Most Popular Posts of 2016

2016 is marked as significant.

Why? Because every moment of our days mattered--the triumphs and the trials. We lived and learned together being intentional about using what was real and relational--from cradle to shingle--toddler to adult. Thank you for walking that journey alongside us! We are grateful for you, our readers! 

As a recap of our year together, I compiled our top 15 posts of 2016. ENJOY! 

The Many Possibilities of High School Success

Just as there are many potential pathways to successfully completing high school--the end result of helping a young adult develop his or her divinely-created strengths and giftings--there are also many different avenues to the young adult's future; the years beyond the turning of the tassel.

If you enjoyed this post, you might also be encouraged by Real-Life for High School Credit: Care and Concerns for the Elderly.

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Preschooling, Naturally

Preschool is foundational for life and learning. In fact, it is during the preschool years that little learners master foundational skills which serve as a base for later learning. More importantly, attitudes and temperaments toward learning are set during the preschool and early elementary years.

If you enjoyed this post, you might also be encouraged by "Let Me Do It!" Helping Little Learners Become Independent

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5 Comments I Don't Regret

Words are remembered, taken with us through our days. This is true for us and it is true for our children and young adults.

If you found this post helpful, you might also enjoy Legacy: Learning Alongside

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The Possibilities of Elective Credits - Part II

When I wrote the first edition (who remembers that first spiral-bound resource?) Celebrate High School I included a sample list of potential course titles--both core and elective. When I published my extensive revision in 2015, I expanded my list based on our experience and the experience of those with whom we work.

If the information in this post was helpful, you might want to continue on and read Part III.

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32 Ways to Learn from Real and Relational 

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. 

If you are being intentional about keeping learning real and relational, you might also be encouraged by the practical life lessons (and history!) in this post-- Living History: 30 Questions that Bring History to Life

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8 Skills Children Practice in Puddles

There was much to learn in the puddles. Each learner carried a small fish net, sand bucket or shovel. They were off on an adventure.

Rainy days are natural wonders which intrique little learners. If rain is falling at your house and you are waiting for a safe pause in weather, try this indoor art activity--Torn Paper Rainbows

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Grades...In High School

"How do I give grades in high school?"

If designing a transcript is your next step, this post may be helpful--Transcript Matters

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Using 4-H for High School Course Content

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

If you have middle school learners and are wondering how you can help them manage time, organize belongings, and pursue interests, this post--Magnificent, Make-A-Difference Middle School--might be helpful. 

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Preschooling, Intentionally

Learning is the natural outcome of everyday living, especially for little learners. With a few intentional questions here and a purposeful explanation there, preschoolers can learn naturally from walking alongside older siblings and significant adults. Through everyday experiences, preschoolers gain a jump start to mastering foundational cognitive, social, emotional, physical, and spiritual life skills.  By the time the young learner blows out six candles on the birthday cake, significant progress toward mastery of foundational skills has likely been made.

If you are seeking ways to help your little learners do what they can, 3 Things They Can DO on Their Own, might be helpful. 

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Living Books and Independent Studies

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

Science--especially animal science--is particularly interesting to little learners. If you have little learners with a zest for all things living, check out the book list in Vintage Science Readers for the WIN! 

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Nature Adventures Made EASY- A Glimpse into Part of Our Day

Ten minutes later, peering out the bedroom window to check on the adventure, my heart smiled--three little learners discovering, wondering together. Co-laboring in learning. 

Looking for a way to learn math outdoors, in nature, where children crave? Check out Math Adventures!

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Using Living Books in High School for Credit

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

Interested in earning credit for writing college essays? This post--High School Made Simple: College Essays for Credit--might offer some insight. 

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SIMPLE Prepositions for Little Learners

Keeping early learning active and fun!

Picture books can encourage learning. Read Aloud to Foster Counting Skills lists some of our favorite math picture books. 

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Intentional Cursive Handwriting

Oh yes, there is good reason to teach cursive, teaching correct strokes and rotations. Proper letter formation does make composition easier. However, once initial instruction is complete and letters are formed properly, practice begins. Practice.

Interested in hands-on, real-life, spelling activities? This post--What About Spelling?--has lots of practical ideas. 

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Helping Learners Foster Strengths and Interests

A trip to the electronics store. I was hoping to go alone. You know, time to enjoy quiet; time to think without questions. After all, it is ONLY the electronics store. 

If this post made you curious about interest-based learning, The Benefits of Interests: Motivating Learners, may answer a few more questions. 

Want to know more about how your days can be intentional, real, and relational? Click below to sign up for the Celebrate Simple Newsletter. 

The Many Possibilities of High School Success

Tis'  the season for future thinking and college applications.

This season can also be a season of disappointment and frustration.

Seeing Facebook posts of acceptance letters and appointments, I can’t help but think of the high school young adults pondering a future which doesn’t include dorm room decorating and walk-on athletics. These young adults--though they may have worked very hard--may feel unsuccessful, even second-class due to the individuality of their next steps toward the future. Hence this season—a season most people associate with celebrations—can be time of awkwardness and discouragement.

But it doesn't have to be!

When we open our eyes and hearts to other possibilities--alternative, but no less significantly successful high school journeys and culminating celebrations--young adults have innumerable opportunities which may be better suited to their strengths and giftings.

Acceptance letters are not the sole means of successful transition to a young adult's future. 

Just as there are many potential pathways to successfully completing high school--the end result of helping a young adult develop his or her divinely-created strengths and giftings--there are also many different avenues to the young adult's future; the years beyond the turning of the tassel.

The Scholar. Scholars are not just learners; they are specialists--continually seeking to dig deeper in a specific area of interest. There is an aptitude for learning and time is made for accelerated or advanced degrees. In addition to researching and fulfilling the college entrance requirements for the young adult's top university choices, honors courses, dual enrollment, CLEP/DANTE/AP testing, and discussions or networking with professionals in the field of interests may also be helpful. 

The Entrepreneur. Ideas. Strategy. Product analysis. These young adults grew up dreaming of starting a business and in fact may have started one or several during the middle or high school years. Young entrepreneurs may benefit from connecting with successful entrepreneurs as well as with other entrepreneurial-minded peers. In addition, these young adults may spend time at the library or online reading current issues of business magazines-- Inc., Entrepreneur, or Fast Company--or reading small business blogs. Consider looking for local opportunities where the entrepreneur might be able to attend small business seminars or entrepreneurial events.  Job shadowing a business owner or two might be another consideration as well as offering time in the day for the young adult to research successful business practices, managerial/leadership qualities, and marketing or growth strategies. Some high school learners find having a mentor helpful. Having had two entrepreneurial/business-minded young adults, these were helpful resources for our learners. Entrepreneurs may or may not decide to pursue post-secondary education. 

The Athlete. Most little leaguers dream of the big leagues--the pinnacle of achievement for athletes. In fact, we've known athletes who played through elementary and travel sports to high school athletics hoping to fulfill this dream. Some athletes indeed did move on to more competitive collegiate play. Others decided to hang up the cleats after their senior year. For young adults who desire to pursue sports after high school graduation, special attention to the new NCAA requirements is a must. Though an athlete may choose a college outside the NCAA, staying up-to-date is wise. Plans change, sometimes last minute and eligibility is dependent on completion of specific courses. Having had three athletes, we never wanted to short change a student-athlete. In fact, all three took different paths; none ended up playing collegiate sports.  In addition to action on the field, we have known learners who read autobiogrpaphies and biographies of athletes they admire for high school credit. Possibilities include A Life Well-Played (Arnold Palmer), Through My Eyes (Tim Tebow), Out of the Blue (Orel Hershiser). One of our athletes enjoyed Between the Lines: Nine Principles to Live By and The Mental Game of Baseball.

The Creative. Creatives see the world differently--in words, colors, graphics, texture, line, or shapes. These young adults think outside the box and craft from incredible minds. Hence, their paths through high school might include preparing a portfolio, building a client list, visiting studios and exhibitions, experimenting with media, shooting thirds for a photographer, writing copy for publication, working at a hobby shop, creating art for a gallery, volunteering time to create graphics for church media or publication, or selling stock photography. All of these experiences may become part of their high school course work, and the contacts them make along the journey may provide avenues for employment after graduation. The Creative may decide to attend an art or music school, open a studio, spend time with a master artisan, or start a business. Many of these experiences make great activities for elective credits. Post-secondary educational experience may or may not be part of the Creative's future. 

The Apprentice. Apprenticeships offer hands-on, experiential options to young adults who need to learn from masters or professionals in a field of interest. Though apprenticeships are not as popular as they were years ago, apprenticeships offer on-the-job training--and often some classroom instruction--for young adults interested in highly skilled work in healthcare professions, engineering, manufacturing, culinary arts, telecommunications, trades (welding, electrical, carpentry, plumbing), and service careers. The apprentice may train under a skilled craftsman, trained healthcare worker, or licensed professional to learn essential skills important to a particular job. Time devoted to apprenticing can vary to up to four years. Some apprenticeships may require certain math and science high school course work or required scores on HSPE (High School Proficiency Exams). 

The Intern. Internships are an excellent means by which young adults can investigate career fields of interest and learn new skills. Internships can be formal or informal, part-time or full time, paid or unpaid, but are generally offered by an employer or institution for a specific amount of time. Most are considered entry level. Although university internships were traditionally offered to undergrad or grad students, there are colleges who open internships to high school students. Research the availability at local universities, as this is a growing trend. For a hands-on, experiential learner, an internship might be an excellent next step. If interning seems like a good fit for your young adult, consider the points made in this US News and World Report article. 

There is great possibility several paths and means will overlap. For example, the Creative may also be the Intern, learning alongside or assisting a concert musician, graphic artist, or professional photographer. And, the Intern may also be the Scholar, gaining cutting-edge skill in a science or engineering field. 

Remember, these are not the only possibilities for today's young adults. Just as all young adults are unique, so will be their high school paths and future plans. Not every high schooler will follow the same learning route, nor will they have the same next right steps. With a changing economy, growing knowledge base, and evolving ability for satellite employment, there are ever-growing career opportunities. 

I wonder what those will be for our young adults?  

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. 

Winter Fun for FREE Plus Extras!

We all need mid-year boosts--teachers, parents, and learners! 

Celebrate Simple is all about encouraging and equipping parents and families; adding spring in your winter steps! 

We have created several winter-themed, inter-related learning resources for your family--all ages preschool to high school. The contents of the resources are related, nothing is duplicated. 

Our first FREE winter resource is FREE to subscribers! If you are a current subscriber, you will receive this resource in the next newsletter. If you haven't yet subscribed, please do! We would love for you to have this handy, practical winter-themed unit. The contents are related to all of our NEW winter items listed below. The content of Simple Winter Family Fun includes

• conversation starters for family members of all ages,

• winter-themed book lists for preschool through high school,

• practical ideas for family team building,

• learning activities for Snowflake Bentley by Jacqueline Briggs Martin (different from those included in Math Adventures: Experiencing Math in Snowflakes),

• a four-year plan worksheet for families walking the home education high school journey,

• winter-related spelling words with fun spelling practice ideas, and

• math practice for patterning, counting by fives, and solving word problems.

Our second FREE winter resource can be found in our FREE RESOURCES tab. Math Adventures: Experiencing Math in Snowflakes is a shorter math study similar to Math Adventures: Experiencing Math in Parks and Math Adventures: Experiencing Math in Nature. Click on FREE RESOURCES to download your copy!

Whether your winter days will be spent outdoors making snow forts or putting a little spark and refreshment in the mid-year, winter blahs, check out these fun new ideas and resources. We would love for your family relationships to grow and for this to be your best winter EVER!

Remember, every moment matters when using what is intentional, real, and relational! 

The Possibilities of Elective Credits: Part III

How are elective credits documented?

The answer to this question depends on your state's home education law as well as what college or university choices find their way on your learner's "top ten" list. Your family's record keeping methods will also factor into answering this question. This was definitely the case for our family.

For our family, if a learner has a distinctive interest or an extraordinary gifting--something they naturally spend a good amount of time researching and learning (for us 75 hours for a half credit and 120+ hours for a full credit)--we count if for credit. I personally do not label or flag courses as core or elective on our transcripts (I do however flag dual enrollment, CLEP, or courses taken at other accredited entities). Too many colleges access transcripts differently to flag core and elective courses. What one considers a core course, an academic elective, or an elective another will classify differently. 

As a learner is actively involved in the the learning process, I keep a bullet point list of the concepts learned or experiences completed on a digital document. From that bullet list, I can write an accurate title and course description should we need it for university admission or scholarship applications. Once the course is complete, I add the title, grades, and credit to the transcript--a one-page snapshot of the young adults academic record.

Elective courses often set one young adult learner apart from another, especially if potential applicants have similar, cookie-cutter type elective credits. 

What strengths, interests, or giftings do your learners have which might equate to credit. Some of the courses our learners have completed include Care and Concerns of the Elderly; Drafting and Drawing; Competitive Gaming; Business and Entrepreneurial Principles; Introduction to Early Childhood Education; Nutrition and Health for Disease Prevention; and Interpersonal Relationships. These off-the-beaten-path have proven to give our now adult children life skills they may not have received otherwise. 

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Life skills + high school electives = WIN! for preparation beyond the turning of the tassel

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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. 

The Possibilities of Elective Credits: Part II

In Part 1, I offered helpful tips about finding and recording elective credits. 

Perhaps that post prompted another question,

"What are some common titles for elective credit in high school?"

Before considering titling, one must understand the difference between core and elective courses. In addition, understand that these are terms used in the educational world. As home educators, it has helpful for us to understand "education-eze" as well as what is and isn't required by our state statutes. It has been equally helpful to know that colleges use "education-eze". Though some colleges and universities are hiring home education admission personnel, some admission advisers at other institutions are not always versed in the statute requirements.

Common terminology includes:

Core courses are courses which must be taken or are required for graduation. Typically, core courses are English, math, social science, and natural sciences. In addition, some schools will require additional credit--in addition to the core content areas--to be taken in world languages, the arts, computer science, and physical education. 

Electives are courses students chose to take. Electives allow a learner to customize his or her education, to build on a strength or interest, or to investigate content not yet studied in other courses. It is the elective courses which often strengthen the high school transcript and round out the student while also telling employers and admissions about the interests and strengths of the learners.

Some educational entities use the term academic electives for admissions. An academic elective is a core course taken above and beyond the required academic courses in that discipline. For example, if a leaner completes the three math courses required for graduation (or admission) in the mathematics core academic area--let's say Algebra I, Geometry, and Algebra II--but decides to take another academic math course from the core choices--Trigonometry--the fourth course could be considered an academic elective, if the educational venue recognizes academic electives. 

When I wrote the first edition (who remembers that first spiral-bound resource?) Celebrate High School I included a sample list of potential course titles--both core and elective. When I published my extensive revision in 2015, I expanded my list based on our experience and the experience of those with whom we work. For this post, I am pulling potential elective course titles from that 2015 revised list. I am NOT including courses most often considered core academics--for example, Calculus or British Literature--though those core courses could be used as electives--and often are by home educating families. 

English electives (when not considered part of the core content English I, English II, English III, and English IV)

• Shakespearean Theater
• Greco-Roman Theater
• Short Stories
• Poetry (perhaps of a specific historical era)
• Writing for Print and Publication
• Creative Writing
• Yearbook
• Digital Publishing
• Ancient Languages
• Biblical Studies: Old Testament
• Biblical Studies: New Testament

Communication electives

• Speech (this course is often considered a core course for some schools but an elective for others)
• Competitive Speech
• Impromptu Speech
• Expository Speech
• Policy Debate
• Lincoln Douglas Debate
• Media Productions

Mathematics electives

• Personal Finance (this course is often considered a required course for some schools but an elective for others)

Social Science electives

• Comparative Government
• Introduction to Law
• Mock Trial
• Constitutional Law
• Independent Study: Foreign Policy
• Introduction to Criminal Justice
• Psychology (this course is often considered a core course for some schools but an elective for others)
• Sociology
• Anthropology
• Archaeology
• Family and Consumer Science 
• Contemporary World Issues
• Ancient Civilizations
• Independent Study: The Korean War
• Medieval History
• Introduction to Social Work
• Child and Adolescent Psychology
• Philosophy
• World Religions
• Theology
• Church History
• Internship: Youth Ministry

Natural Science electives

• Environmental Science
• Animal and Agricultural Sciences
• Introduction to Agriscience
• Equine Science
• Equine Medicine
• Introduction to Veterinary Science
• Introduction to Forestry
• Botany
• Entomology
• Zoology
• Astronomy
• Introduction Aerospace Science
• Forensics
• Introduction to Health Sciences

Performing/Fine Arts electives

• Introduction to Drama
• Musical Theater
• Art History (perhaps add a historical era)
• Art Appreciation
• Choreography
• Dance Technique (consecutive years: Intermediate and Advanced)
• Competitive Dance
• Introduction to Ball Room Dance
• Stagecraft
• Set Design
• Theater Production
• Two-Dimensional Art
• Three-Dimensional Art
• Sculpture
• Ceramics
• Drawing and Painting
• Cartooning and Caricature
• Printmaking
• Pottery
• Creative Photography
• Digital Photography
• Band
• Orchestra
• Symphonic Band
•  Wind Ensemble
• Jazz Ensemble
• Keyboard
• Piano
• Music Theory (consecutive years: Intermediate and Advanced)
• Music History (perhaps add a historical era)
• Music Appreciation

Physical Education electives

• Personal Fitness (this course is often considered a required course for some schools but an elective for others)
• Nutrition and Wellness
• Physical Education  (this course is often considered a required course for some schools but an elective for others)
• Aerobics (consecutive years: Intermediate and Advanced)
• Tennis
• Golf
• Volleyball
• Competitive Swimming
• Water Polo
• Lifesaving
• Advanced Lifesaving
• Team Sports
• Recreational Sports
• Beginning Weights (consecutive years: Intermediate and Advanced)
• Weight Training (often accompanies sports training) 
• Sports Psychology
• Introduction to Sports Medicine
• Care and Prevention of Athletic Injuries
• Sports Rehabilitation

Business Education electives

• Accounting
• Marketing 
• Advertising and Sales
• Principles of Entrepreneurship
• Banking and Finance
• Business Principles
• Foundational Principles of Small Business
• Business Technology

Computer Science electives

• Computer Fundamentals
• Programming (consecutive courses: Programming I, Programming II)
• Introduction to Computer Systems
• Computer Construction and Repair
• Keyboarding
• Word Processing
• Graphic Design
• Digital Design
• Web Design
• Digital Arts
• Computer Gaming 

Home Economics electives

• Fashion Design
• Textiles and Fabrics
• Clothing Construction and Textiles
• Machine Sewing
• Quilting and Applique
• Interior Design
• Introduction to Early Childhood Education
• Nutrition
• Principles in Food Preparation
• Principles in Food Preparation: Pastry
• Principles in Food Preparation: Desserts
• Principles in Food Preparation: Main Courses
• Principles in Food Preparation: Appetizers
• Introduction to Culinary Arts
• Introduction to Pastry
• Cake Decorating
• Home and Automotive Repair
• First Aid and CPR
• Emergency Preparedness

Vocational electives

• Cosmetology
• Cabinet Making
• Carpentry
• Trim and Finish Carpentry
• Masonry
• Landscaping
• Horticulture
• Floral Design
• Landscape Architecture
• Building Design and Architecture
• Drafting
• Technical Drawing
• Plumbing
• Welding
• Auto Mechanics
• Diesel Mechanics
• Small Engine Repair
• Electronics and Circuitry 

When our young adults are reading, working on research, studying content, or participating in an experiential opportunity, I search for potential titles in the course codes for our state. If I can't find a title or course content in that resource which is close to what our learners are studying, I search for high school courses (or in some cases college courses) from across the nation. Those resources usually allow me to find a title--or at least give me a springboard--which accurately describes the content being learned. 

Needing to know more about documenting elective credit work for college admission paperwork? Check out part 3. 

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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. 

Helping Learners Foster Strengths and Interests

"Mom! I want to go with you!"

A trip to the electronics store. I was hoping to go alone. You know, time to enjoy quiet; time to think without questions. After all, it is ONLY the electronics store. 

My mind rattled through all the pros and cons.

• They grow up fast.
• I need a few quiet moments.
• It was a chance to spend individual time.
• I should seize the moment!

"Yes, you can go."

She put on her shoes. We got in the car and talked all the way to the store. We parked and shopped. Paid. My daughter carried the box, proudly, spring in her step--a wide smile beaming across her face. She insisted on holding our purchase all the way home.

She was energized.

After ten minutes of silence, she asked.

"How could I work at that store?"

Followed immediately by, 

"I just love it there! All the electronics, the gadgets, the cables."

How do we help foster strengths and interests in our children (especially when it is not what we had in mind)?

• Be open. When my daughter announced she wanted to work at an electronics store, my immediate thought was not impressive. I wouldn't have won Mommy Points. Why would you want to work in an electronics store? Stellar, I know. Thankfully, having been in this place before with other children, I learned from mistakes; held my initial thought. Counting to five helped.
• Avoid a defensive/reactive posture. By waiting, even just a few seconds, I was able to offer an open, positive response. And, being in the car I didn't have to worry about impatiently shifting my weight or a tapping toe, thankfully. I have spoken those unintended messages before.
• Ask a question. Asking a question keeps conversation and relationship open. This is another hard lesson I've learned. I'm a global-thinking fixer. I see conclusions (sometimes wrong conclusions) and big pictures before the speaker, so waiting for a response or waiting to hear the whole story takes discipline.

"You asked a great question. What skills do you think you would need to work there?"

• Wait for a response. If the child is processing thoughts, a response may take a few minutes. And likely, he or she hasn't encountered the scenario at hand in the past. When I keep active and engaged while offering patience, the conversation with my child stays alive. When my mind wonders or I feel something else tugging for my attention (and there are many of those!), my daughter knows. 

"I would need to learn about computers, cameras and equipment."

• Affirm and ask another question. Affirmation keeps the conversation moving forward and also allows children to internalize that their thoughts are worth processing. Remember, the reason the conversation started was to answer a pending question or entertain an important thought. A piece of affirmation and a follow-up question provides motivation toward considering perspectives and ideas which might not be clear, YET!

"Indeed you would need to know about those things. How could you learn more about electronics?"

• Don't fret. In the process of thinking things out--engaging in dialogue--it is helpful to remember that just because it is said doesn't mean it will happen. Children and young adults (and I would venture to suggest even adults) express ideas which will never come to fruition. This is part of processing thoughts. In other words, if a child or young adult mentions a possibility for employment or the intention of attending an event, it is an opportunity to learn conversation skills and decision making--another opportunity to share and consider. When I short circuit the process of my child or young adult's thought process prematurely, progress halts. I've had to remind myself that my children need opportunities like these to develop soft skills: problem solving, conversational etiquette, consideration of other people, adaptability, time management, and emotional intelligence. If I cut them off, define all the problems and solutions, discourage conversation, I place my children and young adults at a great disservice. Decision making, Interpersonal skills, work ethic, and research skills must be practiced and experienced before my young adults forge out on their own. 
• Welcome the unexpected. It may be a passing thought. It might never happen. However, when I welcome and am open to the thoughts of my children, there is a greater chance they will come to me when really big things come to the forefront of their mind. Today's thought about working at an electronics store may be tomorrow's thought of whether an entire savings should be used to buy a car. As a parent I've had to keep my hands open. A desire to work in an electronics store isn't the end of the world. In fact, it could be the catalyst needed to deepen a relationship or it could be the gateway to a lucrative career (or a stepping stone to fixing Mom's technology).
• Brainstorm. What began as a question ended with a wide-open slate of possibilities. Together my daughter and I discovered several ways she could learn more about electronics. As we talked, she became more engaged, more excited, asking if she had to wait until middle and high school to start. Of course not, learning can start immediately! Perhaps there is something you can do or offer today to fuel the excitement in your leaner. 
• Open to possibilities. As a homeschooled student, my daughter can learn from an array of environments: online tutorials, online certifications, shadowing, volunteering, mentors. And, she has time to do so! JOY! What possibilities wait for your leaner? 
• How can I help? I am a busy mom with full days. Believe me, it is not easy for me to ask for more to do. However, when my children face a new endeavor or potential change, they usually embrace the chance to have someone walk along side them, cheer them on. I WANT to be that cheerleader. In my twenty-seven years of parenting, I've learned if I don't get excited--walk alongside, ask how I can help--my children will find someone who or some place which will provide for this need. Companionship is something we all need, children, young adults, and adults. 
• What's the next step? The next step may not be obvious or easy. Even for me as an adult, I'm often not clear about what my next steps might be. It's silly for me to think my children will know, every time, what their next right steps will be. Helping to identify a next steps and then encouragement to follow through offers another opportunity to affirm and build relationships as well as soft skills and life experiences. 

What strengths or interests are your children or young adults asking you to foster? 

Those strengths and interests may begin with a question and end with answers. Or, those strengths and interests may begin with a request to tag-along and end with an opportunity to walk alongside. And even still, those strengths and interests may start with you--the parent--pointing out an area you see your child could excel, something of which he or she may not even be aware.

Potential is ripe, right where you are--your child and you--together. 

Oh, I forgot to mention. 

Within twenty-four hours, my daughter had spent a good bit of time watching online tutorials and how-to videos about building computers, extracting parts, wiring circuits and more. And her interest began with a tag-along opportunity, some engaging conversation, and insight into next steps. 

I wonder what she will do tomorrow? 

I wonder what your learners might discover TODAY!

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 Descriptions- To Write or Not to Write

I have been following and actively researching homeschooling in the high school years for over 15 years. Some trends have remained the same. Others have changed. 

Course descriptions have definitely been one of those trends. 

When I came into the high school years, the majority of parents were writing course descriptions of some kind depending on the university to which a young adult was applying. 

There are several reasons why less parents are having to spent time documenting textbook titles, course content, evaluation methods, and the like. 

In our geographical area (some trends are geographical), more students are choosing to dual enroll and then continue at the community or state college until the AA is earned. In many cases, that AA offers students a direct connection to an in-state, four-year university. When the AA or AS is earned, usually the only documentation needed from high school is the final transcript, if anything. In some situations, AAs are even providing a direct connection to some out-of-state colleges.

In fact, students who chose to dual enroll and finish the AA or AS are likely not to need the course descriptions.

For example, my first grad went to a four-year college. Some of the colleges--especially highly selective universities--required course descriptions. Others did not. 

My second graduate dual enrolled while in high school and then applied to stay on and finish the AA. The application process was a piece of cake. Only a final high school transcript was required. No course descriptions. 

My two current high schoolers, one a senior, may need a combination based on the top colleges of their choice. In preparation, just in case, I am keeping bullet points of the highlights of the less traditional courses as well as titles, authors and publishers of textbooks and resources. If needed, my bullet points will become sentences to create the course descriptions. 

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The current trend for course descriptions is college specific. 

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Hence, some parents are choosing to take a "wait-and-see-approach and are not worried about pulling all nighters should their young adults need documentation.

Keep in mind, if the home-educated student is an athlete considering collegiate sports, there is some specific course documentation needed for the NCAA. You can find that information here. 

A sampling of colleges still requiring course description or some type of course documentation include:  

Amherst College, Amherst, MA

Emory, Atlanta, GA

Indiana University, Bloomington, IN

Oblerin College and Conservatory, Oblerin, OH

Olgethorpe University, Atlanta, GA

Pennsylvania State University, University Park, PA

Rice University, Houston, TX

Tulane University, New Orleans, LA

University of North Carolina, Chapel Hill, NC

University of Pennsylvania, Philadelphia, PA

Vanderbilt University, Nashville, TN 

This is only a sampling! Parents and young adults must take the responsibility of researching the requirements of the colleges of interest. Check the admission requirements of the student's colleges of choice. If course descriptions or other documentation is required, plot your plan of action. If that plan includes writing course descriptions, check out this 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. 

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

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. 

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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. 

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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?

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. 

Reading through the Holidays: Preschool through High School

Hot chocolate, a blanket, a cozy couch, and a few favorite holiday reads. Picture books welcome us to tables with families and stables under starlight where we can count and pretend. Other books invite us into history, to meet people and walk through events. As weather cools and the holidays approach, I look forward to moments of reading and learning together. 

Thanksgiving reminds us it is time to pull Reeve Lindbergh's poetic Johnny Appleseed from our picture book shelf. It is definitely one of our fall holiday favorites. 

Our family's favorite Christmas story is found in the gospel of Luke. It is central to our home. However, over the past twenty-seven years of reading to littles and bigs, we have also enjoyed other literary treasures. We've all come to anticipate the month of December, a time when we read, reread, and compare Christmas stories from around the world. 

What are some of our favorite holiday reads?

We've compiled our list of holiday classics just for you! 

Thanksgiving for Littles

• The Thanksgiving Story, Alice Dalgliesh
• The Little Red Hen, Paul Galdone
• The Very First Thanksgiving Day, Rhonda Gowler Greene
• Ox-Cart Man, Donald Hall
• Johnny Appleseed, Reeve Lindbergh
• Why Do Leaves Change Color?, Betsy Maestro
• How to Make an Apple Pie and See the World, Marjorie Priceman

Thanksgiving for Middles

• A Lion to Guard Us, Clyde Robert Bulla
• Squanto, Friend of the Pilgrims, Clyde Robert Bulla
• The Courage of Sarah Noble, Alice Dalgiesh
• Landing of the Pilgrims, James Daugherty
• Squanto and the Miracle of Thanksgiving, Eric Metaxas

Thanksgiving for Bigs

• The Mayflower Compact (primary source)
• Of Plimouth Plantation, William Bradford (primary source)
• The Courtship of Miles Standish, Henry Wadsworth Longfellow (poem)

Thanksgiving Family Read Togethers

• Pocohantas and the Strangers, Clyde Robert Bulla
• The Matchlock Gun, Walter Edmunds

Thanksgiving Poetry

• We Gather Together, Adrianus Valerius (hymn)
• My Triumph, John Greenleaf Whittier (poem)

Christmas for Littles

• The Mitten, Jan Brett
• Christmas for 10, Cathryn Falwell
• The Stable Where Jesus Was Born, Rhonda Gowler Greene
• The Tale of Three Trees: A Traditional Folktale, Angela Elwell Hunt
• 12 Days of Christmas, Rachel Isadora
• The Crippled Lamb, Max Lucado
• Gingerbread for Liberty, Mara Rockliff
• The Polar Express, Chris Van Ausburg
• Room for Little One: A Christmas Tale, Martin Waddell
• Owl Moon, Jane Yolen

Christmas for Middles

• The Little Match Girl, Hans Christan Andersenn
• The Gift of the Magi, O. Henry
• Silent Night: The Story and Its Song, Margaret Hodges 
• The Lion, The Witch and the Wardrobe, C. S. Lewis
• The Call of the Wild, Jack London

Christmas for Bigs

• A Country Christmas, Louisa May Alcott 
• Little Women, Louisa May Alcott
• A Christmas Carol, Charles Dickens

Christmas Family Read Togethers

• The Best Christmas Pageant Ever, Barbara Robinson

Christmas Poetry

• Christmas Trees, Robert Frost
• 'Twas the Night Before Christmas, Clement Clarke Moore 

As the fall and winter holidays approach, gather littles and bigs. Enjoy the sights and sounds, but also the literary treasures of the times. Perhaps a new read will become your family's favorite. 

Happy, intentional, real, and relational holidays to you and yours!

Want to learn more about how to simplify your holiday season? Check out this blog post. 

 

Foreign Language in High School: Questions YOU Need to Ask

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. 

Foreign Language in High School: What Homeschoolers Need to Know

I spoke to another group of parents home educating their high school young adults. 

One of the questions I am asked most often is,

"What about foreign languages?"

This is tough question to answer. There are many factors, perspectives, and varied college requirements.

Considering why a language is being pursued is essential. Motivation is important. Oh yes, I know we all have to do things we don't like--and that may include learning a language--however, motivation remains a prominent factor in learning and retention for any subject. In the case of world languages (the new term often used for foreign languages), a student motivated to learn a language due to interest or as a means to an end goal (desiring to apply to a specific university), will be more likely to stay the course (with limited nagging and fighting). In the case of foreign languages, staying the course (no pun intended) may mean TWO YEARS or MORE of study in one language. Most young adults--and we've worked with many--couldn't achieve this goal without some type of personal motivation...because learning a language is hard!

Knowing the college admission requirements may answer the question for you. Not all colleges require foreign language for admission. Check college websites for admission requirements. Knowing whether or not language is required may help alleviate unnecessary aggravation and stress and most importantly, preserve a relationship. In part 2, I will dig into another factor to this equation. Consider:

• Montreat College requires one year of foreign language
• Arizona State University requires two years of the same foreign language
• Covenant College requires two years of the same language
• University of Notre Dame requires two years, but prefers three or four
• Furman requires two years of the same language
• Massachusetts Institute of Technology requires two years of the same foreign language
• Patrick Henry College requires one year but recommends two years of the same language
• University of North Florida posts their requirements online
• College of William and Mary likes to see four years of the same foreign language
• Illinois State University requires two years of language OR two years of fine arts

Asking important questions may help. Knowing a college requires foreign language for admission is not enough. Unfortunately, some colleges will not accept foreign language credits if they are completed with certain curricula. Or, they may accept the credits only if a student passes (or gets a certain score) an entrance exam, SAT II Subject Test, CLEP, or AP exam. The only way to know what the college will accept is to ask. Don't assume or fear the worse, even if your friend told you their experience with a particular school. Always ask the source and get it in writing if necessary.

Learning a language is difficult. It will take work, unless a student has a natural gifting for linguistics. In twenty-four years of seeing hundreds of families, many children and young adults have had to work fairly hard to complete two years in the same language. 

Counting the cost is wise. All four of our high schoolers had different reasons for pursuing a language. One completed two years because his universities of choice required such. There were no questions asked because, well, it had to be done. The second learner completed two years of language in high school because the alternative would be to take it at the college (usually more difficult). His story will be told in part 2 of this series post. Another high schooler of ours was determined to finish her two years of foreign language in ninth and tenth grade to "get it out of the way" so other courses could be pursued. She knows according to her top college choices, foreign language will be required for college admission. A fourth scenario, a friend of ours, tried and tried with valiant and diligent study to no avail because learning challenges made study extremely difficult if not impossible. The lessons learned by that family will be told in part 2 as well. 

All four high schoolers--as well as the high schoolers we work with--benefited from counting the costs of ALL possible options and choices, at least all that were known at the time. Each situation was unique. Each young adult would have to live with their decisions and choices, including how, when, where, and whether to complete foreign languages. As with any decision parents and students must make in the high school years, fear should not be the basis of our educational choices. 

Up next, Part II in this series-- Foreign Language Questions YOU Need to Ask

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

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?

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.

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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. 

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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

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.

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. 

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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.

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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

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

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

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. 

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“Finally, the transcript must include the signature of the individual who prepared it.”

— Flagler College website

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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. 

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

— Bucknell University website

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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

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“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

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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

"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

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“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

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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, 

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“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

University of Notre Dame also requires additional testing.

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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. 

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“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

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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. 

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“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

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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

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. 

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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. 

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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

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.

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“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

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

Bellhaven University in Jackson, MS states on their website

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“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

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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. 

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“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

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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. 

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“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

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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.