More to Playing Store

"Let's play store!"

There is much more to playing store than meets the eye. 

 

In fact, as a struggling learner, I believe playing store--adding customer orders and writing receipts--saved my declining math and spelling skills while building my learning confidence. As a mom, I have observed my children build the same skills behind their cashier stands and in their make-shift restaurants. 

Playing store is an essential developmental milestone, academically and socially. Playing store provides valuable educational entertainment. 

I remember, fondly, my pretend store years. Every day after school, I spent the afternoon at the neighbor's house until my mom arrived home from work. My friend and I would spend all afternoon in the basement, playing. The basement was alive with learning. In one corner stood three tall metal cabinets packed with craft supplies: old jars, paper, stickers, glitter, colored pasta, craft feathers, beads, and GLUE...lots of glue. Oh, and PAINT! Along end wall, all twenty to thirty feet of wall, was THE STORE! My friend's mom saved and cleaned EVERY box, plastic container and bottle she emptied from her kitchen--especially the ones loved most by children: Lucky Charms, Jell-O pudding, Tastykakes, soda. When the recyclables were cleaned, they were placed in THE STORE. There was a cereal section, a dessert section, a dairy section. Oh, and there was THE CASH REGISTER--an old adding machine with a roll of register tape a mile long. The store was a child's dream! We spent hours playing in the basement. 

When my oldest showed interest in "playing store" I began saving boxes and containers. I purchases garage sale price tags and we made an OPEN sign. The boxes lined the wall of my kitchen and provided hours of play...and much more!

Yes, the box shelf grew and grew, spilling over into the living room. Visitors were understanding, almost envious. They wanted to play, too! 

Today's the day. Save that box. Wash out the plastic container. There's learning in those recycles. And, there is so much more to playing store!

To cultivate the interest in playing store, gather

  • coins- real will provide opportunity for responsibility
  • paper money
  • receipt book
  • garage sale price tags
  • We're Open sign- with analog clock with movable hands to practice time telling
  • adding machine or cash register
  • extra paper for menus and handcrafted paper pretend food
  • clean recycles materials- drink holders, washed cups and plastics from food vendors and retailers
  • aprons
  • chef hat

Playing store creates opportunity to

  • write numbers- numerals and decimals
  • associate numerals with values
  • apply number concepts
  • add money values (decimals)- coins and bills
  • practice math vocabulary
  • use shapes and symbols
  • practice language and communication skills
  • read and spell high frequency vocabulary
  • write with purpose- menus, orders and receipts
  • repurpose recyclable materials
  • collaborate with playmates regarding rules of play and responsibility

There is much more to playing store than meets the eye. Yes, there is the potential for recyclables to take over a corner of a kitchen or develop into a basement marketplace, maybe even make a mess of a living area. However, the rewards of the store playing season are indeed life-impacting. The mind will imagine. The feelings toward learning, brighten. Conversational skills will develop.

Celebrate the learning!

Indeed, when the cardboard boxes and plastics finally end up in the recycling bin, children will have been encouraged and empowered. And that is definitely worth a season of box and container collecting. 

Course Codes: To Code or Not to Code

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

Ask a question, get several plausible answers.

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

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

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

My trail of research commenced. 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading Comprehension Made SIMPLE

Reading comprehension is one of those skills which can cause gray hairs!

Many parents struggle to teach, reinforce and foster this skill. 

Just as many children struggle with the skill, too!

We are not alone. We are all in this together. 

Over my almost thirty years of working with children, my own and others, I've rejoiced in light bulb moments when a strategy works. And, I've helped parents find alternative solutions, often individualizing teaching methods.

What has worked?

Some families find one strategy works. Others need more than one option. Still others cycle in and out of several. The key is to use what works for YOUR family!

Find something the child enjoys. Every child (yes, every child!) has an interest. Something engaging. Something the child will not put down. Grasshoppers? Recipes? Catapults? Military strategy? There is always an interest though it may take a bit of effort to find it. When it's found? GLORY!

Read together. I know a mom who instituted an "everybody reads at 10:30 am" policy. In other words, at 10:30 each person found something they enjoyed, found a comfy place, and read. Starting with 15 minutes, she gradually increased the time. Why? Because the children asked for the time to be increased. You know the "Mom, I want to keep reading!" exhortation. To get to that moment she had to allow the kids' cookbook, the Boy's Life catalog and the recent subscription to Highlights to come to reading time. And, mom? She enjoyed her current read. Reading time quickly became a favorite time time of day. All reading, all together. 

Draw a picture. Creative children love to create. Why not try building reading comprehension with the innate desire to create. Suggestions to draw a picture of a character, the setting or an exciting event in the chapter is an open invitation to design and color something visually pleasing. Draw a picture might also mean choosing reading material which fosters creativity, perhaps a how-to book, for example, how-to sketch barns. The child logs his or her reading time by learning sketching techniques and then applies what was read (comprehension and application) to create a piece of art. 

Read aloud. I know this takes time (I'm a mom of full days, too) however, the time and effort of reading something engaging (perhaps slightly above the child's ability) can build vocabulary and knowledge of language structure. Even a short time each day can pay off great dividends. 

Some of our favorite family read alouds are:

  • A Lion to Guard Us by Clyde Robert Bulla
  • Helen Keller's Teacher by Margaret Davidson (as well as her other amazing titles)
  • George Cohan: Boy Theater Genius by Gertrude Hecker Winders (and other Childhood of Famous American titles)

Take turns. Mix it up. You read a sentence, I read a sentence builds to I read a paragraph, you read a paragraph. Then one day, the learner takes of and reads the whole chapter, independently. This is an important strategy for emerging readers building fluency. We have found Step-up books and Discovery Biographies by Garrard Publishing  are perfect for this purpose. 

Give content. Often, today's book content is shallow, less engaging than the choices of days gone by. When we began purchasing vintage books, books penned in the 1950s and 1960s, our children read more often and more widely. Why? Real-life dilemmas and adventures--generally of lesser known people and events--intrigued my readers. There were problems to solve. History-changing events in which to be invited. For example, Thirty Seconds Over Tokyo by Captain Ted W. Larson (Doolittle Raid pilot) from the Landmark book series pulled my readers into the plot almost immediately. We were with the fliers in training, incident and aftermath of the raid. Yes, there was mention of injuries, blood and bombing but courage, perseverance, real-life challenge (not fabricated and artificial) enveloped every page. 

NOTE: This book is one of the more graphic of the Landmark series and we chose wait until late middle school to introduce the content. Parents should read the content prior to making the decision to offer this book to their children. Not all Landmark books are as graphic. 

Practice and apply comprehension strategies. There are six components to comprehension: connection, visualization, question, inference, analysis and synthesis. All play an important role in the ability to comprehend written material and as such children must be given the opportunity to use, apply and master each component. 

What if my child just doesn't like to read?

Some don't. Although most will with something of interest. If there is a continuous aversion to reading, even with something of interest, consider whether a physical reason may be causing a learning challenge. For example, if the eyes don't converge on a page of written material, reading will be difficult and hence not enjoyable--because it's hard, if not impossible. Learning challenges are not always obvious and should be considered a possibility when children have an aversion to reading. 

Reading comprehension can be as SIMPLE as enjoying a read aloud and discussing what was heard. On the other hand, several methods might be needed. Whatever the situation, building reading comprehension doesn't have to bring fit-induced gray hairs and is worth the effort.

 

 

Making Multiplication Mastery SIMPLE

There are some questions I am asked frequently. This one is no different. Comes often.

"How do you get children to master multiplication facts?"

The question is usually followed by a great sigh of,  "I've tried everything." 

Multiplication is a common frustration for parents. Mike and I hear concerns at evaluation time. I read worries on Facebook. Parents inquire while visiting my booth at conventions. And, I find the question in my inbox.

And, we are walking the journey with you!

We have personally faced this problem, several times.

Others have, too. YOU are not alone!

Developmentally, children must understand the concept of multiplication before they will understand what the symbolic (the number and signs) equation means. After understanding the concept and hence what the symbolic equation represents, children can begin mastering the facts.  In other words, children must understand the language " ____ groups of ______" and the corresponding numerals before mastery will make sense (unless, of course, the goal is to simply master the facts).

Based on our experience and the experiences of those whom we have coached through the process, the answer to the question about mastering multiplication depends on the child. In other words, every child has a unique developmental time table and there is no one right answer as to how to master facts (there are however, many opinions). In addition, some who once mastered the facts forget over a year's time and need review.

Though we all hope for an easy answer, one that works for every child, over time. It's just not so. 

At least it hasn't been for us or the folks we know. 

Thankfully, however there are many options and ideas from which to choose when working with children to master facts.

Start with the concept. Go back and review it when needed whether several times in a lesson, several times a year or once every year. The learner must innately understand (even see a picture in the mind, for visual learners). Remember, the wording to internalize is "(a number) groups of (a number)".  For example, a dozen eggs can be 2 groups of 6 OR 6 groups of 2. 

Draw a picture. Drawing a picture is a great help, especially for visual learners, though it can be beneficial for other learners as well. 

Find it in life. Look for examples of multiplication in real life where math can be taken off the page and made relevant, meaningful. This is especially important for kinesthetic learners. Examples are a box of 16 crayons divided in 2 rows, 3 four-legged animals, 2 tricycles, etc. This strategy was helpful for all of our children.

Make a visual or model. Outlining arrays (rows and columns of squares) on a piece of graph paper, drawing a picture for a math problem in a lesson, counting objects to represent an equation, really anything a child can relate to and then save as a picture in the mind. 

Skip Counting. In our twenty-one years of home education experience (as well as experience with hundreds of homeschoolers through mentoring and annual evaluations), skip counting does not always equate to understanding the concept multiplication. The child must be able to have the memory and the processing abilities to convert and apply the information. Skip counting worked for one of our learners.

Turn Math into an Art Project. For our creative learner who likes to cut and paste, math is palatable when accompanied by color and flare. Last Thanksgiving we enjoyed making multiplication turkeys. Placing the 8 facts on colored feathers not only added festivity to our day but allowed quick access to troublesome, hard to remember facts. Picture Pie by Ed Emberley provides creative ideas to explore and understand fractions.

Read about Math. We have had great success finding math-related books in the non-fiction section of the library. In fact, I have shown my children where the math books are shelved to give them greater independence as they dig deeper into math concepts introduced at home or in their math program.

 

Triangle Flash Cards. For one of our learners loved this idea, probably because it presented as more of a game than flash cards. Regardless, we were pleased with the results. Sherri Seligson explains her version of DIY Triangle Flash Cards on her blog, Just Extraordinary. 

Whole Equation, Including the Answer. "Are you kidding me?" That was my reaction to this method. For some learners we know, writing the fact (the whole equation factors and product) on flash cards and then verbalizing the equation aloud was the only technique which yielded mastery.This approached worked for one of our learners. 

No matter which strategy or technique you choose, there is an easy, natural sequence which helps learners feel successful, almost immediately. Mastering the facts in this order is helpful in terms of ease and building confidence: 1s (and number times one remains the same), 2s, 3s, 5s (perfectly illustrated with nickels), 4s, 10s (pull out the dimes), 6s, 7s, 8s, and 9s.  

For example, if using flashcards with answers (full equation), write all the 2s on 3x5 cards. Mix up the cards. Set a timer for two minutes. have the child go through the stack verbalizing the full equation on the card and moving the card to the back of the stack. Repeat through the deck until the timer rings. Repeat the activity once or twice a day for one week. To evaluate whether mastery is emerging, give an oral drill. If all the facts were mastered, move to the next fact grouping. 

Check-Off List. Using a check off list, learners can cross out mastered facts. A dry erase check off list has worked well in our home. Once we practice drilling the facts with verbal and visual cues (using cards mentioned above) twice or three times a day for several days, we do an oral drill. Sometimes we do this while driving to a field trip or while enjoying shade outside under a tree. If the leaner knows the answer to the fact I give, we exchange high fives (if I am not driving!) and I tell the child they can cross the fact off the list. If we drill in the car, we high five and mark off facts when we arrive home. Checking off facts is always a CELEBRATION! 

I must add, I was not a fan of flash cards UNTIL I had a child who could only learn multiplication with this strategy. Though I was hesitant, I wanted my child to learn as desired. And, at the child's request, I tried and was pleasantly surprised. We did, however have to review for several years.

You may be on the mountain (as it seems) to mastery. Take courage! You are not alone. 

We are walking the journey together.

Preschool to high school and every stage in between.

High School Made Simple: College Essays for Credit

When the Common Application recently released the essay prompts for 2016-2017, I reminisced about the time my high schoolers and I spent writing and editing college essays.

Those days mattered.

Oh yes, there were frustrations and word blocks. Challenges of putting heart and mind to paper. Thoughts processed and penned; gratitude for life-changing events and people. Indeed, the words were required for college essays, however poignancy and purpose marked milestones, not solely meeting rubric requirements or a grade percentage.

The prompts were real and relevant, personal to the young adult. 

Typically, we spend the Junior year practicing essay writing. 

I found this type of writing practical, useful, purposeful. This writing was significant for pondering but also necessary for college application. Call it high school intrinsic motivation. They worked hard at it. In fact, the time our Juniors spent practicing and polishing essays became a part of their life reflections as well as their English credits.

In addition to the Common Application essay prompts, we also used the supplemental essay prompts from the universities of student's choice. In other words, if the college was on the Top Ten list for our student, we found out what supplemental essay questions might be and began writing. To our delight, the essays were similar in nature. 

When looking for supplemental essay prompts on college sites, the first place we looked was on the application. If we couldn't find the prompts on the application, we would type in "essays for admission" (or something similar) on the site search box. 

Over the twelve years of homeschooling high school, I discovered the most popular supplemental essay prompts to be:

  • Why do you want to attend this school? This question not only offers opportunity for writing practice, but research also. A student can't write a knowledgeable essay of this kind without some degree of research about the university. Focusing on specific, perhaps a renown, faculty member influential in the student's field of study may be helpful. As a high schooler senior applying to college (this speaks to how long this question has been asked) I remember writing about my desire to attend an integrative university where education was not only studied in a traditional classroom setting but also experientially. My university excelled in this area and I wanted admissions to know not only was I aware of their unique instruction, I sought it out!
  • How will you be an asset to our university campus and the greater community? My son chose to answer this question for one of his applications.  In his research, he found the campus had a community outreach similar to one he had been involved in throughout high school. Mentioning this seemed natural.
  • What are your short and long term academic goals? Though this essay may be found on a freshman application it is also popular for specific schools within the university as well as graduate schools. 
  • Describe a person you admire. As my high schoolers worked on this essay, I reminded them it is always better to write about what and who is known and familiar. Therefore, I encouraged them to write about a person who impacted them personally, perhaps intellectually, morally or spiritually. This was another essay chosen by one of our high school young adults, one he was able to excerpt from several times in college and beyond.
  • Tell us about yourself. When working on this essay, we were encouraged to find the unique, something that would set the student apart. Colleges put unique twists on this essay, sometimes asking about a life-changing event or future dreams and aspirations. Some universities referred to this portion of the application as the personal statement. 
  • Why should (university) offer you admission? This question closely resembles "What will you bring to our campus?"  Related, we found one prompt a springboard to another.  

Some universities also require essays for scholarships. Again, this is a great resource for writing prompts in the Junior year. With scholarship essays meaning potential monies toward college expenses, we found this writing valuable time spent.

Colleges often place a word count on essays submitted. This requirement added a practical, real-life element to our writing assignments. Anyone can make a point, answer a question, but within required limits? Practice in this area prepared our high schoolers for college writing where word count mattered. In fact, some professors refuse to read beyond the requested limit. Writing essays within a word count while in high school proved beneficial.

Be aware, some colleges make additional requirements as to font style and size as well as margins and spacing. If the school makes this type of requirement, be sure to follow the request. Again, following these guidelines in high school prepared our students for college assignments in all content areas. 

College essays in our home mattered. Yes, the essays opened doors for admission and scholarship, but their greater good provided an avenue for reflection, personal growth and gratitude. The essays were not just a requirement, but a profitable use of time. 

Those days mattered.

Essays are just one part of the high school paper trail universities often require. For more information on the paperwork schools may request for college admission, join me in my workshop at FPEA Convention, Happy (High School) Paper Trails. 

UPDATE: This session is available on MP3 for purchase at The FPEA Store.

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 Made Easy

I am a mama with full days, like many of you. I look for simple and manageable. 

Though I am about excellence, I also am about simplifying and streamlining. 

But let's face it, sometimes we have to tackle tough. Course descriptions (CDs), often intimidating, are not always necessary. So, breathe easy. On the other hand, when they are needed, they are usually essential to the admission process. In addition, of all the families I work with, the large majority who were required to submit CDs also received substantial scholarship monies.

That is good news, really! 

So, what if CDs are essential to your student's college admission packet?

Don't panic!

Parents often confuse transcripts with course descriptions. The transcript provides a one-page snapshot of a young adult's high school course, grade, and credit summary. Course descriptions, however, offer short synopses of the learning chapters in your student's story. Ideally, those course descriptions should complement--add value and give clarity--to the transcript document.

Why course descriptions? For students graduating from a public entity, course catalogs (also called course guides or curriculum guides) are available online (used to be paper and had to be requested from the guidance department) and follow the requirements (standards) of that state (or now in many cases, Common Core). Colleges know the set criteria and standards met in the classroom are standard for each course at every school in that state. So, there is no need for each high school to write individual course descriptions for every class for every student. They write one course description--usually posted on their website--for all students, as long as they offer the course.

Home education is different. A sculpture class in one home is likely to look entirely different than a sculpture class in another home. One student may enroll in a sculpture class at a local art studio. Another may have been invited to join an artist for weekly mentoring in a private studio. Yet another student may dual enroll a sculpture class at the local college. The same distinctiveness can be applied to a literature course--each home can choose their own literature selections--or a science course--where the student might be invited to take part in a research project at a local university. There is no standard way to meet course requirements (unless your state dictates differently--this post assumes parents have researched and know the home education statute for their state). Hence, some colleges use course descriptions to assess the depth and rigor of a home education course because they know courses vary for each home school.

Some colleges ask home education parents to write course descriptions.

It is part of their verification process. With the eclectic mix of methods and means home educators utilize, the CDs do bring out the extraordinary opportunities homeschoolers have experienced and embraced. 

I remember the day a college requested I write CDs.

I panicked! 

After a deep breath...

Thankfully, we were early in our high school journey! I could easily remember the exceptional experiences our young adult had benefited from in his courses, variations from more traditionally-taught classes: 10 dissections he completed in Honors Biology at a local co-op. We had also designed courses around independent study, research, and personal reading. 

Additionally, I had been keeping a reading list on the computer. I could cut and paste those titles into course descriptions as needed. 

I was relieved. Since that first request and a total of four high schoolers later, 

I have learned to:

  • Write course descriptions when the young adult begins the course (even if just the bare minimum is known: textbook, reading materials, anticipated experiential opportunities) and add significant educational highlights throughout the year. When I waited until the end of the year to write the whole description, I forgot some of the most beneficial learning blessings he experienced, no to mention getting my head above the project was monumental, or at least it seemed so when I felt I was drowning.
  • Remind myself course descriptions tell the stories of the courses detailed on the transcript. It is the document college admissions personnel will reference as they consider offering admission, need more information to differentiate one student from another and offer scholarship. A course description is not an outline of the course and will be less likely to read if lengthy. Course descriptions are chapter summaries, hitting the highlights, offering the concepts learned, the teaching methods and resources used, and exceptional experiences in which the student participated.

  • Take note of the unusual and unique. Course descriptions are especially important if the parent and young adult are designing unique courses, courses not typically offered on local school campuses or courses not generally taught in high schools, for example Introduction to Equine Science, Survey of the Building Construction Industry, or Care and Concerns of the Elderly.

  • Record regularly. When I don't,  I forget valuable additions. In our busy, full years of adding a Bastian or spending evenings at the ball field, I found it helpful to start a student's course description document and add bullet points to the course titles. Later, when I have time,  I can revisit later and edit into cohesive sentences. Tackling course descriptions in this manner helps me remember important details and keeps me excited about what my young adult is accomplishing. When it is not in front of me, I tend to forget.

Keeping records current saved me time and headache later.

  • Remind myself there are many ways to accomplish learning (this is true even of the state standards- the standard can be met with very different and unique methods). For example, American History. If two of the many learning goals for a high school level American History class are to understand the causes and consequences of the Civil War and the effects on the American people, and to understand the causes and consequences of World War II in the United States and abroad, the learning possibilities of how a student will understand those concepts are vast and plenty. Chapters in a text could be read and summary questions answered. On a family vacation up the East Coast of the United States, the family could visit and tour eight Civil War battlefields and National Parks and compare what actions were taken and who was involved at each location. The student could attend a local WWII veteran's meeting and listen to the stories shared by the members. Perhaps the local library hosts a presentation by surviving Tuskegee Airmen who share their wartime experiences from the perspective of African Americans serving during WWII (actual event we attended and it was AMAZING!). And then there are the plethora of primary source documents and biographical materials which could be read. Not only can the same learning goals be accomplished, but learning with this type of diversity allows young adults of different learning styles to retain information they might not otherwise remember. It is these exceptional and unique opportunities which can be highlighted in course descriptions, should a high schooling family choose to prepare this document or a college require it for admission.

Being intentional about writing course descriptions proved most valuable for courses we designed or courses developed from internships and shadowing experiences. When designing a course, I felt it was important to keep a running log of educational experiences, online resources, and learning resources, just as I would if I were compiling a course as a traditional classroom teacher.

There are blessings to writing course descriptions.

For us, the original course descriptions from my first high schooler could easily be cut, pasted, and edited to the unique experiences and opportunities of the high schoolers who followed. Second, though not all colleges asked for the description document, I sent them anyway. It was done and I wanted officials to have the document should they have questions. I know some parents feel this is a controversial and dangerous precedence for future home educated applicants, but in at least one situation those descriptions placed our young adult in a better position of acceptance in an honors college (because we couldn't document any of his courses as Honors or IB, which most of the applicants had earned). When the descriptions (which included reading materials) were read, the depth and expanse at which our young adult studied most of his courses could be realized. Our homeschool high school experience was just as rigorous as those students who had completed accredited IB programs. Note: Realizing that our student had the ability and desire to qualify for an IB or similar program, I researched the contents and reading materials utilized by these programs and then wove them into our studies. Again, this is our experience, not something I am advocating for every home schooled high schooler.

As we progressed through high school and began researching college admission requirements, I was thankful I had records of courses my student had completed.

Being intentional with writing course descriptions has served us well, in many cases. The work was done as we studied, and saved on the computer, should we need it. We did need it for our first applicant. With our second, because of dual enrollment and then an easy transition to the state college (and eventually a four-year university), the course descriptions were not necessary. On a side note, had our first and second grads followed their aspirations to play competitive collegiate sports (hence registering with the NCAA) having the course descriptions complete would have saved me a huge amount of time filling out their Core-Course Worksheets. Keep in mind as you consider NCAA and course titles, they prefer specific titles. Be aware.

This information (and more) is included in my book, Celebrate High School. which was heavily revised and updated summer 2015.  The revised edition contains every thing in the original publication as well as some new features including middle school sections.  

Join me at FPEA for my workshop, Happy (High School) Paper Trails to YOU!

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. 

"Let Me Do It!" - Little Learners Become Independent

Little learners are industrious! They can accomplish much in a short time: unloading cabinets. emptying bags of flour for "snow", unwinding tape rolls. Their industry may not be what we define as true betterment. 

However, in those tough to see times, it is important to understand a little learner's definition of industry is key to developing independence.

Given a task, an important one, one they care about, they will accomplish much and feel incredibly empowered, eager for the next "job".

Mr. Red, the fish we inherited from great-grandma, needed a clean bowl. The water had become a science culture--I am sure, though I didn't test it. Poor Mr. Red!

Sick children needed care. Mr. Red had to wait.

I moved the fish bowl to the kitchen counter, near the sink, grabbed an extra large coffee cup from the cabinet, scooped Mr. Red into the cup, and within seconds our little learner "wanted to help".

"Let me do it, too!"

What toddler doesn't like to play in water?

Mr. Red was swimming happily in the coffee cup I placed out of reach. I dumped the yucky water in the sink, poured and rinsed the ornamental  rocks. Chair pushed to the sink, a smiling eager and confident helper turned on the tap and began cleaning rocks. One squirt of soap. Two squirts of soap. Fine motor muscles were getting a work out. Three squirts, four.  

Thirty minutes later, my assistant had cleaned every rock and placed them back in the bowl. She beamed with pride. She had contributed to the care for our beloved Mr. Red--her pet!

A first step of responsibility. A first step toward independence. 

My little learner knew she could be a productive, contributing member of the family, accomplishing tasks of importance. Her smile spanned ear to ear, dimples dotting each corner, for the next several hours. 

Little learners wants to contribute, to serve, to care. In doing so, each time they take another step toward independence, they catch another glimpse of a much bigger picture, one much bigger than oneself. 

What started as "let me do it!" ended with

"I like being a part of a family!"

You may have little learners, or not so littles, eager to contribute, eager to work alongside. 

How can your child contribute?

How can he or she make a difference and catch a glimpse of a greater community?

Imagine the possibilities!

  • help organize the pantry, cylinder cans on one shelf, rectangular boxes on another. 
  • water the plants, inside or out, with a pump spray bottle (great for fine motor skills)
  • fold washcloths in half and half again
  • match socks
  • sort laundry
  • organize the plastic container cabinet
  • feed pets (with supervision)
  • sort coins- pennies, nickels, dimes and quarters
  • roll coins (get paper rolls at the bank)
  • collect the newspaper from the end of the driveway
  • carry a neighbor's garbage cans to their designated area
  • fill ice cube trays with fresh water
  • make sandwiches (spreading is a great skill)
  • peel carrots or wash potatoes (with supervision)
  • empty bathroom trash cans into the larger garbage can
  • carry hangers to the laundry room
  • make cookies (with supervision)
  • help put seeds in seed beds
  • refill bird feeders
  • help wash the car (and clean out the inside)
  • put library books in the bag to go to the library

Embrace the industrious little learner at your feet! His or her inquisitive energy can be productive, taking one step closer to responsibility and independence. 

Cultivate, then celebrate, the milestone--together! 

Want to learn more about little learners? Join me at my Teaching Preschoolers and Little Learners workshop at FPEA 2016!

 


Delighted to Be a Speaker at FPEA 2016

I am thrilled to be back at FPEA again this year. New workshops. New insight. New stories and practical helps to equip and encourage at every stage of the home education journey, preschool through high school.

Come see me at my workshops! I'm walking the journey with YOU!

Friday 10:30am

7. Celebrate Simple! Intentional Home Education

The simple teaches the profound. Cheryl shares stories and offers insight from her 21 years of homeschooling eight children — the everyday teachable moments, the simple yet ingenious ideas, the interest-driven learning — the things her graduated and grown young adults say mattered most. Learning together, building family relationships, is priceless. It's simple and worthy of celebration!

Friday 3:55pm

68. Happy (High School Paper) Trails to You!

High school is not a one-size-fits-all experience. It is a time to refine the skills needed to polish a student's God-given gifts and talents. But what does that look like on paper? How do you tailor courses which will prepare your child for what God has planned for their future? Cheryl walks parents through answers to these questions.

Saturday 1:45pm

129. Celebrate Middle School: Fostering Ingenuity

Middle schoolers will surprise you! When they do, be ready to foster ingenuity, seize opportunities and think outside the box. The middle school years, ripe with potential to impact entrepreneurial ventures, employment or college/career paths, can also be conflicting for parents and children. In this workshop, Cheryl offers practical tips from experiences as a homeschool mom and a wife of a 27-year middle school educator.

Saturday 3:55pm

153. Teaching Precious Preschoolers and Little Learners

Young children have an insatiable curiosity to learn and a natural desire to work alongside people they love most. How do we utilize these innate qualities to maximize their learning potential at home? Drawing from 28 years of experience of teaching early learners, Cheryl challenges attendees to look beyond societal and educational pressures to the emotional and developmental needs of young children. 

Convention Preparation Time

Boxes arriving. 

"We have that book! It's one of my favorites!"

Yes, indeed! Hence, the reason more arrived in two boxes. Just sharing what has worked for us. 

Units and activity packs of real math. Those might be a favorite. Maybe the gears?

Children add ideas they've tried and liked

 

It is all about sharing what we've loved; what worked, what made a difference. 

And so, when the boxes arrive, the reminiscing and wondering begin. 

"They will love these!"

Great words to hear. 

Convention prep time is a favorite time of year, in our house, as we prepare to share.

Read Aloud to Foster Counting Skills

Counting books cycle in our home; about every four years over the past two plus decades as little learners grow and start their quest to conquer the concepts and skills involved in counting. 

Noticing some of our favorites are disappearing from the library shelves, intentionality finds me adding to our home library so we don't lose our loves. 

How Many Snails? Rich, bold vibrant colors invite little learners to jump in and count! Though counting is the main skill reinforced, attributes, following directions, and processing fair well, too. One of our favorites! Author: Paul Giganti, Jr. 

M&M Counting Book. The familiar candies on the front draw readers to the content. Once opened, this book teaches counting through 12, counting sets, and beginning addition and subtraction. Author: Barbara Barbieri McGrath

Counting is for the Birds. The rhyming text makes this brilliantly illustrated counting-to-twenty book an all-time favorite of ours. Author: Frank Mazzola, Jr.

Cardinal Numbers: An Ohio Counting Book. Counting 1-14 with beautiful illustrations and real-world word problems on the last pages, this book is one of many in the Sleeping Bear Press series. A favorite for older children, too, as side bars on each page offer additional opportunities for curious learners. Author: Marcia Schonberg

Great Estimations. An intriguing look at estimating as an advanced counting technique. Great photography, fun examples, and helpful hints for counting objects in large numbers. Great for older learners, too! Author: Bruce Goldstone.

The Coin Counting Book. Counting takes another journey into the world of coin recognition and value. Great for beginner coin counters who have a piggy bank of coins waiting to be counted.  Another of our favorites due to the interest most kids have in money. Author: Rozanne Lanczank Williams.

Eating Pairs: Counting Fruits and Vegetables by Two. Reading and learning odds and evens go hand-in-hand with this unique counting book. We love that the numbers are written down the side bar of each page, begging for us to count along...again! Author: Sarah L. Schuette.

10 Little Rubber Ducks. Fictionalized counting story of a real-life event presented alongside the classic Eric Carle collage art. Bright illustrations and a intriguing story line. Great addition to the home library, for sure! Author: Eric Carle.

 

Large Print for the WIN!

"Mom, look what I found!"

In front of my face--so close I had to back up for my eyes to refocus--a familiar cover. Laura smiled contently at her beloved rag doll. I instantly knew the exhilaration of my young reader. I felt the same way forty years ago!

"Mom, I was looking for another Little House book and found this!"

A 8 1/2 x 11 hardcover large print version of a book loved for generations. 

Large print books serve well. Though often considered solely for readers who are visually impaired, large print books hold great promise for building reading interest and fluency.

Consider large print books for

  • Early Emergent Readers. When reading aloud to early emergent readers--knows some letters, understands writing has meaning and therefore uses scribbles to create a "message", recognizes high frequency words in the environment--large print books provide big inviting font and extra line space for running a finger under words while reading (another important skill for emergent readers). Early emergent readers often find larger illustrations more appealing, too.
  • Emergent Readers. Using an engaging large  print chapter book as a read aloud offers more print per page and  introduces complex sentence structures to budding readers, building auditory skills (when heard during read aloud) and creating templates for growing language development. The large print warmly invited my reader to a familiar prairie setting with characters she had come to love.  Another WIN!  
  • Early Fluent Readers. Readers at this stage rely less on colorful illustrations (yet the still welcome a few), appreciate descriptive, new vocabulary and delight in varied sentence structure. These readers often look for books with more text on a page, hence the larger print provides the illusion of more words without compromising eyes to fine print. Large print chapter books, especially classics like the Little House series, offer all this and more. 
  • Fluent Readers. When a younger child becomes a fluent reader desiring richer vocabulary, complex action-packed plots, and greater character development,  he or she is often faced with chapter books in fine font and void of illustration. Not so with large print editions. Large print editions offer all the story elements young fluent readers crave in a font which is easier on young eyes.

My young budding fluent reader appreciates the large font and over-sized illustrations of this large print edition of Little House in the Big Woods. All 8 1/2 x 11 --2 1/2 inches thick--has become a fast, clutched-to-the-chest friend, a welcomed companion for one building independent fluency. Since being discovered on the library shelf, the book has rode in the car for errands, traveled to Grandma's house, and helped pass time at an appointment. And perhaps the most precious gift this new friend has given is the nightly you-read-to-me-I-read-to-you moments on the couch: a team effort of enjoyment.

Large print for the reading WIN! 

The Thank You After the Letter (of Recommendation)

Letters of recommendation act as a means of introduction to a person’s work ethic, character, unique abilities, and personal or academic strengths. These letters accompany applications for employment, college admission, and scholarship monies. In some cases, these letters are highly regarded. Instructions and insights to these important documents, including sample letters, are included in my book Celebrate High School.

What happens after a letter of recommendation is written and submitted? What constitutes an appropriate thank you for someone who has taken personal time to speak on behalf of an applicant?

I have been on both sides of the letter.

As a mom walking alongside young adults who have sought internships, employment, leadership positions, college admission, and scholarships it was important for me to know and understand the letter of recommendation process—from inquiry to thank you. Gaining that knowledge, I could more effectively coach and encourage my young adults.

Having walked this path several times with my young adults, I found each experience unique and in large part, dependent on the young adult’s relationship with the recommender. Considering many aspects we were able to tailor the communication, inquiry, and thank you to each situation. Therefore, our plans of action did not follow any protocol, only our discernment and determination of what we felt was appropriate for each individual.

When our son sought a letter of character recommendation from a person with whom our family had interacted for several years—which included an influential relationship with our son—we decided a gift card to a favorite restaurant should accompany our son’s hand-written letter. There were years of conversations and meetings put forth on behalf of our young adult.

When our son sought a letter of academic recommendation from an online instructor (as required by the university) with whom he had only a semester worth of interaction—though she had commented often on our son’s ability and her confidence in his character—he thanked her with a sincere email. With only an email for communication, he was limited in his choices to show appreciation.

As a person who helps young adults achieve their goals, I am often asked to write letters of recommendation and scholarship. I am honored to fill this role in a young person’s life, and honestly, the best compensation has been a note of thanks and a follow up as to outcome of the opportunity.

Walking alongside a young adult, you may be asked for ideas in regards to showing appreciation toward a person who writes a recommendation.

Consider:

  • First and foremost, express gratitude. Though letter writers are often honored to speak on a student’s behalf, gratefulness is always esteemed. Express thankfulness for the writer’s thoughtful comments as well as the time set aside to give attention to the letter. In addition, this person, having impacted the young adult may be of help in the future. In fact, most of the people who have written letters of recommendation for my children have indeed maintained friendships with us, some providing future employment leads and networking scenarios later.

  • Giving the means of appreciation but  later provide follow up correspondence as to the outcome or impact the letter had on achieving the intended goal. As a writer of recommendation letters, I always wonder whether my efforts were successful; helpful to the young adult’s objective.

  • Adding an explanation of why person is important or has been essential to the young adult’s development or education; a great complement to a handwritten thank you.

  • High school guidance counselors and teachers as well as university professors generally agree that writing recommendations as part of their job as an education professional. Though this shouldn’t determine the means of appreciation, it does deserve consideration.

  • Whether or not a thank you note is the preferred means of gratitude, an in-person delivery or face-to-face word of thanks is often highly regarded and appreciated.

  • Some professionals will not accept gifts, monetary or otherwise. If your young adult presents a gift to the writer and it is returned, be ready to discuss why the young adult shouldn’t be offended by the decline.

What a thrill to watch a young adult of great character, work ethic, and ability obtain something he or she had worked so hard to achieve: winning substantial scholarship, obtaining university admission, being appointed to a military academy. I hope this post has equipped you so that you can experience the same delight.

 

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. 

No Goats for Us!

I am glad I didn't buy the goat!

Had I listened only to popular trends twenty-one years ago when I began homeschooling there'd be a goat in the back yard (or maybe several) and an AA in my son's back pocket when he graduated from home.

Neither would have been helpful to our family, and particularly for our son. 

There's wisdom in learning from the experiences of those who have walked the path. I've learned from many.  However, sometimes the experiences of others are not the best provisions or plans for us. Had I not taken the time to really ponder (insert prayerfully consider over a period of time) the goat purchase would have relegated my family to something short of best for them. 

Families are unique, as unique as the number and ages of siblings, as unique as the colorful array of personalities. Our growing family? No different; though some days I longed for it to be the same as another family, somewhere. It would have been easier to just do what they did.

Those first years of homeschooling taught me that if I wanted to be successful (whatever that was in any given year) I was going to have to do my homework, and love the family in front of me, not the family next door or the next state over. I needed to learn, but I also needed to find the goodness in what I had. I tried to

  • Connect with my husband and my children, daily. When this started slipping, others things slipped, too.
  • Attend local homeschool support group meetings--especially the panel format meetings where several moms shared their journeys--but prayerfully sift out the gold nuggets our family needed, not just take home what sounded good or ideal.
  • Made time for the state homeschool convention. It was big! My first several years, I took in small bites at a time as not to overwhelm my brain with could haves, should haves, if onlys.
  • Subscribe to a magazine for encouragement and continuing education.  From this resource (I like resources I can highlight and dog ear) I got ideas and perspectives from a wider and broader community of homeschooling families. I wasn't taking surveys, but I did want to get ideas of what worked for others. I could tweak for our learners.
  • Read widely--again for continuing education and personal renewal--but reminded myself that anyone, even those not fully versed in the subject, could write an article or blog post. I learned this early on when I began regularly reading a column specific to  homeschooling high school, only to discover the author was high schooling her oldest at the time she wrote the articles. Yes, she had wonderful insight and ideas, but I realized I wanted perspective from someone who could offer "been there done that" or "I would have done this differently" or "this worked for one, but not the other". 

I didn't do all of the above my first year! YOU don't have to, either.

As I reflect on our homeschooling years, more than two decades and several graduates later, I realize though I have experienced a wealth of opportunities and milestones, and gained nuggets of wisdom, I am still learning.  There are still learners in my home--more learners, more unique perspectives and needs--ripe with potential.

And, I do know this, looking back, pondering...

  • My son didn't need the goat. He didn't need the AA, either. He needed a mom who would allow him to study Chemistry for hours at a time, practice math problems over and over, and read books from a variety of interests all afternoon, if he wanted. This is what prepared him for college coursework: long stretches of study on the same subject.
  • My other son didn't need the goat, either (but dual enrollment and an AA was helpful). He needed a mom who would put aside pride (fear of what other homeschooling parents would think) and allow him to join Boy Scouts. His time in scouting offered opportunities to learn experientially from wildlife commissioners, ornithologists, biologists, contractors, and business professionals. Interacting with people of all ages and a variety of backgrounds prepared him for his career as a physical therapist. And, he gained valuable leadership skills as he climbed to Eagle.
  • My oldest daughter needed choices. Choices for how to learn. Choices in curriculum. Choices in course content. And, she didn't choose goat.

I know other families chose goat, and it served them well.  In some cases, very well. Ah, the beauty of home education and unique paths. Your child might need a goat. Then again, he or she may not. 

Glean from the experience of others, but don't be afraid to ponder and give second thought.

YOU have the wonderful opportunity to make choices for your family--goat (or other fascinating experience), the gift of time, undivided attention, personal tutoring, or a hand to hold along the way. The list is infinite because the needs of every family--and every member in that family--are different, not like any other family. 

Embrace the difference, the uniqueness. Time passes quickly. 

(I am just so glad our homeschooling hasn't--at least so far--involved goats!)

 

 

 

 

 

 

College Admission Requirements for Home Educated Students

I speak to rooms full of parents--everything from living rooms to convention halls--considering a home education journey for their middle and high school young adults. Most often we talk about specifics and how-tos. However, at some point, usually during a Q&A session, I am usually asked

"What about college admission?"

The answer to the question depends on the status of the student applying.

Home educated in our state means enrolled in the Home Education Program with the county of residence. Those students are home educated students by definition and will apply to colleges as home educated, non-traditional or non-accredited graduates. The term used varies college to college.

In our state if the student chooses to enroll in a private school for classes once, twice, or three or more times a week--or as a place of record--that student is considered a private school student and will apply to colleges as a private school graduate. Some colleges and universities require private schools to be accredited, by the state or by a regional accrediting agency. 

Generally colleges welcome home educated students with unique educational and extra-curricular experiences and varied community service opportunities, but it is always wise to check on the admission requirements of particular schools of interest. I recommend parents and students begin THE BIG COMPARISON--outlined in my book Celebrate High School--when several colleges have sparked a desire for further research. 

Don't assume.

  • Universities are hiring counselors designated to serve home educated students. After reading online admission requirements, make contact with the counselor. Advanced research demonstrates interest and initiative.

  • A running list of questions may be helpful.

  • Early research allows parents and students to plan well. Gain the knowledge you need!

Locating the specific requirements for home educated applicants takes time. If your student's college of interest is not listed below, try 

  • typing "homeschool" or "home education" in the search box of the college website.

  • searching "homeschool coordinator" in the search box of the college website.

  • contacting the homeschool admissions coordinator. Colleges and universities are hiring personnel to help their home-educated applicants.

  • looking for homeschool admission requirements under the heading "non-traditional". Home education is considered a non-traditional method of education by many universities.

Direct links to information relevant to home-educated applicants:

Agnus Scott College, Decatur, GA

Amherst College, Amherst, MA

Appalachian State, Boone, NC

Arizona State University, Phoenix Area, AZ

Ave Maria University, Ave Maria, FL

Barnard College - Columbia University, New York, NY

Berry College, Mount Berry, GA

Bellhaven University, Jackson, MS

Belmont Abbey College, Belmont, NC

Bentley University, Waltham, MA

Bowdoin College, Brunswick, ME

Bradley University, Peoria, IL

Brandeis University, Waltham, MA

Brown University, Providence, RI

Bryan College, Dayton, TN

Bucknell University, Lewisburg, PA

California Institute of Technology, Pasadena, CA

Cedarville University, Cedarville, OH

Central Methodist, Fayette, MO

Charleston Southern University, Charleston, SC

Colorado Christian University, Lakewood, CA

Colorado State University, Fort Collins, CO

Columbia University, New  York

Covenant College, Lookout Mountain, GA

Drexel University, Philadelphia, PA

Emmanuel College, Franklin Springs, GA

Emory, Atlanta, GA

Emory-Riddle Aeronautical University, Daytona Beach, FL

Flager College, St. Augustine, FL

Florida Gulf Coast University, Ft. Myers, FL

Florida Institute of Technology, Melbourne, FL

Florida State University, Tallahassee, FL

Franciscan University, Steubenville, OH

Furman University, Greenville, SC

George Mason University, Fairfax, VA

Greensboro College, Greensboro, NC

Grove City College, Grove City, PA

Guilford College, Greensboro, NC

Hillsdale College, Hillsdale, MI

Houghton College, Houghton, NY

Indiana University, Bloomington, IN

James Madison University, Harrisonburg, VA

John Hopkins University, Baltimore, MD

Kansas State University, Manhattan, KS

LeTourneau University, Longview, TX

        Home School Endowed Scholarship - Le Tourneau

Liberty University, Lynchburg, VA

Marquette University, Milwaukee, WI

Massachusetts Institute of Technology, Cambridge, MA

Mercer University, Macon, GA

Messiah College, Grantham, PA

Methodist University, Fayetteville, NC

Montreat College, Montreat, NC

New Mexico Tech, Socorro, NM

North Carolina Wesleyan, Rocky Mount, NC (see page 15 of the college catalog) 

Northeastern University, Portsmith, NH

Oberlin College and Conservatory, Oblerin, OH

Ohio State University, Columbus, OH

Ohio University, Athens, OH

Olgethorpe University, Atlanta, GA

Patrick Henry College, Purcellville, VA

Pensacola Christian College, Pensacola, FL

Pennsylvania State University, University Park, PA

Pepperdine University, Malibu, CA

Princeton University, Princeton, NJ

Reed College, Portland, OR

Rice University, Houston, TX

Rollins College, Winter Park, FL

Savannah College of Art and Design (SCAD), Savannah and Atlanta, GA

*SCAD admission required documents

Smith College, Northampton, MA

SMU- Southern Methodist University, Dallas, TX

Southeastern Louisiana University, Hammond, LA

St. Johns College, Annapolis MD and Santa Fe, NM

Stanford University, Stanford, CA

Stetson University, Deland, FL

Southern Methodist University, Dallas, TX

Syracuse University, Syracuse, NY

Syracuse University School of Architecture, Syracuse, NY 

  • Syracuse University School of Architecture portfolio requirements

Taylor University, Upland, IN

Texas Christian University, Fort Worth, TX

The College of William and Mary, Williamsburg, VA

Tulane University, New Orleans, LA

United States Air Force Academy, Colorado Springs, CO

United States Navel Academy, Annapolis, MD

University of Alabama, Tuscaloosa, AL

University of Central Florida, Orlando, FL

University of Cincinnati, Cincinnati, OH

University of Illinois, Urbana, IL

University of Michigan, Ann Arbor, MI

University of Minnesota, Minneapolis, MN

University of New Hampshire, Durham, NH

University of North Carolina, Chapel Hill, NC

University of North Florida, Jacksonville, FL

University of Notre Dame, Notre Dame, IN

University of Oklahoma, Norman, OK

University of Pennsylvania, Philadelphia, PA

University of RIchmond, Richmond, VA

University of South Florida, Tampa, FL

Valdosta State University, Valdosta, GA

Vanderbilt University, Nashville, TN 

Vassar College, Poughkeepsie, NY

Washington State University, Pullman, WA

Wheaton College, Wheaton, IL

Yale University

I do not receive any compensation for inclusions on this list. It is completely random--I add to the list as I research and work with families. This list is not intended as endorsement or advertisement; simply as a helpful tool to aid and encourage. 

This list grows and grows. Check back for new additions. 

Celebrate High School: Finish with Excellence
Sale Price: $25.00 Original Price: $29.99

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

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. 

Celebrate High School- What Matters?

"As you walk through the last years of your student's high school journey, remember the final celebration is less about the knowledge stored up in the student's mind (though that is important) and more about whether the young adult understands his or her strengths and how those strengths will bring value to whatever he or she endeavors." 
Celebrate High School, 2015 revised edition
Celebrate High school is available here!  
 

A New Year to Create, Cultivate and Celebrate

How will you be intentional to create, cultivate and celebrate in your home?

Perhaps...

  • Organize an art corner where ingenious minds can create.
  • Refresh art supplies. Introduce a new medium.
  • Bind last year's art masterpieces creating a portfolio to celebrate progress and change. 
  • Offer new tools to cultivate life learning --protractors, microscopes, compasses, templates, 3-hole punches, staplers, balance scales
  • Use New Year savings offered by digital scrapbook companies to create a family memory book where accomplishments and memorable favorites can be celebrated...TOGETHER!
  • Provide blank books to budding authors and illustrators. Cultivate the need to create! 
  • Say "yes" to requests for household trinkets and treasures. They may just be the next patent in the making. 
  • Purchase a personal bookcase to fit bedside the contagious reader. 
  • Read to the emergent reader eager to build fluency. Celebrate the sentence read and the chapter completed!
  • Post a black-out list where newly mastered multiplication facts can be crossed off.
  • Champion ideas and celebrate milestones. 
champion3.png

Loving Young Adults through Transitions and Decisions

College finals week. Laundry mishap ruins a favorite shirt. Misunderstanding with a close friend. Moving out. Wedding planning.

Life decisions and transitions breed stress, lack of confidence, doubt. 

How can a parent help a young adult through transition and difficult times?

Listen first, ask later. People crave a listening ear, especially when things go awry. Young adults are no different.

Text. A short line of encouragement shortens anyone’s long day.

Public praise. A positive public comment, whether live or on social media, adds spring to rough steps. Statements about character and work ethic speak volumes.

Make a date. Invite a young adult to share coffee or ice cream at a favorite sweet spot.  Getting away with someone who can encourage and build up, even for 30 minutes, adds vitality.

Say, “I like you!” Strong words—needing to be heard over the clamor of good grades and long hours—can be scribed on a napkin, placed on a piece of paper under a coaster or included in a text message. We all long to be liked for who we are, not just the grades earned, the kudos given or the numbers accumulated.

Wash a load. Offer to do a load or two of laundry. For students who usually do their own, having someone help in a time tight transition assures fresh socks and towels will greet a difficult day.

Fix a favorite. Nourishment when under stress is essential. Cook up a favorite meal and serve with a listening ear. If the young adult lives independently, offer to drop off something special at his or her convenience.

Ask. One of life greatest questions, “How can I help?” can be a blessing in a “give me more” society.

Surprise them. Drop off a surprise—balloon, cookies and cupcakes work well—at your young adult’s home or office, or leave a bouquet of flowers on his or her workspace, even if that workspace is in your home.

Instant message. In the days of instant contact, make it count! Everyone loves to answer the “ping” and read sweet thought.

Empathize. Send a letter or special card, snail mail. We like our inbox messages, but a letter in the mailbox still says, “I care about you!”

Be a study buddy.  When your young adult is studying hard with more assignments on the horizon, offer to work together at a venue away from home. Take your work—even if it is catching up on emails—and accomplish tasks together.  Fresh space speaks fresh mind.

Life can be difficult, transitions tough to tackle. All of us face them.

I remember one evening, about a year ago, my then college junior had taken up study camp in his quiet bedroom. I had not seen him in a few hours. Then, out of the corner of my eye, I saw the bedroom door open. He emerged, eyes tired, weary. When he entered the kitchen to refill a water glass, I quickly scooped up a few bite-size chocolates and tip-toed down the hallway. My mission—set a few chocolates on his textbook.

Several minutes later I heard him close his door and then reopen. “Hey, who put these there?”

Mission accomplished. I met him in the hallway. We smiled simultaneously.

No need to exchange words. We both knew.  

Young adults, even good time managers and planners, will face transitions and decisions—a natural part of life. As parents when we walk with our young adults, offering words of endearment, a shoulder to hug, an ear to listen, a prayer to share, we are model what walking with someone through difficulty looks and feels like.

As with anything in life, balance and prayerful consideration is needed. We cannot do their course work, take their online exams or show up at important meetings. Most importantly, we cannot fix their mistakes or solve their problems. And if we attempted a rescue, often the solution or answer we fashion is limited to our perspective or vantage point. How much better to help the young adult process the situation and allow them to work out a solution?

Lessen stress of life decisions and transitions, patting a back or offering help. Build confidence, commenting on a character attribute. Fill the holes of doubt with words of affirmation and hope. In doing so, young adults learn how to walk through transitions and decisions with someone by their side, and will be better equipped to stand alongside someone else in the future.