented in this post, connect with us. Mike and I would love to help you on your journey. We publish Celebrate High School newsletter for families considering or currently walking the high school journey. You can subscribe to that newsletter below. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

 

 

Transcript Matters: Courses Taken in Eighth Grade

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Time to answer another commonly asked question. 

"Can we count courses completed in 8th grade for high school credit? And, how do I document them on the transcript?"

If you are asking these questions, you are not alone! 

First, to answer the first question. 

Yes, by all means you can count eighth grade classes for high school credit as long as doing so remains in the bounds of your state's homeschooling statutes. On this homeschooling journey, parents are able to make these decisions (again, based on their state statutes). However, you should know the hows and whys of the decisions you are making. You may be asked to substantiate your rationale as I did for one of the colleges to which one of our graduates applied. 

As with many things, be ready with an answer. 

When we make the decision as to whether to count an eighth grade class for high school credit, I always ask myself, 

"Is the content of the class considered high school level or above?"

If so, I count the credit. 

Now, for the second question,

"How do we include eighth grade courses on the transcript?"

I include eighth grade, high school level courses, on our young adult's transcript. I note the academic year, course title, grade, and credit received. The format I use is highlighted in the box below. 

I include the specifics on a course description document. Click here if you need more information on course descriptions. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

College Admissions for Homeschoolers Part IV: The Big Picture

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I would be remiss to end this series with a post--like #3--about paperwork and requirements. 

Why? 

Why did we start the homeschooling journey?  Did we start because we wanted stellar transcripts or ten pages of course descriptions outlining literature pieces and grading scales? 

Honestly, when I began researching college admissions for homeschooling high school learners fifteen years ago, I did start with boxes I thought needed to be checked. I really did think that my success as a homeschool mom would be--in part--determined by whether our young adults could go to college (their first choice of course) or hold down a fantastic career. Truth be told, I had a very limited idea about what it meant to homeschool high school and the potential of those years. It wasn't until my first son was well into his college years, my second son graduated high school, and my third began her high school journey that I could understand the value of those years at home; what really mattered in the years we had together. Each one was headed down a unique path. Each one had strengths. Each one needed a different approach.

There is perspective one gains from being far enough through a situation to be able to look back, ponder, and glean from experience.

As we have turned the tassel for several graduates, I have come to realize there are many more things to celebrate than grades and scholarships. Though those are important, and we did celebrate them, they are not the only reason to homeschool through the high school years. Indeed, there are academic abilities and special interests to foster, assignment deadlines to meet, foreign languages to learn, and a final transcript to send to universities. But an unbalanced focus can be detrimental. 

There is much to celebrate! 

In the Bastian home, we tried our best to allow the young adult to pursue interests, talents, and giftings. If our young adult had aspirations of attending a specific university or starting a business, we walked alongside he or she the best we could, dependent upon the seasons and circumstances of our home at the time. I wrestled with "am I doing enough" and "will he or she look competitive on paper."

Mike, a gifted guidance counselor and life coach, helped me see the bigger picture, reminding me of the real reasons we began homeschooling. Staying focused in the midst of the noise and clamor of blog posts and publication pressures proved difficult for me at times. I was balanced by Mike's ability to see a bigger picture, his ability to see beyond high school, to life down the road. The big picture, not solely the day-to-day and the immediate results. He reminded me there was a person behind the assignments, the grades, and the transcript. 

Celebrating high school was the completion of what began the moment our children entered our home and the launching of what would be carried forth to life, to the beginnings of new homes and families. 

When our children graduated high school we celebrated the effort put forth by parents and young adults but also the people who poured into the lives of our graduates--grandparents, mentors, aunts, uncles, pastors. These people helped to shape our young adults.

Celebrating high school was less about the knowledge stored up in the minds of our young adults and more about who the young adult was and how they could impact the world.

As you walk through the years of your high schooler's journey, remember the final celebration is less about the knowledge stored up int he student's mind and more about whether the young adult understands his or her strengths and how those strengths will bring value to wherever he or she has an opportunity to impact. The celebration is also about a graduate with a willing open heart, eager to make a difference while contributing to his or her future home, family, community, and the world. Will your young adult have courage and the soft skills to take risks for the sake of other people or important causes? Will he or she have the forbearance to withstand the challenges and opposition of daily life?

When I began researching homeschooling through high school, these questions were rarely, if ever, asked. Perhaps it was because no one could tell us how to prepare for these answers or how to produce the answers we sought. Yet, the answers to these questions were essential to the lives our children led after the tassel was turned, Pomp and Circumstance faded, and the final transcript was printed.

Those answers, my friend, were worth celebrating!

Mike and I would like to invite you to continue the high school journey with us. We publish Celebrate High School newsletter for families considering or currently walking the high school journey. You can subscribe to that newsletter below. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

College Admission Requirements for Homeschoolers- Part III: Application Paperwork

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Great to have you back for post #3 in this four-part series on college admissions.

In part one I talked about preparation. Part two offered insight on admission must haves. In this post, the third in the series, I will look at the details of some of the paperwork colleges may require.  

Admissions paperwork for homeschoolers may differ from public or private schooled applicants. It will definitely vary from university to university. Therefore, being knowledgeable about the potential paperwork which may be needed is helpful as the high school years approach and move forward.

I remember when--eight years ago--my first high schooler was in the midst of applying to his top colleges of choice.

It was August of his senior year. I had researched, been to workshops, talked with moms. Not all I had learned and heard was needed. Yet, as we sat at the computer working on forms and paperwork, I was thankful for pockets full of potential. I remember joking with my son about how I had no way of knowing what cards we would have to play but I was grateful we had a deck from which to choose!

Transcripts. A transcript is a summary--a visual representation--of a young adult's high school academic record. This paper will represent your student, the student's educational experience, and your homeschool. Universities appreciate transcripts which are concise, presented in a clear, easy-to-read format. A professional looking transcript allows universities to take your homeschool seriously, like, "This family knows what they are doing."  

Like mama used to say, "The first impressions matter."

Accurate record keeping provided the information I needed for the transcript, mainly grades, credits, course titles, and test scores. Having all this information in one place helped me pull this document together quickly when a new baby delayed my record keeping and I needed a transcript for a good student driver discount. 

What about format? This question is asked often. After researching (can you tell I like this stuff?) formats, I created a document I knew would meet our applicant's needs and look professional. I've used the same transcript format for all my young adults as well as the young adults for whom I have created transcripts via consultations and evaluations. The format works. "This is the best homeschool transcript we've seen," says one highly-selective university. 

With our transcript template finalized, I simply edit the pertinent biographical information, courses, credits, and grades. This is much easier than starting from scratch every time we add another high school student. Be aware, some universities don't care how the transcript is formatted, others do. Some offer transcript formats on their sites. Flagler College reminds home educated applicants to make sure the person who prepares the transcript to remember to sign the document. Though this sounds silly, I know parents who forgot to sign their transcripts. The document is considered invalid without a signature. 

“Finally, the transcript must include the signature of the individual who prepared it.”
— Flagler College website

Parents often ask me if I include course codes on my transcripts. I don't.

I offer a detailed reason why I don't on this blog post. 

Course Descriptions. States have standards. High schools offer courses based on those standards. A description of these courses is published on the high school's website. If the college personnel had questions, they could access course content and standards (at least in theory).

Courses taken at home vary from home to home in methodology, structure, and content giving college administrators no standard for evaluation or comparison. This is a good thing, say homeschoolers. I would agree. However, this is the reason college admission officers considering home educated applicants sometimes require course descriptions to accompany transcripts. These short, concise paragraphs allow college personnel to become familiar with the student as well as his or her academic achievements and interests. 

Course descriptions serve two purposes.

First, course descriptions clarify and validate course content. This is especially true when applying to universities which refuse to accept parent-generated honors courses (which happened to us). Once the admission personnel read a course description, determination may be made as to whether the content is equivalent to a traditional honors level course--in their eyes.

Course descriptions also validate a student's academic abilities and achievements. And in some cases (ours included) universities use these course descriptions to determine invitation to honors college or offering of potential scholarship. 

This blog post about course descriptions may be helpful as you research and discover the requirements of your student's top college choices. And, it will help you learn how to put in words the unique and extraordinary learning which is happening in your home.

Reading Lists.This is definitely one of those documents which is not widely requested yet good to be knowledgeable about in case it is needed. 

 Reading lists are not required by all colleges. 

Fifteen years ago a homeschooling mom, who had graduated two students, told me to keep a cumulative reading list for my then middle schooler. Actually, by our state statute, we are required to keep a resources list, so it really wasn't a stretch to continue in high school. However, I didn't really understand why she was so insistent and I questioned her. She told me a story of how one of her graduates was asked to submit a reading list. Not knowing which universities my son would apply to, I decided I would consider her experience and wisdom and keep the list.

Indeed, I needed the reading list. One of the universities to which my son applied required a reading list. WHEW! I was grateful for the wisdom that mom so bravely shared. Only one college required the list. However, I had the list compiled and decided to submit it with every application we sent (those were the "old" days when applications went by mail) because most of the schools he applied to were highly competitive. 

Do we keep reading lists, even though few colleges require them? Yes. Our students keep a cumulative reading list, recording title and author of every high school level (or higher) book read. Why? First, it is required by our state statute, and I don't want to scramble to reproduce what we can fairly painlessly record as my students finish their reading. In our family when our learners begin to read high school level or higher materials, the mantra is

"read the book, record the book, get the credit." 

This simple statement extends freedom for our students to select independent reading and earn credit. Keeping the list not only allows a cumulative reading list to be compiled--by academic year--but gives me a tool from which to cut and paste (integrate) student-selected reads into high school courses. 

Letters of Recommendation. Letters of recommendation are written and submitted by a third party who can attest to the academic accomplishments, work ethic, and personal character of a student. The majority of colleges will ask for letters of recommendation for admission. Each university is likely to request letter from different sources. Be prepared to ask instructors, teachers, band directors, employers, supervisors, pastors, or coaches if needed. Remember, I talked a bit about these letters in post #2 of this series. 

Essays or writing samples. Universities may require applicants to submit essays, writing samples, or personal statements with the admission packet. Essay topics can often be found on the college website or on the college application. Researching and practicing essay writing before actually submitting an application is helpful and recommended. This blog post offers some of the most common essay questions colleges ask. 

Bucknell University requires extra writing samples for home educated applicants. 

“Home-schooled applicants submit the same application and testing as other students, but we require additional writing samples.”
— Bucknell University website

Some colleges have a word count requirement for their essays. Therefore, high schoolers may benefit from practicing writing within a specific word count. For example, I asked one of our seniors to write a 500 word essay one afternoon during the first weeks of school. He wrote a first draft in the time and word count limit. A day later, we sat and worked through grammar and mechanics, organization and word choice. We followed up with a final draft. The student was motivated because the content mattered. He wanted to attend the college requiring the essay. Win for the application. Win for composition. We made a copy for his English work samples which were shown to our evaluator at the end of the year.

Some colleges ask writing samples from applicants. Amherst College suggests a short writing piece and a research paper. 

Additional paperwork may be needed. For example, Emory-Riddle Aeronautical Univeristy suggests a student resume, though it is not required. University of Pennsylvania requires additional information to be present in the paperwork provided. Their homeschool applicant page states

“More information is better… In the Secondary School Report and elsewhere in your Penn application, please share your motivations for choosing a rigorous home school journey. Why did you or your family seek home schooling as an option for your education? Describe your curriculum in detail and tell us how you, your family or oversight group have organized your pursuit of knowledge across core academic disciplines including humanities, math, social and natural sciences, and foreign languages. How has being home schooled helped you grow intellectually and personally or enhanced your opportunities for learning? The aim is to help the admissions committee understand how you have worked to “demonstrate mastery” and “distinguish excellence” across the curriculum. Anything you or your academic supervisor can do to explain and contextualize your educational circumstances can only be helpful in the Penn admissions process.”
— University of Pennsylvania website

Each piece of paperwork has its nuances and importance, just as every university has its requirements. This post is simply an introduction to each document a family might be asked to submit with a college application. Families can research their young adults top colleges of choice for specific requirements, especially if those choices include military academies.  I have written extensively about each of these documents--with examples--in my book Celebrate High School which is on sale until October 7.

I hope you will join us for the final post of this series, The Big Picture. 

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This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

College Admissions for Homeschoolers Part II: Admission Must Haves

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"Must haves." 

I know, sounds determinate, like "if you don't do this you won't get in." But stick with me. 

I'm not telling you what to do. That is not the point of this post.  

And, there's no way for me or anyone else to tell you exactly what to do for your high school learner. Only you know your student or his or her unique circumstances.

The purpose of this blog post is to share current information so you can be intentional; equipped to make informed decisions for your high schooler. As a mom who's walked the high school path with four very different young adults and an evaluator/consultant who has worked with many families, I understand what works for one student may not work for another.

However, like it or not

there are definite items colleges will request of all their applicants--public, private, and homeschooled.

Knowing what those items are offers applicants opportunity to prepare and to keep paperwork current as courses are completed, hours are served, and achievements are made. I have learned from experience that although we homeschoolers like to dig our heels in the sand and stand our ground (thinking we should or shouldn't have to deal with certain admission requirements), our dug in heals may leave us stuck with little or no options. 

Test Scores. Like it or not, most universities with a traditional mindset still believe testing helps validate grades on a transcript. Many colleges believe that test scores are especially important for home education graduates because their educational environment is potentially less standardized than traditional public or private schools. On the other hand, some universities are moving toward test optional scenarios (as stated in this Washington Post article). Stetson University is one of those schools.

Stetson University, a test-optional school states

“Stetson University values academic achievement, commitment to personal values, leadership, talent, character and initiative above standardized testing. Therefore, submitting standardized test results for admission consideration is optional. Score-optional consideration is an alternative for applicants who feel that their test scores don’t adequately reflect their level of academic achievement and/or accurately predict their potential. ”
— Stetson University website

Though some schools are now test optional, others are not. Still others offer the applicant to make a choice based on his or her strengths. Homeschooling parents find It best to research and then prepare to meet the testing requirements for colleges of choice, if test scores are an admission must.

Knowing test score expectations allows a young adult to be prepared, to choose a specific test from the options, one which will best complement his or her strengths, and then to study for the special characteristics of that test. Some colleges have the same test score requirements for public, private, and homeschooled graduates. Other universities have stricter standards for homeschoolers and even require additional SAT Subject Test scores. 

Emory University has specific test score requirements for homeschoolers. According to their website, 

“The Admission Committee is happy to receive applications from home-schooled students. In addition to meeting all admission requirements and submitting the required results from the SAT or ACT, we ask that a student who has been schooled at home submit results from three SAT II subject exams—one in mathematics and two of the student’s choosing. Additionally, we require at least one letter of recommendation from someone other than a family member. We also encourage home-schooled students to submit a comprehensive explanation of their curriculum.”
— Emory University website

Grades. Universities like grades. Again, this is a traditional educational evaluation method used to place (at least in theory) public, private, and homeschooled graduates on the same plain (whether you agree or not). Knowing whether a college prefers unweighted or weighted GPAs is another aspect of grading with which parents should become familiar. 

Grading in high school doesn't have to be scary. Check out my detailed blog post Grades...in High School. I highlight how we graded some of the most traditional and the most unique courses of our high school journey.

Transcripts. This is another traditional requirement for the applicants and perhaps the most stressful for homeschooling parents. Hence, why some homeschoolers will argue this document is not necessary. However, a large percentage of colleges and universities will have this requirement. Some colleges including Wheaton College, are offering a transcript template on their homeschool admission page. Again, preparation can combat fear. As you build your understanding of transcripts, consider:

  • Most universities want this document on one page; neat, concise and eye-appealing, easy-to-read.
  • The majority of colleges are looking for variety--in content and format. In regards to content, many universities are eager to see depth and individual interests. An unique interest for a student applying as a veterinary medicine major might be Introduction to Veterinary Medicine. Schools will also be looking for the specific courses they require for admission, for example Biology. Class format is important, too. Universities want to know your student can learn and interact in traditional, online, seminar, and hybrid courses. This is why lab sciences and foreign languages are often required for applicants. Overall, they are looking for well-rounded students who will impact their campuses. 
  • Some universities require 16-20 core courses for admission and will offer suggestions on their homeschool admission pages as to what courses they are looking for. Wheaton College is one of those universities. 
  • Be sure the transcript you create contains the information requested by the colleges to which the student is applying. 

University of North Florida requests a transcript containing the standard information required of all applicants, including home educated graduates. 

“Home school students must submit transcripts indicating course title, semester, grade, and awarded credit for all academic courses. Official SAT/ACT scores and official transcripts from accelerated mechanisms are also required.”
— University of North Florida website

Letters of Recommendation. These documents are required of all applicants, public, private, and homeschooled. And, for some universities, this is the second most important documentation on behalf of the applicant. Letters of recommendation are especially important for the home educated applicant as they offer an unbiased perspective of the student. In other words, though the parent may act as the guidance counselor and write a letter from this position, the university will want a glimpse of the student from a source outside of family. Often a youth pastor or instructor from a traditional setting--online, co-op classroom--a coach, or an employer can offer the information a college is needing. In addition, some colleges will have specific guidelines about who they want to write a letter (clergy, employer, coach) as well as when the letter must be written (an instructor from the student's senior year). Not all colleges require specifics letters to be written, but when they do, be sure to follow their guidelines. 

For example, when our first son applied to highly-selective universities, one of the schools required a letter of recommendation from an instructor during the senior year. Though my son had had teachers in previous years through local co-op classes and individual instruction, his senior year courses were taken mostly through home study. However, he was finishing up a second year of Spanish online. I called the university and asked if a recommendation from his online teacher would be acceptable. They agreed, though I wondered how she could even write a recommendation having never met our son. Her letter focused mostly on his work ethic, academic ability and integrity, and timely assignment submission. All good points none of his other letters addressed. 

Princeton University explains what is important for applicants to consider when submitting recommendations. 

“It’s most helpful if your teacher and counselor references come from three different adults who can comment on your intellectual curiosity, academic preparation and promise, and extracurricular involvement. Some home schooled applicants ask a parent to complete the School Report, and they ask others who have known them in an academic context to complete the teacher references. If you have taken any high school or college courses, or had a teacher other than a parent in a particular subject, we encourage you to ask those professors or teachers to write your teacher references.”
— Princeton University website

When our high school students ask mentors, supervisors, or instructors for letters of recommendation we encourage them to follow up with a note of thanks and gratitude. I outlined that process in a blog post, The Thank You After the Letter. 

Interviews. Nine years ago when our son began to receive offers for admission and scholarship, interviews were essential if the student intended to accept a Presidential scholarship. Today however, interviews are becoming more popular for admission. Interviews provide a chance for the student to talk about his or her achievements and aspirations as well as offer an opportunity to exhibit proficient communication and interpersonal skills. College personnel want to know what value the student will bring to the campus.  Rice University is one university which recommends a personal interview.

Additional paperwork may be required. Research each college. Determine what types of documentation each university is requiring. For example, St. John's College asks applicants to write an essay for admission. And, Vanderbilt University suggests student submit an optional curriculum chart. Arizona State asks home educated students to submit a lab sciences evaluation. Though a first reaction may be frustration--as it was for me when I had to write essays about our educational methods and grading system--it is wise to step back, breathe, and take a few minutes to ponder the request. After a thirty second pause, the request may not be as bad as first perceived. 

In our situation, though I was initially discouraged that our son's top school required me to write essays, once I started the process, the pondering of our home education methods was beneficial and indeed helpful for us as a family. I was reaffirmed that indeed we had worked hard together and our son was extraordinarily prepared for his next steps. In the end, that school offered our son a Presidential scholarship, four full years paid tuition. 

Once we know what will be required for admission, we can get down to the business of creating the documents and records we need. We'll take a closer look at specific admissions paperwork in the next post. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Grades...In High School

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How do I give grades in high school?

This is one of the most common high school questions I'm asked. 

Often the question is asked with a perplexed, overwhelmed facial expression and clinched teeth.

Rest easy! Grades don't need to cause stress.

The high school years can bring out fears we didn't know we had. Like grades. Parents versed in grade giving in the elementary and middle school years stop suddenly, wondering if there is something different they need to do. Others, parents who have never given grades, panic wondering if there is some secret to this "language". 

Grading traditional objective work. I term traditional objective work as math problems or a chapter review in history. It is an answer-the-question, get-the-answer right-or-wrong, type of assignment. These assignments are objective, either right or wrong. There is no room for opinion or comparison to a group.

Grading traditional subjective work. These are assignments like essays, where opinion may play a role in the grade given. These grades can be a bit more difficult to assign. For these types of assignments, I prefer to use a rubric--a chart which states specifically how the assignment will be graded, what will be expected, and what point value will be assigned to each part of the assignment. Rubrics have been valuable to our family for traditional subjective work. The one I used when teaching a high school English course is available here for free download. 

Grading non-traditional course work. There have been some courses along the journey with four high school learners for which there were no right or wrong answers, no percentages, and no rubrics. Some parents may call this a pass-fail course. Other parents call it a completion course. 

When our son built an 8 foot x 12 foot shed (insert miniature house with plans he drew and had certified by an architect) as part of his Eagle Scout project, the final grade was determined by whether or not he received a certificate of occupancy from the city. In addition, we considered his character and work ethic proven by his communication with sub-contractors, leadership of older scouts, and his ability to progress through the project, meeting permitting deadlines toward his grade. As the parents conferring the credit and grade for this course, we felt his work definitely warranted an A, which was reflected on his transcript for the course Introduction to Building Construction. 

We've had other courses which were completed and best described by an adjective. These courses were again subjective, based on conversation or other non-definitive evaluative methods. Our students knew the adjective grading scale, hence knew what was expecting in terms of work ethic, attitude, or performance. Having such an adjective scale also allowed me to not only have a measurement tool in my mind (and in my student's minds) but also to be able to explain the grading for such courses to college personnel or employers, should they inquire. Courses we've graded in this manner included Music Theory and Performance, Care and Concern for the Elderly, and Art Appreciation. There were no tests or objective grades in these courses, no written papers. There were however, performances and lessons, conversations with elderly residents and medical professionals, visits to unique art exhibits or museums, and attendance at music competitions and professional dress rehearsals. Conversations and dialogue followed, critiquing performances, comparing and contrasting venues as well as art pieces. In addition, video texts and tutorials were utilized. Our adjective scale, which is published in my book Celebrate High School is:

A - Exceptional, Excellent, Extraordinary, Superior

B- Commendable, Praiseworthy, Above Average, Credible

C- Adequate, Average, Usual, Ordinary

D- Minimal, Fair, Insufficient, Lacking

Grades in high school don't have to cause undo stress. 

Even after fifteen years of research and twelve years of actively educating high schoolers, I remind myself grades are what educators and professionals know. They are a necessity along the high school journey. What college administrators and employers don't know is the academic abilities of my student or the caliber of study he or she has completed. Grades are a standardized means by which to express our student's accomplishments, especially the non-traditional--and often most valuable--experiences our learners have had the opportunity in which to partake.

As parent educators, therefore high school guidance counselors, we must find and use the grading means by which the student and the accomplishments can be accurately represented. And in doing so, with the encouragement of one another, we can provide grades for our high school learners. 

WE can do this!

 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

 

 


 

 


 

 

College Admissions for Homeschoolers- Part I: Preparation

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High school is an exciting life season. With life after high school on the horizon, students apply for jobs, serve volunteer hours, and practice essay writing, hoping to land their dream job or attend a first choice university.

Parents worry if they have done enough, kept the right paperwork, and poured everything they possibly could into their young adult's minds and hearts.

I have been there. Still am.

Truth be told, even with the experience of four high schoolers (two, soon-to-be three grads), I still have doubts.

For me, one of the best means of alleviating concern as been to  gather knowledge--to be prepared!

This blog series is meant to help you glean answers to common questions you are likely asking.

Will my homeschool grad be able to apply for admission at his or her schools of choice?

Over the past thirty years, homeschooling has grown from a pioneering movement to a popular, viable educational option. It's been proven that homeschooling through high school graduation often provides graduates with essential soft skills colleges and employers seek--problem solving, initiative, self-discipline, work ethic, and time management. Colleges, universities, and employers often find these qualities in homeschool graduates. 

Some colleges pursue home grads. The Massachusetts Institute of Technology (MIT) offers an admissions page specifically for homeschoolers. This quote from that page is especially reassuring.

“One quality that we look for in all of our applicants is evidence of having taken initiative, showing an entrepreneurial spirit, taking full advantage of opportunities. Many of our admitted homeschooled applicants really shine in this area. These students truly take advantage of their less constrained educational environment to take on exciting projects, go in depth in topics that excite them, create new opportunities for themselves and others, and more.”
— MIT website

MIT is not the only university seeking the accomplishments of home-educated young adults.

Bellhaven University in Jackson, MS states on their website

“Belhaven welcomes home educated students! Approximately 22% of our current freshmen class was home educated. We encourage home schooled students to consider Belhaven if they are looking for a Christian college that is committed to preparing them academically and spiritually.”
— Bellhaven website

Covenant College also admits a significant number of homeschooled grads. In fact, Mike and I personally consulted and evaluated two students who have recently completed their first year at Covenant. 

“Covenant College enjoys a large number of home-schooled students in our student body. In fact, our population of students who come to Covenant from a home-school background has risen from 4% in 1995 to 23% today!”
— Covenant College website

Colleges are making efforts to become well-versed at evaluating the extraordinary achievements of home educated students working to understand and accommodate the methods home educators use. To that end, universities have begun to hire home education specialists in their admissions departments. Bryan College is one of those colleges. 

In addition, more and more universities are leveling the field, asking for the same admission and testing requirements from all applicants, public, private, and home graduates. University of South Florida is one of those schools. 

“Many of USF’s best students have completed home education programs. As a home schooled student, you must meet the same admission criteria as your peers graduating from traditional high schools, including:
—A comprehensive transcript for the equivalent of grades 9 through 12, including work completed through home school, Florida Virtual School or dual enrollment. You may use our Home School Transcript template to generate an acceptable transcript.
—An official SAT or ACT score with the writing component included
—A portfolio or additional documentation may be requested if deemed necessary to complete an appropriate evaluation for admission
—Additional factors are also considered for home schooled students.”
— University of South Florida website

Colleges are also offering practical helps and tips for homeschool graduates on their websites, all in an effort to insure homeschooled applicants indeed feel welcomed. Parents are encouraged to do their research, communicate with admissions departments, and become familiar with requirements. 

College admissions for homeschoolers doesn't have to be scary!

Be Prepared

Many years ago when my first learner was mid-middle school, I began to realize I was--in the not so distance future--going to be wearing another hat--guidance counselor. YIKES! Knowing I wasn't alone on my journey was refreshing, helpful, encouraging. Like many homeschooling parents who had become their high schooler's guidance counselor, I was stepping into the ranks, into good company. 

I was relieved to know what I was embarking on was possible. 

In between diaper changes (I still had littles!) and essay edits, I attended workshops and seminars, talked with admissions counselors and advisers. And, I took time to breathe! Eventually, the high school lingo--credits, transcripts, academic electives, and GPA--became familiar, and I began to feel more comfortable in my budding new role as admission's advocate for my son. That was fifteen years ago! 

I must admit, I felt overwhelmed at times. Being a guidance counselor was a lot of work! And, somehow, like many other moms, I carried the weight of admissions on my shoulders, even when I tried not to and in spite of the moms who told me it wasn't my job to do so.

Toward the later years of his high school journey, I realized being familiar with admission requirements and deadlines for his top five or ten colleges would be just as important as preparing him for standardized tests, accumulating community service hours, and practicing essay writing. Doing a little bit each day, eventually, preparation in these areas--admissions included--helped us create a strong student profile. He applied to five or six universities, several highly selective, and was accepted to all.  

It was all coming together. Good thing! I had another high schooler right one behind.

As I mentioned, one of the most helpful things for us (he and I) to do was to find out what the admissions requirements were for his top college choices. In those days--before bookmarks and Pinterest--we wrote notes and printed pages. Today, I keep a running log of college and university homeschool admission requirements on my blog. It has been a huge help to me and to others Mike and I work with. In fact, it is one of my most popular blog posts--College Admission Requirements for Home-Educated Students. This post may be one of your first stops on the research journey. I hope you find it helpful! 

As read through the webpages, you will begin to find commonalities in admission requirements. I will discuss some of those requirements in my next post, College Admissions for Homeschoolers- Part II: Admission Must Haves.

 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

 

 

Using 4-H for High School Course Content

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"Our high school learner is very active in 4-H. Can we use any of what the student is doing toward high school credit?" 

I love out-of-the-box thinkers! 

When I started homeschooling twenty-three years ago, 4-H was a well-known, popular option for home educators. Homeschooling families gathered at the extension office to glean curriculum for nutrition, citizenship, animal sciences, aviation, and more. Families loved the 4-H intentionality toward hands-on, experiential learning. 

Today, Mike and I walk with families--Kindergarten through high school--on the home education journey. Several use 4-H materials. 

This question was very appropriate as this particular family purposed to work with the interest of the learner. 

How does this family consider awarding credit?

  • Consider state statutes in regards to high school. States vary in regards to graduation and credit hour requirements for home educated students. Parents are responsible to determine what is required per their state statute.
  • Consider activities. Some families prefer to keep digital documentation, perhaps a bullet point list of experiences, projects, presentations, awards and the like or a spreadsheet log. Alongside each experience, the parent (or student) can record study, learning, or preparation hours for that activity. See the sample spreadsheet below for a student's work toward Filmmaking.
  • Consider documentation. One of the advantages of completing 4-H work is the paperwork and documentation required. This paper trail can be saved right along with the work samples in the student's portfolio, should this be required by state statute. If the young adult chooses to apply to a university which requires course descriptions, the completed work samples will be extremely valuable. 
  • Consider credit. Each family determines how many hours will constitute a credit hour of work (unless otherwise determined by the home education statute in your state).  There really isn't an established right answer for this determination. We know families where 120 hours is required for one credit, others where as many as 200 hours are required per credit. Generally, each half credit would require half the number of hours. Once the hour requirement has been determined, parents and students can tally up total hours spent on the each discipline or course. If the student is short on learning hours, other activities or assignments can be added.
SAMPLE LOG with hours. NOT required, but helpful for some families. 

SAMPLE LOG with hours. NOT required, but helpful for some families. 

  • Consider intern or volunteer hours.  A great way to add learning hours is to gain personal experience through internship, apprenticeship, or volunteer hours. These hours can be logged on the spreadsheet of activities. For example, in the case of filmmaking, perhaps the young adult might spend a weekend filming content for a church video presentation. These hours could be added to the spreadsheet log. Universities and potential employers appreciate practical, hands-on learning in a field of interest. These hours are valuable.

Let's assume the learner has achieved the determined hours to earn credit, either a full one credit or a half credit. 

What's the next step?

Course titling. 

Titling a course is very important, essential, in fact. It is, in many cases, the first impression of content as well as student.

The title should be an accurate, concise representation of what was covered in the course. For example, Film Production is assumed to be different than Television Broadcasting or Film Techniques. Each will encompass different processes, media, and likely marketing and audience considerations.

Often parents ask, "Do I have to use the title given by the company or curriculum?"

The answer to that question depends on a variety of factors. 

In light of this post's focus, 4-H is not a credit conferring entity. As such, a parent could use the title of the curriculum or the parent could--especially if significant content is added to the 4-H curriculum--choose a title which would more accurately define the course. For example, if 4-H  Filmmaking is used but the young adult also studies the history of filmmaking and changes in production technology, perhaps a better title would be History of Filmmaking or Historical Survey of Filmmaking. If the student completes Filmmaking and then completes an internship with the video production team at his or her church, perhaps Video and Film Production would be a better title. 

Need help with titling?

I have researched course titles online as well as read through local high school curriculum guides. Doing so has helped me understand the importance of accurate titling and has offered me guidelines. You could do the same by searching for course titles in an area of interest. In this case searching "high school film courses" or "high school film production courses" may render some title options. 

Back to the original question, 

"Can we use what a student is doing in 4-H toward high school credit?" 

YES! Indeed, 4-H can be a very beneficial learning tool and a young adult could potentially use completed content toward high school credit. 

Have you conferred high school credit to a learner using 4-H? Tell us what you did in the comments. 

If you need more detailed information about any of the topics--credit, course content, and titling--my book Celebrate High School has full sections dedicated to each. 

 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

 

 

Living Books and Independent Studies

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"Mom, do we have any nurse books?"

That question. 

An interest.

I started with what I knew. My knowledge of nursing minimal at best. 

A Florence Nightingale biography; I knew we had one in our biography section. I  eagerly motioned her over to the shelves. 

A week. She read; late into the evenings. I could tell she was engaged. She had accepted the author's invitation to walk hospital ward halls where Florence served, cared. My daughter experienced the Crimean War, through the pages of that biography.

The final evening, sprawled across the recliner, she closed the book and pulled it close to her chest. A sigh. I inquired. 

"I love that book! I know Florence. She persevered. She solved problems to help others. I know Florence."

My daughter had been invited into a life, into a life that mattered.  

"Do we have any other nurse books?"

That question.

An interest evolved into an independent study, a year-long learning adventure. 

I knew it would happen. I just didn't know exactly when or with which book. 

Stories have a way about beckoning us to places, meeting people we would never otherwise meet. While my daughter read the The Story of Florence Nightingale by Margaret Leighton, I heard a whisper, a quiet voice which suggested I build; build resources, other books related to nursing. In answering the call, I searched book lists. Bought used and asked knowledgeable people for ideas. All for a purpose. 

I found books. They were delivered to our door. My daughter read.

About three books into her reading, she started to recognize connections between these often heroic women. At dinner I heard about her ah-ha moments. My daughter commented, sharing stories of how one nurse inspired, trained, or mentored another. 

I was astounded by the understanding she was gaining, truly amazed!

My daughter's independent study began with one Living Book, a book about a real person who recognized a need, saw a problem and then found solutions. That one book led to an independent study, a study I didn't plan. My role was to foster her interest by finding resources--in this case books--and to be willing to listen--to process. There were many discussions, many summaries voluntarily shared because the learning intrigued and mattered. My daughter analyzed, compared, inferred, questioned.

Surprisingly, her independent study began with one book; an invitation into the life of one nurse.

One Living Book. One real story. An independent study.

What were the books?

In addition to The Story of Florence Nightingale by Margaret Leighton (a Signature series biography) the book which started the study, my daughter also enjoyed:

Great Women of Medicine by Ruth Fox Hume, a collective biography

Nurse Around the World: Alice Fitzgerald by Iris Noble, a Messner biography

The Story of Edith Cavell by Iris Vinton. a Signature series biography

First Woman Ambulance Surgeon: Emily Barringer by Iris Noble, borrowed from a friend who knew of my daughter's interest, also a Messner biography

Frontier Nurse: Mary Breckinridge by Katherine E. Wilkie

America's First Trained Nurse: Linda Richards by Rachel Baker, a Messner biography

Remember, some of these books are intended for older learners. My daughter was entering high school when she read these books. What one family deems appropriate may not be considered acceptable for another family. Parents should consider their family's guidelines for reading material, as well as the maturity of their reader, when offering titles for learning. 

 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Using Living Books in High School for Credit

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I am often asked how I design classes for our high school young adults.

Actually, I don't design all their classes, only ones where there is a special interest, an intrinsically motivated independent study, a travel experience which sparks learning, or in a case where we can't find a traditional curriculum fitting our learning goals.

We have used several approaches to formulating classes based on strengths, interests and the future plans of the young adult.

Our oldest son had a great interest and gift for learning history. This was, by my understanding, his favorite subject in school. He read constantly, checking out books at the library and spending saved monies at museum and historical landmark book shops. He outsourced his dad, a public school history teacher, very early. By the time he reached high school, there really wasn't a curriculum available to challenge him. I had to research accelerated reading lists, college course syllabi, and talk with historians to find resources for him. It was a challenge, but a privilege to help him grow yet further in his learning.

With his interest in history, we divided American History into Early American (to 1850) and Modern (from 1850 to present), and World History into Ancient (to the Reformation) and Modern (from the Reformation to present) so we could allow time for him to dig deeper into his interest. I developed literature selection lists for each course, providing him reading suggestions to get him started. His desire to learn history prompted him to seek out additional titles. My motto became, 

"You read it, I will give you credit."

For readers interested in the detail of what we constituted Ancient World History/Survey of Ancient Literature, our reading list (remember it was a springboard from which he could jump in for more) is below.

Please keep in mind as you read through the list, he was a self-motivated reader with an interest in the subject. Not all young adults will share this interest or learning preference. In addition to his independent reading, we used a textbook as a spine of topics. Though he started the year reading some of the text, by the end of the year he was reading more primary source documents, living history selections, and biographical pieces than text. He also had the amazing opportunity to travel to Rome, including tours of several sites inside the ancient city wall. 

This method works for us. I tweak the process with each young adult. Please, don't use what is written here as a comparison for what your student should or shouldn't be doing.

Comparing ourselves or our children to others leads to discouragement and discontent, neither of which are valuable.

Our examples are only intended as encouragement, to give an idea of what worked for us, and what you might be able to create (or adjust) for your high schooler. Our young adult was (and still is) a reader, but your young adult may have an opportunity to intern with a local businessman or a museum curator. Use what God provides for you and pray about how he is preparing your young adult for the future plans He has, not for the ones we best intention.

Our ancient world history/ancient literature list:

The Epic of Gilgamesh

Oedipus Rex, Sophocles

Oedipus at Colonus, Sophocles

Antigone, Sophocles

Mysteries of Ancient China, Rawson

Mythology, Hamilton

The Roman Way, Hamilton

The Greek Way, Hamilton

The Death of Socrates, Plato

Ben Hur, Lew Wallace

For the Temple, Henty

The Young Cathaginan, Henty

The Riddle of the Rosetta Stone, Giblin

In the Footsteps of Alexander the Great, Wood

The Republic, Plato

The Histories by Herodotus

The Eagle of the Ninth, Sutcliff

Anna of Byzantium, Barrett

The City of God, Augustine

I, Claudius, Graves

Claudius the God, Graves

Don Quixote, Cervantes

Julius Caesar, Shakespeare

Sign up for our Celebrate High School newsletter and get a free printable Ancient Literature check-off list.

I am so excited about a NEW  workshop I've added to my conference speaking topics--Keeping High School ALIVE with Living Books. Can't wait to share how Living Books can continue to impact learning all the way through high school.

Check out my speaking topics page. 

*The information in this blog post is not intended as legal or educational advice. It is simply a journal of what worked for us. Parents are responsible to oversee their child's home education.

 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Time Management for Middle and High School Young Adults

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As Mike and I consult with parents one of the most frequently asked questions is

"How can I get my young adult to

manage his or her time?"

The answer is in the question.

Our goal as parents has always been for our young adults to manage THEIR time by the time they entered high school (though the means by which we've achieved that goal has changed and the progress varied from young adult to young adult).

(Read...I am not saying they did so perfectly or that it was achieved by every young adult (but the goal remains).

We figured out (by making mistakes) we would not be able to manage our young adult's time as long as we had thought. And, the young adult would not be magically able to flawlessly direct the minutes of his or her day after high school without practice. So, we purposed to start with what each learner was able to manage, allowing them to gain responsibility and confidence. 

We've made mistakes. 

Of course, Mike and I  manage (read scheduled play dates, library visits, and the like) schedules and routines when our children are young. In doing so, we are able to model time management techniques. In fact, I--and auditory external processor--became known for working schedules aloud.  I found out (by mistake) that my need to process externally actually helped my children. They saw and heard how I processed our days.

Mike and I also schedule family connections (usually on Sunday afternoons) where our family members come together to discuss the weekly schedule. During this time, family members bring activity requests and ideas to be added to the schedule. As our discussions about weekly schedules have evolved over the years, our children have come to learn that their desires and requests will effect other members. Hence, our family has to work together to plan the weekly schedule, to give and take if need be, to allow another person to participate in something necessary or something that has been prayed for over time (for example, music lessons). Though not always easy, we've learned how to problem solve and talk through challenging seasons. 

Modeling scheduling and planning prepared our young adults (little chunks at a time) for the season when they begin to manage their activities and daily schedules--experiential, real-life learning opportunities in time management. Again, we haven't done so perfectly, but we've definitely learned from our mistakes. Plenty of opportunities for apologies. Great learning for us a family.

However, we've learned there is much more to consider as our middle and high schoolers grapple with managing time on their personal daily or weekly calendar.

We've learned...

The biggest lesson we've learned...our children don't manage their time or decisions like we do. Different doesn't mean wrong. If they learn how they best manage their time--not just adopting how we manage time--they've learned an essential life skill.  Often learning styles and management tools weigh in on how our young adults manage their time. 

We've also learned that several life facets motivate middle and high schoolers to manage their time:

  • knowing they have skills to solve a problem bigger than themselves,
  • having a project to complete or a problem to solve, and
  • understanding they can use their skills to contribute to a cause.

When these aspects are discovered and fostered, managing time matters. It matters to them! And, if there is more to accomplish than there is time, time management becomes a necessity. For example, when our children hit the middle school years, they often begin to have aspirations--owning businesses, creating inventions, writing books. Interestingly, many parents we've talked with tell us their middle and high have the same desires!                                                      

  • Two children wanted to start businesses
  • One son wanted to become an Eagle Scout
  • One middle schooler wanted to learn to play the violin; a high schooler, the piano
  • One young adult wanted to self-learn art, an independent study I didn't see coming

We had to process, plan, talk. How would he or she proceed with their goal? How did he or she plan to complete other school work or fulfill previous commitments and add this new endeavor? Did we need to pray for a mentor? 

As our children began to forge their paths to personal planning--time management--Mike encouraged our children to use a spreadsheet as a visual tool to analyze their use of time. Usually, Mike and I and the young adult discussed priorities—appointments, classes, deadlines, practices, and special events—as well as why these items should be placed on the schedule first. Eating, exercise, and personal care were considered priorities and also added. After priorities, they logged less significant tasks and events--meeting a friend for lunch, perhaps. Their completed spreadsheets (whether paper or digital--depending on the learner's preference) provided a visual representation of how and where time was being spent. 

This tool helped our students plan and manage their days.

Did they mismanage time? Yes, especially when they first started planning. However, we encouraged them to keep trying, reminding them that adults make poor choices, too.

This Chart is included on the Time management Log Sheet offered below.

This Chart is included on the Time management Log Sheet offered below.

A spreadsheet is only one time management tool. Your student may prefer a single-page weekly schedule, a digital application, or a spiral bound planner. If one method is not effective, try another.

A young adult who is comfortable with a method will be more likely to use it efficiently.

We help our young adults look for wasted or dead time--when they ask. Oh, yes, it is hard to remain quiet at times. However, nagging never produced the fruit we intended. Personal motivation--an aspiration, an internal motivator--did. 

For example, our daughter had an extensive vegetable, flower, and herb garden. It was her idea. Every morning she would head outside to water her plants, standing while allowing water to flow from the hose. One day, I noticed she was wearing a cooking apron while watering. Watching from the window I realized she was using the apron to tuck her Kindle safely inside. While she watered, she listened to Anne of Green Gables. Amazed at her ingenuity, I affirmed her creativity, praising her when she returned inside. I learned from her in the process.

Part of being a good time manager is being organized so time is not wasted on extra steps or errands. For middle and high schoolers to be successful at managing their time, they must learn to manage and organize their resources, to put all the essentials for the tasks at hand in one place. That will be the topic of another blog post.

Until then, I am with you on the journey!

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

General Credit and Graduation Guidelines for Colleges and Universities

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Graduation requirements vary from state to state, university to university, hence the variable credit guidelines detailed below. Research your state’s graduation requirements as well as college admission requirements for colleges of interest. Aim above the minimum. This chart guides parents who desire to build a competitive student profile, for entrance to the workforce or the university. These guidelines should not be taken as educational or legal counsel.

Celebrate High School: Finish with Excellence
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High school is not a one-size-fits all experience. The journey is unique for every student. Celebrate High School equips parents and students of any educational philosophy with easy-to-follow explanations, ready-to-use examples, and parent testimonials.  

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This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

What about the PERT?

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A common question heard around the evaluation table this summer...

"What about the PERT?"

The PERT—Post-secondary Education Readiness Test—is a customized assessment used to measure student's abilities and skills for the sake of course placement for post-secondary studies in the areas of math, reading and writing.

The assessment is computer-adaptive—questions are computer generated based on the previous question—with the results intended to help place students in classes where they will be most successful. There are three subtests, each test consisting of thirty questions with a total score range of 50-150. The PERT is not timed--an advantage for some students--though it is recommended students plan for a three-hour testing scenario. Check with the test center or site as to scheduling and payment requirements.


For information regarding scoring and course placement, visit  http://www.fldoe.org/schools/higher-ed/fl-college-system/common-placement-testing.stml.

Study guide resources can be found at the following links:

 

PERT video study resources

·         http://www.mometrix.com/academy/pert-test/

Broward College

·    http://www.broward.edu/academics/ce/Pages/PERT%20Preparation.aspx

College of Central Florida

·     http://www.cf.edu/go/assistance/testing/placement-tests/index

Daytona State College

·     https://www.daytonastate.edu/assessment/PERT.html

Eastern Florida State College

·     http://www.easternflorida.edu/admissions/placement-testing/college-credit-placement-testing/pert.cfm

Florida State College at Jacksonville

·     http://www.fscj.edu/admissions-aid/assessment-and-certification/cpt/

Florida Southwestern State College

·     https://www.fsw.edu/testing/placement

Lake Sumter State College

·     http://www.lssc.edu/academics/Pages/Academic%20Resources/Learning%20Center/phmtesting.aspx

Miami Dade College

·     https://www.mdc.edu/main/testing/examprep/pert.aspx

·     http://www.mdc.edu/main/testing/assessments/pert.aspx

North Florida Community College

·     http://www.nfcc.edu/admissions--records/testing--assessment/pert-test

Northwest Florida State

·     http://www.nwfsc.edu/Students/Enrollment/TestingCenter/PERT/

Palm Beach State

·     http://www.palmbeachstate.edu/testing/

Pasco-Hernando State College

·     http://phsc.edu/career-services/faq

Pensacola State

·     http://www.pensacolastate.edu/testing-center/

Polk State College

·     https://www.polk.edu/teaching-learning-computing-center-tlcc/testing/placement-tests/

Seminole State

·     https://www.seminolestate.edu/testing/pert/faqs

South Florida State College

·     http://www.southflorida.edu/current-students/testing-center/postsecondary-education-readiness-test

State College of Florida

·     http://www.scf.edu/Academics/Mathematics/MathSampleTestFPT.asp

St Petersburg College

·     https://www.spcollege.edu/cpt/   

University of North Florida

·     https://www.unf.edu/testing/CPT.aspx

Valencia College

·     https://valenciacollege.edu/assessments/pert/taking-the-exam.cfm

The Florida College System Website https://www.floridacollegesystem.com/students/admissions.aspx

If the state college in your area is not listed above, search name of the college + PERT. 

Kind regards on the PERT journey!

 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

The Best Graduation Gift

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"As you walk through the last years of your student's high school journey, remember the final celebration is less about the knowledge stored up in the student's mind (though that is important) and more about whether the young adult understands his or her strengths and how those strengths will bring value to whatever he or she endeavors."

Celebrate High School: Finish with Excellence, 2015

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Celebrate High School: Finish with Excellence
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High school is not a one-size-fits all experience. The journey is unique for every student. Celebrate High School equips parents and students of any educational philosophy with easy-to-follow explanations, ready-to-use examples, and parent testimonials.  

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Cumulative Folders, Home Education Style!

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I realized early in my son's eighth grade year that I would, one day, play the role of guidance counselor for my homeschooled high schooler.

Meaning?

I would be the liaison between school (us!) and college.

I was the keeper of all things official.

Yep, me, until the student was 18 (that is the topic of another intentional high school blog). No qualifications or degrees, "just" the mom who was overseeing the learning taking place in our home. If I didn't keep the records, no one would. The records I kept would influence my student's post secondary career (no pressure, right?)

From that day on I kept anything potentially important in what I called the cumulative folder. Little did I know how valuable this folder would be. In our son's senior year, when we were in the middle of applying to six colleges--some highly selective--the folder became a gold mine, one of those things you tell people you would grab if the house were aflame.

Having all the information we needed in one place saved me time. I am also pretty sure it saved my senior-year mom sanity!

No one I knew had kept a cumulative folder of high school records so this was new territory for me.

And, I was not a naturally-organized person.

To keep our student's cumulative documents (not the work associated with each school year- I kept those work samples in another binder) safe in one place, I purchased a 3 1/2 inch binder and some colored-tab separators to help keep paperwork organized. Armed with plastic protector sheets and a hole-punch, I sat down to begin compilation of the cumulative folder. I started by labeling tabs we needed and then added tabs along our journey. During the junior and senior year as we began contacting colleges, I added tabs for copies of completed applications (print the online application submitted, if possible, for future reference when submitting other applications), scholarship applications (again print a completed application or submitted essays for subsequent applications), acceptance letters, and financial aid notifications. Once our grads entered college, I continued to add tabs for medical records, grades and award notification,  and FAFSA and financial aid applications (past applications were helpful throughout the college years).

What tabs did we find helpful?

  • Activities
  • Awards
  • Certificates and Certifications
  • College Admissions Requirements
  • College Applications
  • College Major Requirements
  • Community Service/Volunteer Hours
  • Dual Enrollment Documents
  • Financial Aid Applications (printed summary pages, too)
  • Financial Aid Offers
  • Grades
  • Letters of Recommendation
  • Medical Records
  • NCAA Eligibility
  • NCAA Home School Core Course Worksheets
  • Scholarship Applications
  • Scholarships Awarded
  • Test Scores
  • Transcripts
  • Work Experience
  • Writing Samples

These are tabs include all the tab titles we have used for four unique high schoolers (two grads who then completed Bachelor degrees, and two current high school young adults). Not all tabs were needed for each young adult. In fact, some of my high schoolers have little to no cumulative paperwork. 

Consider your young adult and his or her unique circumstances. Choose a method which complements both the learning, the accomplishments and the college and career goals. If you decide a cumulative folder would be helpful--aside from other paperwork required by your home education laws--these tab titles may be helpful. 

YOU can celebrate high school!

 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Course Codes: To Code or Not to Code

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A homeschooling mom recently asked, "I am a homeschooling parent writing the transcript for my soon-to-be high school senior. Should I use course codes on my transcript?"

Ask a question, get several plausible answers.

The answers given will depend on the perspective and experiences of the people polled. Has the person answering the question worked in a college admissions department? Did the person home educate their children and personally file applications with universities? Is the person living in your state and familiar with the state statutes regarding home education? There are many factors to consider when interpreting answers to this question.

AND, like many other home education topics, it might be best to set a few hours aside for personal research and phone calls to find out the answer. 

When I initially faced the course code dilemma--sitting at the computer creating the transcript of our first graduate--I researched, made calls. I had been given definite opinions, definite experiences. However, there were no definitive answers. Somewhat frustrated, I realized this answer likely rested in the beauty of home education in our state. It was part of that "with freedom comes responsibility" cliche.

My trail of research commenced. 

In our state, parents are considered the overseers of their children's education. In addition, our state doesn't issue diplomas to home education graduates. 

The National Center for Education Statistics prepared a paper entitled Secondary School Course Classification System: School Codes for the Exchange of Data (SCED) released June 2007. In that document the Center states, "The primary purpose of the SCED system is to make it easier for school districts and states to maintain longitudinal student records electronically, and to transmit coursetaking information from one student information system to another, from one school district to another, and from a school district to a state department of education." In doing so there is provision for

"comparison of course offerings among districts and states; ƒuse of electronic student transcripts;  longitudinal student information systems; ƒ interoperability of student information and other data management systems by providing a standard for education software designers and vendors; reduc(ing) the cost and burden of transcript studies; and ƒthe use of coursetaking information in research and evaluation of student outcomes."

In other words, this system is helpful if a student transfers from one school to another whether in the district of the state. The code points the interpreter to the state course codes directory and subsequent course synopsis or description for the purpose of determining course equivalency. Guidance counselors at the receiving school can then decide if the courses completed and validated on the transcript are "acceptably similar" to the receiving school. In addition, this process can aid school personnel in student placement. Courses are coded as to subject area, level and identifier. 

My first note to self: As an independent home educator who is overseeing the education of my children,  it is possible for our home to have our own courses based on the unique educational opportunities and resources we utilize. Hence, we have the ability to individualize any course in any subject in any year. Therefore, most likely some other entity's standardized code would not accurately describe the scope and content of our course. 

My further research discovered the course code directory of our state. 

I found much the same information and purpose for the codes in our state. The codes are used by schools within the state which issue a state diploma. In other words, schools in the state using the course codes validate the student who completed the course in their school followed the standards of that course. The course code assigned was a reference--a standard--whereby all schools could be on the same page in regards to requirements and achievement. Furthermore, the entity issuing the diploma and transcript are responsible to oversee and certify the codes issued paralleled the standards required for the course given that code. 

This system begged several questions in my mind (and perhaps the mind of the parent asking the question above).  

Our home learning was statutorily a HOME EDUCATION PROGRAM. As such, we as parents were responsible to oversee the course content taught, studied and mastered, at high school level or above, in our home. We designated completion by awarding credit and validating such on a transcript. Because the courses and content were unique to our home, study methods and educational opportunities, it seemed ridiculous to assign some other entity's course codes to my learner's courses.  Do I make up a code for our learning? And, if I did, who would understand what that code meant, unless of course, I wrote a course description (similar to state institutes) to describe the content of the course, just as other educational entities do with their courses?

More to ponder...my young adult was interested in learning material not offered by the state, and hence, a course code didn't even exist. I have the statutory freedom to allow my young adult to study their interest. I asked the question again: Do I make up a code?

More to ponder...my children were not receiving a diploma from the state. Technically, then, I decided I didn't have to follow the state code. 

All of my research, discoveries and pondering culminated in a conversation with an admission officer at a highly-selective university. The result..."We don't expect you to have course codes, Mrs. Bastian. You are a homeschool". 

INDEED, what I assumed, a college confirmed; why would I use course codes from an educational entity? They were not certifying the credit or validating the transcript. My home was it's own learning environment.

In the end, I decided not to add course codes to the transcripts of my graduates. This made sense to me as well as to the colleges and universities to which our young adults applied. Like many homeschooling high school dilemmas and decisions, I had to do my own research and come to my own conclusions.

If you have walked the course code road, tell us in the comments how you navigated your circumstances. 

NOTE: This blog post is not intended and should not be taken as legal counsel. 

I will be sharing more about transcripts and high school paperwork during my 2016 FPEA Convention workshop, Happy (High School) Paper Trails, Friday, May 27 at 3:55. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children.